During reading strategies

Classroom Strategies | Reading Rockets

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During Reading Strategies - Dustin OldenburgEEC 428

Pre-reading and post-reading strategies are worthless if students do not retain valuable information while they are reading.  However, students may not be successful in comprehending their reading if they are simply reading words on the page without taking steps to consciously gather an understanding of the content presented in the reading.  The strategies below can be used during reading to assist students in completely understanding what they are reading.

1) Text Coding

Text coding is a modern day take on highlighting and note taking.  In this strategy, students use a class-specific system of codes that consists of symbols to make connections with their text while they are reading.  The symbols can be established by the teacher or the class, or symbols and their accompanying representations can be found online or in various reading comprehension teaching aids.  By marking these symbols right in their text, students can make immediate connections to what they know, what they don't know and have questions about, what they believe to be important, and what they agree or disagree with (Elish-Piper & L'Allier, 2013).
Text coding helps students organize their reactions to the text in a way that allows them to easily recall their thoughts when quickly browsing back through the text.  It also allows them to set aside material that is confusing to them so that they can further explore it in the future rather than having it derail their entire reading experience (Limon & Reed, n.d.).  Readers are more likely to read slowly and methodically and make a conscious effort to understand what they are reading when this strategy is implemented.  Below is an example of symbols that can be used in text coding and what they represent.

When implementing text coding into classroom instruction, the first step is to create a system of codes/symbols and clearly define what they will represent.  As mentioned above, this can be created by the teacher, created as a collective effort by the class, or an existing system can be used.  The teacher should then model the strategy for the class by using the symbols in a short reading and explaining why symbols were placed at certain points in the reading.  After the strategy has been modeled, there are several ways that it can be implemented into instruction.  
Text coding can be used as a small group activity.  Students can be broken into small groups, be assigned a reading, and can work together to code the reading to reflect their thoughts and reactions to the reading.  This encourages teamwork and allows students to discuss the strategy together.  It may also increase understanding of the reading, as one student might pick up on something that another might have missed.  After they have completed the reading and have coded the text, they can report their findings to the class.
Used independently in the silent classroom reading setting, text coding encourages all students to read carefully in order to use the symbols correctly and effectively.  This strategy provides each student with the opportunity to make a personal connection to the text by activating what they know and gives them reason to look deeper into things that they might not understand.  This activity could then be supplemented by having students write a summary of why the placed their text coding symbols where they did (Common Core writing standard 4).

The following video provides an excellent explanation of the text coding strategy and why it is important, provides valuable tips for implementation in the classroom, and even shows the strategy in action. (Fladager, 2012)

As the next video explains, comprehension will surprisingly improve dramatically when text coding is implemented, even when students think they are sufficiently understanding through reading alone.  The teacher in this video lays out a thorough description of his specific text coding symbols for his students and discusses how they will use them in their reading. (RTHS English with Ms. Brown, 2012)

2) Repeated Reading

In order for students to be successful in reading comprehension, they have to be able to read fluently.  While repeated reading is a valuable strategy for developing fluency in readers, it is also helpful in improving reading comprehension.  
Repeated reading is, simply put, the act of reading a passage of text multiple times.  It improves fluency by familiarizing the student with the vocabulary and allowing the student to develop smooth, effective phrasing.  As a result, students will begin to think less about the decoding the individual words and phrases in the reading and will be able to completely shift their focus on understanding the content being presented (Flynt & Still, 2012).  Various studies have shown that repeated reading not only improves fluency, but also improves comprehension.
Assessment through corrective feedback is necessary for this strategy to effectively improve reading comprehension (Therrien, 2004).  Students will need to be be able to show improvements in their understanding of the content of an assigned text after a designated number of readings.  The teacher can prepare comprehension guide questions to test the student on his or her retention of content, or the student can write a summary of the passage after reading to demonstrate his or her level of comprehension (Literacy writing standard 2).

Here are two ideas for implementing this strategy in your classroom:

• For elementary grades, begin by reading the assigned passage of text to your students as they follow along in their books or on sheets that have been handed out.  Once the teacher has finished, as students to share what they have learned.  Then, read the passage aloud as an entire class.  Once again, ask students what they have learned.  Did they pick up on anything in addition to what was discussed after the first reading?  Finally, have students read the passage one last time.  When they have finished, as a series of questions to the class that will allow you to determine their levels of comprehension.
  
• For middle and high school grades, ask students to read an assigned passage of text silently and independently.  Then have them read the passage a second time.  After the second reading, encourage them to write a short summary of what they have read and then place the summary somewhere that they will not be able see it.  The students should then read the passage again a third and fourth time and write a second summary of what they learned in the reading.  Students should then compare their two summaries to see if additional comprehension was indicated in the second summary.

