Reading in the classroom is of vital importance both to improve students' literacy and aligns with the Common Core to develop speaking, listening, writing, and of course reading. An effective reader stops to comprehend, asks questions, visualizes, analyzes, predicts, infers, summarizes, and makes connections. Because of the importance of mastering these skills, effective reading must both be taught and modeled in the classroom. It is also important to expose students to a variety of different literacy: newspapers, informational text, narratives, and even humorous comics. These kinds of texts all help develop effective reading skills.
Reciprocal Teaching
This is an effective way to ask students to practice discussion with high participation. Students meet in small-groups to comprehend, ask questions, visualize, analyze, predict, summarize, and make connections. The students are given roles to fulfill such as facilitator, scribe, reporter, summarizer, predictor, and clarifier. This causes students to take ownership of their participation in a given group. |
Reciprocal Teaching | |
File Size: | 59 kb |
File Type: | docx |
Popcorn Reading
This reading activity has been called multiple things, but the idea is that the class reads together and takes turns reading a few sentences. The teacher calls out the name of a student and after a few sentences simply says the name of the next student. This keeps each student actively following along in their own book or article. This can cause anxiety for those who don't read well or who are English Language Learners, however, with time and preparation (and knowing your student) you can use this tool to ensure students are engaged in the reading.
This reading activity has been called multiple things, but the idea is that the class reads together and takes turns reading a few sentences. The teacher calls out the name of a student and after a few sentences simply says the name of the next student. This keeps each student actively following along in their own book or article. This can cause anxiety for those who don't read well or who are English Language Learners, however, with time and preparation (and knowing your student) you can use this tool to ensure students are engaged in the reading.
Read Aloud
This reading strategy is completely teacher-driven. This is a simple activity that involves the teacher reading aloud text to his or her classroom. According to Improving Adolescent Literacy Read-Alouds were said to be a favorite activity for even students of high grades. Being read too offers a kind of different dimension to reading. In the world of audiobooks so readily available, this kind of reading can be helpful. It must be sometimes modified if you find that students are not listening.
This reading strategy is completely teacher-driven. This is a simple activity that involves the teacher reading aloud text to his or her classroom. According to Improving Adolescent Literacy Read-Alouds were said to be a favorite activity for even students of high grades. Being read too offers a kind of different dimension to reading. In the world of audiobooks so readily available, this kind of reading can be helpful. It must be sometimes modified if you find that students are not listening.
TFCN
TFCN stands for Topic, Facts, Connections, and New Understanding. This is a guideline worksheet to help direction students to think about certain things. This is also a broad enough worksheet that teachers can modify the Subtitles. For example for "Connections" you could narrow the minds of the students to make connections to themselves or to another text they've read. This is a simple way to assess understanding and the level of comprehension as well. |
tfcn-1.docx | |
File Size: | 582 kb |
File Type: | docx |
Generative Reading
This strategy involves the teacher provide a brief context for what it about to be read. If a class is about to discuss The Holocaust and students have never heard of the word "Nazi" or know that it fell with WWII how will they understand the text or article? It can also look like giving a list of key words for the students to look for, or possible setting the stage historically or contextually. Sometimes students can give these briefings or read aloud an excerpt or abstract. The idea is to set the students up for prime comprehension and understanding.
This strategy involves the teacher provide a brief context for what it about to be read. If a class is about to discuss The Holocaust and students have never heard of the word "Nazi" or know that it fell with WWII how will they understand the text or article? It can also look like giving a list of key words for the students to look for, or possible setting the stage historically or contextually. Sometimes students can give these briefings or read aloud an excerpt or abstract. The idea is to set the students up for prime comprehension and understanding.