The video below shows this strategy in action, as the student in the video demonstrates improvements in fluency and shows understanding of the content through repeated reading. (Suchy, 2010)

In this video, a teacher describes that rereading a text is necessary to comprehension because it unveils layers of content that may not be evident in the first reading. (Scholastic, 2013)

3) LIT Circles

LIT (Literature) circles are a fun and engaging strategy to use during and after reading to teach reading comprehension.  I am presenting this as a during reading strategy because students must approach their reading with a certain direction in mind.  This helps students make a conscious effort to read comprehensively.
In LIT circles, small groups of students (usually between 4 and 6) read a text and work together to understand what they are reading.  Each member of the group takes on a specific role that helps direct their reading (Briggs, 2010).  For example, the following roles can be assigned to various members of the group:

• Discussion Director - Develops questions about the reading for the group to discuss.
• Literary Luminary - Analyze the reading and highlight sections that are interesting or important by reading them aloud.
• Illustrator - Draws a picture relating to the reading and shares it with the group to connect ideas about the reading.
• Summarizer - Recalls the reading and gives a brief summary to convey the key points and main highlights of the reading assignment.  The summarizer can satisfy the writing component of this strategy by writing the summary in proper paragraph form. (CCSS Literacy writing standard 2)
• Vocabulary Enricher - Identify and define key vocabulary terms in the reading assignment and share them with the group.

Generally, the each member of the group will read the passage, prepare the work associated with each role as they read or when they have finished reading, and share their information during a designated meeting time when reading has been completed.
Literature circles allow teachers to access individual student abilities and encourages students to accept responsibility for their own learning (Nigro, 2011).  This flexible strategy can be used at just about any grade level, is great for both fiction and nonfiction readings, and meets Common Core Standards due to its differentiation.  In addition, it helps students develop social and teamwork skills due to its group focused nature.  Roles and even groups can be changed with each new assigned reading.

In the elementary classroom, this strategy can be implemented into a lesson by first having the teacher clearly define each roll and what that student will be responsible for.  Then, the class can either read the text (preferably something short that can be read in a few minutes) together and aloud or independently and silently.  After the reading has occurred, the class can be divided into groups and assigned their specific roles.  Students will then have a specific amount of time to complete the individual tasks that have been assigned to them while the teacher moves around the room to offer assistance.  The students can then work within their groups to present the findings of their individual roles to their group members.  Finally, each group can present their collective findings to the class.
In the middle school or high school classroom, the teacher should again define and demonstrate the duty of each roll first.  Students can then be assigned to read the selected text independently and can even be expected to prepare their role's duties as a personal assignment, though a portion of class time could be set aside to work independently.  This would cause students to take responsibility for their own learning, as they would need to uphold their duties to ensure that their group succeeds in completing the literature circle assignment.  After students have completed their individual work, the groups can meet to present their findings and ideas to one another.  

The video below shows the implementation of literature circles in a middle school English or literature classroom. The process involved in using literature circles is clearly laid out in this video and it also includes interaction between students taking part in a literature circle. (Bohonos, 2012) 

As the video below states, research has shown that the interaction element of LIT circles encourages struggling readers to take a more active approach to understanding what they are reading.  Because of peer influence between members of each reading circle, especially in the older grades, students feel responsibility to carry out the role that they have been assigned. (ebuckhold, 2009)

4) Say Something

Say Something is a during reading comprehension strategy that encourages students to take on a more functional view of reading.  Rather than simply spitting back facts from assigned readings or only discovering what the teacher directs them to find, students who use this strategy have an opportunity to talk about what their reading means to them personally and explain how the reading ties in to their own experiences.  In addition, Say Something aids comprehension because it allows readers to pause after reading small sections or "chunks" of the text and talk about what they have learned rather than trying to comprehend the entire reading at once (Harste & Short, 1996).
In Say Something, students choose or are assigned a partner with whom they will discuss their thoughts about their reading.  A small portion or the reading is then read silently or orally by the students.  Once they have completed reading the section, students begin to discuss what they have taken from the reading.  For example, they might give a short summary of the reading, explain a personal connection to a character, or ask a question that their partner might be able to answer to help them better understand a concept that they struggled with (Beers, 2003).  After the pair has finished their brief discussion, they should move on to reading the next chunk of text and repeat the entire process.
Another way to implement this strategy is to have the teacher begin by modeling the strategy for the students.  Then, the teacher can provide potential 'starters,' or short guide phrases that will help direct the students' focus during reading.  The image below shows some of the sentence starters that can be used.  These starters can be placed on a poster in the room so that they are readily available for students to view.  After the strategy has been introduced, students can be broken up into pairs to begin the activity as described above.  Once the activity has been completed, students can then choose one of the sentence starters from each of the categories in the image below and write out their responses (CCSS Literacy writing standard 2.C).

In addition to the examples of classroom implementation strategies described above, Say Something can be used as a full-class activity.  The video below is an example of this, as the teacher first asks some guide questions to access students' prior knowledge, reads a portion of the story aloud to the class, and then uses some of the starters from the chart above to cause the students to talk about their thoughts on the reading (The Balanced Literacy Diet, 2012).

The video below provides a quality explanation of the Say Something strategy and shows examples of some of the types of responses that students may come up with as they read.  It then shows the strategy in action, as two students take turn reading passages aloud and 'saying something' about what they have just read (Campell, 2013).

5) Directed Reading Thinking Activity (DRTA)

The Directed Reading Thinking Activity (DRTA) strategy is a flexible strategy that can be individually, in small groups, or as a full class, and can be used at any grade level in any content area.  Studies have shown that this strategy improves reading comprehension and helps develop critical thinking skills.  DRTA guides students in making predictions about their reading, asking questions that they hope their reading will answer, and then reading to determine if their predictions were accurate and if the reading answered the questions that they may have had (Directed Reading Thinking Activity, n.d.)
As a result of using this strategy, students become active and thoughtful in their reading, and comprehension improves as a result (Direct Reading Thinking Activity, n. d.).  The strategy is made up of the following steps:

• D - Direct: The teacher directs students' thinking before the reading occurs.  This can be done by asking open-ended questions for students to ponder as they read.  This will encourage them to make predictions about the reading and helps them activate prior knowledge.
• R - Reading: The teacher should pre-select passages of text to be read, then have students read the first selected section.  After reading has occurred, the teacher can ask questions about specific information included in the text.  The students can then measure how accurate their predictions were and make appropriate adjustments.  This process should be repeated for each pre-selected section.
• T - Thinking: When the entire assigned reading has been completed, students can go back through the text and evaluate how their predictions measured up against the actual content in the text.  They can then find supporting statements from the text to verify their predictions, or they can modify their predictions to better mirror the material they have read.  When all three aspects of this strategy are implemented, students make a conscious effort to comprehend what they have read.

As mentioned above, this strategy can be done individually, in small groups, or as a whole class.  If done individually, each student can write their predictions and questions before they begin reading.  As they read, they can adjust and re-write their predictions or explain in writing why their predictions were accurate or not.  Once they have completed the reading, they can write a summary to describe how their predictions were or were not accurate (CCSS Literacy writing standard 1).  In small groups, students can work together to create predictions before reading.  During reading they can discuss how their predictions compare to the actual content, and when they have finished, they can explain to the class which predictions were accurate, which were not, and why.  Finally, as a whole class activity, individual students can share their predictions or the class can work together to establish a list of predictions that can be discussed and adjusted as reading occurs.

The video below explains the steps in the DRTA strategy and allows us to view a lesson in which the strategy is used.  I feel that watching the lesson is very valuable because of how effective the teacher is at guiding the discussion that surrounds the reading (Hill, 2013).

The next video discusses the benefits of DRTA and explains the strategy in a way that makes it ready for implementation in the classroom (Smilito1, 2012).

Techniques for teaching the strategy of semantic reading and working with text

The global processes of informatization of society, the increase in the amount of textual information every year, the presentation of new requirements for its analysis, systematization and processing speed have put theorists and practitioners of education in front of the need development of new approaches to teaching reading.

Problems:

- children have low reading speed, as a result of which they spend a lot of time doing homework,

- they often do not understand the meaning of what they read due to reading errors and incorrect intonation,

- they cannot extract the necessary information from the proposed text, highlight the main thing in the read,

- they find it difficult to briefly retell the content,

- when performing independent work, tests of different levels, students make mistakes due to misunderstanding of the wording of the task,

- rarely refer to cognitive texts.

That is, a serious contradiction arises: on the one hand, the modern world brings down a huge amount of information on us, on the other hand, our children do not read much, do not have the skills of semantic reading, and do not know how to work with information.

It is not so important to read a lot, it is much more necessary to process what you read in your mind in a quality manner. Having comprehended and structured the text in a certain way, it is much easier to convey its content and learn the main thing.

The current interdisciplinary curriculum, provided for by the new educational standards, is the program "Fundamentals of semantic reading and working with text." The program is aimed at forming and developing the foundations of reading competence necessary for students to implement their future plans, including continuing education and self-education, preparing for work and social activities. Today, reading, along with writing and computer skills, is one of the basic skills that allow you to work productively and communicate freely with different people. Reading is a universal skill: it is something taught and something through which one learns. As scientists have established, about 200 factors affect student performance. Factor #1 is reading skill, which has a far greater impact on academic performance than all of them combined. Research shows that in order to be competent in all subjects and later in life, a person needs to read 120-150 words per minute. This becomes a necessary condition for the success of working with information. Reading is the foundation of all educational outcomes.

Federal standards include in the meta-subject results of OOP mastering as a mandatory component "mastering the skills of semantic reading of texts of various styles and genres in accordance with the goals and objectives."

Semantic reading is a type of reading aimed at understanding the semantic content of the text by the reader. For semantic understanding, it is not enough just to read the text, it is necessary to evaluate the information, respond to the content.

In the concept of universal educational activities (Asmolov A.G., Burmenskaya G.V., Volodarskaya I.A., etc.) actions of semantic reading associated with:

- understanding the purpose and choosing the type of reading depending on tasks;

- definition of primary and secondary information;

- by formulating the problem and the main idea of ​​the text.

For semantic understanding, it is not enough just to read the text, it is necessary to evaluate the information, respond to the content. The concept of "text" should be interpreted broadly. It can include not only words, but also visual images in the form of diagrams, figures, maps, tables, graphs.

Since reading is a meta-subject skill, its constituent parts will be in the structure of all universal learning activities:

- personal UUD includes reading motivation, learning motives, attitude towards oneself and school;

- in the regulatory UUD - the student's acceptance of the learning task, arbitrary regulation of activity;

- in cognitive UUD - logical and abstract thinking, working memory, creative imagination, concentration, vocabulary volume.

- in communicative UUD - the ability to organize and implement cooperation and cooperation with a teacher and peers, adequately convey information, display subject content.

The diagram shows groups of meta-subject results related to semantic reading.

To work with the text at each stage, the reader chooses his own strategies. Learning strategies are a set of actions that a learner takes in order to facilitate learning, make it more effective, efficient, faster, more enjoyable, aim and bring learning activities closer to their own goals.0007

The term "reading strategies" was born at the dawn of psycholinguistics, and its appearance is associated with the work of Kenneth Goodman and Peter Kolers (70s). (slide 14) The most general definition of J. Bruner became fundamental for all subsequent works: “A strategy is a certain way of acquiring, storing and using information that serves to achieve certain goals in the sense that it should lead to certain results.”

In case of success, the student remembers the ways of his actions, operations, resources used, transfers the strategy to other situations, makes it universal. The number of strategies and the frequency of their use are individual.

Purpose: to form the ability to purposefully read the educational text. Ask questions and lead group discussions.

1. Update. Reception "Associative Bush": the teacher writes a keyword or title of the text, students express their associations one by one, the teacher writes down. The use of this technique allows you to update knowledge, motivate subsequent activities, activate the cognitive activity of students, set them up for work.

2. Pupils silently read a short text or part of a text, stopping at the indicated places.

3. The teacher asks a problematic question on what has been read.

4. The answers of several students are discussed in class.

5. The students make an assumption about the further development of the event.

Purpose: to form the ability to highlight the main thing, summarize what was read in the form of a thesis, ask problematic questions.

1. The students silently read the text or part of the text chosen by the teacher.

2. The teacher puts the students in pairs and gives clear instructions. Each student alternately performs two roles: speaker - reads and summarizes the content in the form of one thesis; the respondent listens to the speaker and asks him two substantive questions. Next comes the role reversal.

3. The teacher invites all students to the discussion.

Purpose: to form the ability to work independently with printed information, formulate questions, work in pairs.

1. Students silently read the proposed text or part of the text chosen by the teacher.

2. The students work in pairs and discuss which key words should be highlighted in the reading. (Which words appear most often in the text? How many times? Which words are in bold? Why?

If you read the text aloud, how would you make it clear that this sentence is the main one? It is about highlighting the phrase voice, which hides an unobtrusive but reliable memorization. )

3. One of the students formulates a question using key words, the other answers it.

4. Discuss key words, questions and answers in class. Correction.

Goal: to form the ability to ask questions while reading, critically evaluate information, compare what is read with one's own experience.

1. The teacher instructs the students to divide the notebook into two parts.

2. In the process of reading, students should write down on the left side the moments that struck, surprised, reminded of some facts, caused any associations; on the right - write a concise commentary: why this particular moment surprised you, what associations it caused, what thoughts it prompted.

Purpose: to form the ability to read thoughtfully, evaluate information, formulate the author's thoughts in your own words.

The teacher gives the students the task to write information in the margins with icons according to the following algorithm:

• V Familiar information
• + New information
• - I thought (thought) otherwise
• ? This interested me (surprised), I want to know more

The essence of semantic reading strategies is that the strategy is related to choice, functions automatically at the unconscious level and is formed in the course of the development of cognitive activity. Teaching reading strategies includes the acquisition of skills:

- Distinguishing types of message content - facts, opinions, judgments, evaluations;

- recognition of the hierarchy of meanings within the text - the main idea, theme and its components;

- own understanding - the process of reflective perception of the cultural meaning of information.

Mastering strategies occurs mainly in groups or pairs, which allows students to develop not only speech, but also communicative competence.

The strategy of semantic reading provides understanding of the text by mastering the techniques of mastering it at the stages before reading, during reading and after reading. Working with any text involves three stages: pre-text activity, text and post-text activity

Stage 1. Work with text before reading.

1. Anticipation (anticipation, anticipation of the upcoming reading). Determining the semantic, thematic, emotional orientation of the text, highlighting its heroes by the title of the work, the name of the author, key words, illustrations preceding the text based on the reader's experience.

2. Setting the objectives of the lesson, taking into account the general (educational, motivational, emotional, psychological) readiness of students for work.

Purpose of stage 1: development of the most important reading skill, anticipation, that is, the ability to guess, predict the content of the text by title, author's name, illustration.

Techniques of pre-text activity:

If earlier, according to the traditional method, only one task “Read the text” was given at the stage of pre-reading the text, and the main attention was paid to control of reading comprehension, now we know that the better organized the stage of pre-reading, the easier it is for the student to read the text and the higher the result achieved by him.

Pre-text orienting techniques are aimed at staging reading and, consequently, at choosing the type of reading, updating previous knowledge and experience, concepts and vocabulary of the text, as well as creating motivation for reading.

Most common techniques:

• Brainstorming
• Glossary
• "Landmarks of anticipation"
• Preliminary Questions
• "Dissection questions".

Brainstorming, headline prediction.

The goal is to update previous knowledge and experience related to the topic of the text.

The question is asked: what associations do you have about the stated topic?

Associations are written on the board.

The teacher can add various information.

Reading text. Comparison of information with that learned from the text.

"Glossary"

The purpose of is to update and repeat the vocabulary related to the topic of the text.

The teacher says the name of the text, gives a list of words and suggests marking those that may be related to the text.

Having finished reading the text, they return to these words (this will be a post-text strategy) and look at the meaning and use of the words used in the text.

"Landmarks of anticipation"

The purpose of is to update previous knowledge and experience related to the topic of the text. Students are given judgments. They should mark the ones they agree with. After reading, they mark them again. If the answer has changed, then the students explain why this happened (post-text strategy)

“Dissections of the Question”

The goal of is a semantic guess about the possible content of the text based on the analysis of its title. It is proposed to read the title of the text and divide it into semantic groups. What do you think the text will be about?

"Preparatory questions"

The purpose of is to update existing knowledge on the topic of the text.

Detailed reception algorithm:

1. Scan the text quickly. (Review reading.)

2. Answer the question asked in the title of the text.

Stage 2. Working with text while reading.

Purpose of stage 2: understanding of the text and creation of its reader's interpretation (interpretation, evaluation).

1. Primary reading of the text. Independent reading in the classroom or reading-listening, or combined reading (at the choice of the teacher) in accordance with the characteristics of the text, age and individual abilities of students. Identification of primary perception (with the help of a conversation, fixing primary impressions, related arts - at the teacher's choice).

2. Rereading the text. Slow "thoughtful" repeated reading (of the entire text or its individual fragments). Text analysis. Statement of a clarifying question for each semantic part.

3. Conversation on the content of the text. Summary of what has been read. Identification of the hidden meaning of the work, if any. Statement of generalizing questions to the text, both by the teacher and by the children. Appeal (if necessary) to individual fragments of the text.

Text activities include:

• Read aloud
• "Reading to yourself with questions"
• Stop Reading
• "Reading to yourself with a mark"

"Reading aloud"

The goal is to check the understanding of the text read aloud .

1. Reading text paragraph by paragraph. The task is to read with understanding, the task of the listeners is to ask the reader questions to check whether he understands the text being read.

2. Listeners ask questions about the content of the text, the reader answers. If his answer is incorrect or inaccurate, the listeners correct him.

“Reading to yourself with questions”

The goal is to teach you to read the text thoughtfully by asking yourself increasingly difficult questions .

1. Reading the first paragraph. Questions are being asked.

2. Reading the second paragraph to yourself. Work in pairs. One student asks questions, the other answers.

3. Reading the third paragraph. They change roles. They ask questions and answer.

Stop Reading

Goals - managing the process of understanding the text while reading it.

Reading the text with stops during which questions are asked. Some of them are aimed at testing understanding, others - at predicting the content of the following passage.

“Reading to yourself with notes” (“Insert”)

The goal is to monitor the understanding of the text being read and its critical analysis . This strategy is most often used to work with complex scientific texts. It is used to stimulate more careful reading. Reading becomes an exciting journey.

1. Individual reading.

While reading, the student makes notes in the text:

• V – already knew;
• + - new;
• - thought differently;
• ? - I do not understand, there are questions.

2. Reading, the second time, fill in the table, systematizing the material.

Records - keywords, phrases. After completing the table, students will have a mini-outline. After the students fill in the table, we summarize the results of the work in the conversation mode. If the students have any questions, then I answer them, having previously found out if one of the students can answer the question that has arisen. This technique contributes to the development of the ability to classify, systematize incoming information, highlight the new.

“Creating a question plan”.

The student carries out a semantic grouping of the text, highlights the strong points, divides the text into semantic parts and titles each part with a key question

Stage 3. Working with text after reading .

Purpose: correction of the reader's interpretation in accordance with the author's intention

1. Conceptual (semantic) conversation on the text. Collective discussion of the read, discussion. Correlation of readers' interpretations (interpretations, evaluations) of the work with the author's position. Identification and formulation of the main idea of ​​the text or the totality of its main meanings.

2. Acquaintance with the writer. Story about a writer. Talk about the personality of the writer. Working with textbook materials, additional sources.

3. Work with the title, illustrations. Discussing the meaning of the title. Referring students to ready-made illustrations. Correlation of the artist's vision with the reader's idea.

4. Creative tasks based on any area of ​​students' reading activity (emotions, imagination, comprehension of content, artistic

Techniques for post-text activities.

• "Relationship between question and answer"
• "Time out"
• "Checklist"
• "Questions after the text"

"Relationship between question and answer"

The goal is to teach understanding of the text . One of the most effective post-text techniques. It differs from the rest in that it teaches the process of understanding the text, and does not control the result (understood - did not understand), shows the need to search for the location of the answer.

The answer to the question can be in the text or in the reader's word. If the answer is in the text, it can be in one sentence of the text or in several of its parts. To answer the question, you need to find the exact answer in one sentence of the text. If it is contained in several parts of the text, such an answer must be formulated by connecting them.

If the answer is in the reader's head, then in one case the reader constructs it by connecting what the author says between the lines or indirectly and how the reader interprets the author's words. In another case, the answer is outside the text and the reader is looking for it in his knowledge.

"Time out"

Objectives - self-test and assessment of understanding of the text by discussing it in pairs and in a group.

Reception implementation algorithm:

1. Reading the first part of the text. Work in pairs.

2. Ask each other clarifying questions. They answer them. If there is no confidence in the correctness of the answer, questions are submitted for discussion by the whole group after the completion of the work with the text.

Checklist

This strategy is quite flexible. It lays down the conditions for the qualitative performance of any task. The “checklist” is compiled by the teacher for students at the first stages of applying the strategy.

Checklist "Brief retelling":

1. The main idea of ​​the text is named. (Yes / No.)

2. The main thoughts of the text and the main details are named. (Yes/No.)

3. There is a logical and semantic structure of the text. (Yes/No.)

4. There are necessary means of communication that unite the main ideas of the text. (Yes/No.)

5. The content is presented in one's own words (language means) while preserving the lexical units of the author's text. (Yes/No.)

“Questions after the text”

The classification of questions, known as the “Taxonomy of questions”, involves a balance between groups of questions to:

- the factual information of the text, presented verbally;

- subtext information hidden between lines, in subtext;

- conceptual information, often outside the text.

These three groups of questions are now being supplemented by a fourth one - a group of evaluative, reflective questions related to the critical analysis of the text.

"Thin" and "thick" questions

After studying the topic, students are asked to formulate three "thin" and three "thick" questions related to the material covered. They then quiz each other using tables of "thick" and "thin" questions.

Question Tree

Crown - what? where? when? Barrel - why? How? Could you? Roots - how to relate the text to life? With current events? What is the author trying to show?

"Bloom's Cube" (Benjamin Bloom is a famous American teacher, author of many pedagogical strategies = technician).

The beginnings of the questions are written on the sides of the cube: “Why?”, “Explain”, “Name”, “Suggest”, “Think up”, “Share”. The teacher or student rolls the die.

It is necessary to formulate a question to the educational material on the side on which the cube fell.

The “Name” question is aimed at the level of reproduction, that is, at the simple reproduction of knowledge.

The question "Why" - the student in this case must find cause-and-effect relationships, describe the processes that occur with a particular object or phenomenon.

"Explain" question - the student uses concepts and principles in new situations.

Question Tree

Options for working with text.

"Questions to the text of the textbook"

The strategy allows you to form the ability to work independently with printed information, formulate questions, work in pairs.

• Read the text.
• What words occur most often in the text? How many times?
• Which words are in bold? Why?
• If you were to read the text aloud, how would you make it clear that this sentence is the main one?

We are talking about highlighting a phrase with your voice. Here lies an unobtrusive but reliable memorization.

Cluster

I use clusters for structuring and systematizing material. A cluster is a way of graphic organization of educational material, the essence of which is that in the middle of the sheet the main word (idea, topic) is written or sketched, and ideas (words, pictures) associated with it are fixed on the sides of it.

"Keywords"

These are words that can be used to compose a story or definitions of some concept.

"True and False Statements"

has a universal device, which contributes to the actualization of students' knowledge and the activation of mental activity. This technique makes it possible to quickly include children in mental activity and it is logical to proceed to the study of the topic of the lesson. Reception forms the ability to assess the situation or facts, the ability to analyze information, the ability to reflect one's opinion. Children are invited to express their attitude to a number of statements according to the rule: true - "+", not true - "-".

"Do you believe..."

It is carried out in order to arouse interest in the study of the topic and create a positive motivation for independent study of the text on this topic.

Conducted at the beginning of the lesson, after the announcement of the topic.

Sincwine

Develops the ability of students to highlight key concepts in the reading, the main ideas, synthesize the knowledge gained and show creativity.

Sinkwine structure:

• Noun (subject).
• Two adjectives (description)
• Three verbs (action).
• Four-word phrase (description).
• Noun (paraphrasing of the topic).

"Mental maps" (graphic technique for organizing text),

Mind Mapping is a mind visualization technique. The applications of mental maps are very diverse - for example, they can be used to fix, understand and remember the content of a book or text, generate and write down ideas, understand a new topic for yourself, prepare for making a decision.

In the center of a landscape sheet, one word indicates the subject, which is enclosed in a closed outline. Branches are drawn from it, on which keywords are located. Sub-branches are added to branches until the topic is exhausted.

Mind maps activate memory. Lists, solid text, trees, and diagrams are the same. Mind maps, on the other hand, use every possible means to activate perception through diversity: different line weights, different colors of branches, precisely chosen keywords that are personally meaningful to you, the use of images and symbols. The technique of mental maps helps not only to organize and organize information, but also to better perceive, understand, remember and associate it.

5. Diagnosis of educational outcomes using semantic reading techniques

The network project "Techniques of Semantic Reading" [1] describes the model of V.V. Pikan, in which all cognitive levels are illustrated by exemplary examples of key questions and tasks that make it possible to diagnose the quality of mastering knowledge and ways of students' activities. Each of the cognitive levels (knowledge, understanding, application, generalization and systematization, value attitude) is assigned the number of points received for completing the tasks of the mastered level. The table below shows examples of questions and tasks, assessment criteria.

Cognitive levels and assessment criteria	Examples of key questions and tasks (beginning of formulations)
Knowledge - 1 point	Name. .., Define..., Formulate... . Retell ... List .... Choose the correct answer…. Complete the word…. Show…, Find out...etc.
Comprehension - 2 points	As you understand... Explain the relationship. Why ... Connect in semantic pairs .... Show on the graph...
Application - according to sample 3 b. in a changed situation - 4 b. in a new situation - 5 b.	Make an offer…. Identify Traits character…. Apply the appropriate rule.... Compare…. Draw conclusions.... Present your point of view...
Generalization and systematization 6-8 b. 6 b. – local; 7 b. intrasubject; 8 b. interdisciplinary, ideological	Make a summary…. Make a table. Classify…. Give arguments for and against.... Make a report…
Value attitude - 2-10 b.	What does it matter…. What do you think…. Do you like…. Describe the advantages and disadvantages…. What role does the...

6. Implementation of semantic reading technology techniques

1. Work with text before reading. Reception dissection question.

It is proposed to read the title of the paragraph "Compound sentence", the title of the scientific style text, and divide it into semantic groups; answer the question: what do you think the text will be about?

2. Working with text while reading.

Primary reading . Review reading or introductory reading:

• How many paragraphs of the text?
• Pay attention to the words in thinned and bold type.
• Write out keywords.

1. Compound

2. Communication

• Coordinating conjunctions
• Intonation

3. Additional communications

• general minor member
• Explanatory words

4. Punctuation marks

• Comma
• Semicolon
• Dash
• No comma

Learning reading . Rereading text

• Reading 1 paragraph.
• We ask questions to the reader, he answers them.
• Reading in pairs to yourself 2 paragraphs, one student asks a question - the other answers.
• Reading 3, 4 paragraphs - students change roles.

3. Work with the text after reading.

Work in groups: 1 group, using keywords, makes up a story about a compound sentence; Group 2, based on the plan for syntactic analysis of a simple sentence, draws up a plan for characterizing a complex sentence.

General job:

• Give an example of a compound sentence, give a description according to the plan, draw up a diagram;
• make a mind map.

Fig.1. Mind map "Compound sentence" of a 9th grade student Samara D.

7. Conclusion

Semantic reading forms cognitive interest, the ability to compare facts and draw conclusions, activates the imagination, develops speech, thinking, and also teaches how to work with information. The active implementation of semantic reading strategies, technologies by all teachers of various academic disciplines will make our graduates full members of the new information society.

References and references

1. Project "Techniques of semantic reading" Auth. Dozmorova E.V., Director of the Center for Innovations in Education, FPC and PC TSPU, Ph.D. - https://www.planeta.tspu.ru/files/file/doc/1464065663.pdf
2. Federal State Educational Standard for Primary General Education // http://standart.edu.ru/catalog.aspx?CatalogId=959.
3. Variable learning technology / under. ed. Pikan V.V. / Teaching aid.: UTs Perspektiva, 2008
4. Dozmorova E.V. Development of creative thinking of students in mathematics lessons. Methodological guide for teachers of mathematics - Tomsk 2008.
5. Rozhdestvenskaya L., Logvina I. Formation of functional reading skills. A guide for the teacher. – https://slovesnic.ru/attachments/article/303/frrozhdest.pdf
6. Fisenko T.I. Development of semantic reading skills when working with various texts in classes in grades 5–11 - https://www.kreativ-didaktika.ru/bailainer-obuchenie/didakticheskii-tramplin/razvitie-navykov-smyslovogo-chtenija.html
7. Sapa A.V. Formation of the foundations of semantic reading within the framework of the implementation of the Federal State Educational Standard of basic general education.

Library Navigator: Strategies for Reading

Strategy is a set of methods arranged in a certain sequence and aimed at reaching certain targets.

Strategy reading - the path and program of action of the reader. Selected for a specific purpose text. The term was born at the dawn of psycholinguistics in the works of K. Goodman and P. Kolers.

Strategies readings can be used in discussions and commented readings, in library lessons, become part of the interactive elements cultural event.

one. Classification of reading strategies:

2. Description of reading strategies

Materials for scripting events using reading strategies:

methodical recommendations for reading aloud [Electronic resource]: website // Samara Regional children's library. – Access mode: http://www.sodb.ru/node/486.

tricks semantic reading [Electronic resource]: website // Methodical workshop "Development and implementation of the semantic reading strategy in the educational space of the school on stage of the introduction of the Federal State Educational Standard LLC. – Access mode: https://sites.google.com/site/ucitelamv/home/klassifikacia-priemov-smyslovogo-ctenia.

Development semantic reading in the context of the implementation of the Federal State Educational Standards of the OO [Electronic resource]: a collection of abstracts international scientific and practical conference. April 7, 2016 / State autonomous educational institution of additional professional education "Institute for the Development of Education and Social Technologies". - Kurgan, 2016. - 156 p. - Access mode: http://kna-s6.edu.27.ru/files/uploads/docs/smuslchten/oput/megdunarodnaya_nauchno_prakticheskaya_konferentsiya.pdf.

Romanicheva, E. S. Reader. Reading. Book: dictionary / E.S. Romanicheva, G. V. Prantsova. – M.: Bibliomir, 2018. – 208 p.

Smetannikova, N. N. Education of the reader in a culture-creating model of education [Electronic resource]: website // Interregional Center for Library Cooperation. - Access mode: http://www.mcbs.ru/files/File/smetannikova(1). pdf.

Strategies reading [Electronic resource]: site // Solnechny. – Access mode: http://www.selezneva-lichnost.ru/index.php/strategii-chteniya.

Reading with stops [Electronic resource]: blog // There is happiness! – Access mode: http://bdb100ktn.blogspot.com/2015/02/blog-post_27.html.

LIST SOURCES

1.

Zagashev AND ABOUT. Reading in the library. Strategy "Reading with stops" / I. O. Zagashev. - M.: Chistye Prudy, 2010. - 31 p.

2.

Prantsova GV, Modern reading strategies: theory and practice. meaningful reading and work with text: textbook / G. V. Prantsova, E.S. Romanichev. - 2nd ed., correct and additional - M. : FORUM, 2015. - 368 p.

3.

Reading+.

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