Reading fiction strategies
Strategies for Reading Comprehension :: Read Naturally, Inc.
Comprehension: The Goal of Reading
Comprehension, or extracting meaning from what you read, is the ultimate goal of reading. Experienced readers take this for granted and may not appreciate the reading comprehension skills required. The process of comprehension is both interactive and strategic. Rather than passively reading text, readers must analyze it, internalize it and make it their own.
In order to read with comprehension, developing readers must be able to read with some proficiency and then receive explicit instruction in reading comprehension strategies (Tierney, 1982).
Strategies for reading comprehension in Read Naturally programs
General Strategies for Reading Comprehension
The process of comprehending text begins before children can read, when someone reads a picture book to them. They listen to the words, see the pictures in the book, and may start to associate the words on the page with the words they are hearing and the ideas they represent.
In order to learn comprehension strategies, students need modeling, practice, and feedback. The key comprehension strategies are described below.
Using Prior Knowledge/Previewing
When students preview text, they tap into what they already know that will help them to understand the text they are about to read. This provides a framework for any new information they read.
Predicting
When students make predictions about the text they are about to read, it sets up expectations based on their prior knowledge about similar topics. As they read, they may mentally revise their prediction as they gain more information.
Identifying the Main Idea and Summarization
Identifying the main idea and summarizing requires that students determine what is important and then put it in their own words. Implicit in this process is trying to understand the author’s purpose in writing the text.
Questioning
Asking and answering questions about text is another strategy that helps students focus on the meaning of text.
Teachers can help by modeling both the process of asking good questions and strategies for finding the answers in the text.
Making Inferences
In order to make inferences about something that is not explicitly stated in the text, students must learn to draw on prior knowledge and recognize clues in the text itself.
Visualizing
Studies have shown that students who visualize while reading have better recall than those who do not (Pressley, 1977). Readers can take advantage of illustrations that are embedded in the text or create their own mental images or drawings when reading text without illustrations.
Strategies for Reading Comprehension: Narrative Text
Narrative text tells a story, either a true story or a fictional story. There are a number of strategies that will help students understand narrative text.
Story Maps
Teachers can have students diagram the story grammar of the text to raise their awareness of the elements the author uses to construct the story.
Story grammar includes:
- Setting: When and where the story takes place (which can change over the course of the story).
- Characters: The people or animals in the story, including the protagonist (main character), whose motivations and actions drive the story.
- Plot: The story line, which typically includes one or more problems or conflicts that the protagonist must address and ultimately resolve.
- Theme: The overriding lesson or main idea that the author wants readers to glean from the story. It could be explicitly stated as in Aesop’s Fables or inferred by the reader (more common).
Printable story map (blank)
Retelling
Asking students to retell a story in their own words forces them to analyze the content to determine what is important. Teachers can encourage students to go beyond literally recounting the story to drawing their own conclusions about it.
Prediction
Teachers can ask readers to make a prediction about a story based on the title and any other clues that are available, such as illustrations.
Teachers can later ask students to find text that supports or contradicts their predictions.
Answering Comprehension Questions
Asking students different types of questions requires that they find the answers in different ways, for example, by finding literal answers in the text itself or by drawing on prior knowledge and then inferring answers based on clues in the text.
Strategies for Reading Comprehension: Expository Text
Expository text explains facts and concepts in order to inform, persuade, or explain.
The Structure of Expository Text
Expository text is typically structured with visual cues such as headings and subheadings that provide clear cues as to the structure of the information. The first sentence in a paragraph is also typically a topic sentence that clearly states what the paragraph is about.
Expository text also often uses one of five common text structures as an organizing principle:
- Cause and effect
- Problem and solution
- Compare and contrast
- Description
- Time order (sequence of events, actions, or steps)
Teaching these structures can help students recognize relationships between ideas and the overall intent of the text.
Main Idea/Summarization
A summary briefly captures the main idea of the text and the key details that support the main idea. Students must understand the text in order to write a good summary that is more than a repetition of the text itself.
K-W-L
There are three steps in the K-W-L process (Ogle, 1986):
- What I Know: Before students read the text, ask them as a group to identify what they already know about the topic. Students write this list in the “K” column of their K-W-L forms.
- What I Want to Know: Ask students to write questions about what they want to learn from reading the text in the “W” column of their K-W-L forms. For example, students may wonder if some of the “facts” offered in the “K” column are true.
- What I Learned: As they read the text, students should look for answers to the questions listed in the “W” column and write their answers in the “L” column along with anything else they learn.
After all of the students have read the text, the teacher leads a discussion of the questions and answers.
Printable K-W-L chart (blank)
Graphic Organizers
Graphic organizers provide visual representations of the concepts in expository text. Representing ideas and relationships graphically can help students understand and remember them. Examples of graphic organizers are:
Tree diagrams that represent categories and hierarchies
Tables that compare and contrast data
Time-driven diagrams that represent the order of events
Flowcharts that represent the steps of a process
Teaching students how to develop and construct graphic organizers will require some modeling, guidance, and feedback. Teachers should demonstrate the process with examples first before students practice doing it on their own with teacher guidance and eventually work independently.
Strategies for Reading Comprehension in Read Naturally Programs
Several Read Naturally programs include strategies that support comprehension:
| Read Naturally Intervention Program | Strategies for Reading Comprehension | |||
|---|---|---|---|---|
| Prediction Step | Retelling Step | Quiz / Comprehension Questions | Graphic Organizers | |
| Read Naturally Live:
| ✔ | ✔ |
| |
| Read Naturally Encore:
| ✔ | ✔ |
| |
| Read Naturally GATE:
| ✔ | ✔ |
| |
| One Minute Reader Live:
|
| |||
| One Minute Reader Books/CDs:
|
| |||
| Take Aim at Vocabulary: A print-based program with audio CDs that teaches carefully selected target words and strategies for independently learning unknown words. Students work mostly independently or in teacher-led small groups of up to six students.
|
| ✔ | ||
Focuses on fluency and phonics with additional support for vocabulary.
Bibliography
Honig, B.
, L. Diamond, and L. Gutlohn. (2013). Teaching reading sourcebook, 2nd ed. Novato, CA: Arena Press.
Ogle, D. M. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher 38(6), pp. 564–570.
Pressley, M. (1977). Imagery and children’s learning: Putting the picture in developmental perspective. Review of Educational Research 47, pp. 586–622.
Tierney, R. J. (1982). Essential considerations for developing basic reading comprehension skills. School Psychology Review 11(3), pp. 299–305.
42 Reading Strategies for Fiction
Page 310 from Writers Express
Help your students prepare to read by leading them through the previewing tips on this page and the next. Recommend that they use these tips before they read long or complicated texts. Also, let students know that these previewing questions can help them check their understanding during and after their reading.
LAFS Standard:
LAFS.
4.RL.1.1
TEKS Standard:
110.6.b.8
NE ELA Standard:
LA 4.1.6.d, LA 4.1.6.b
Level:
Grade 4Grade 5
21st Century Skills:
ReadingReading to Learn
English Language Arts:
Reading
Page 311 from Writers Express
After discussing the previewing strategies for short stories and novels, your students are ready to begin reading.
Review the first tip for reading. Download and distribute the reading fiction checklist and ask students to consult it and write down answers as they read. If they own a copy of the piece of fiction, they can annotate it as they read.
Downloads:
LAFS Standard:
LAFS.4.RL.1.1
TEKS Standard:
110.
6.b.8
NE ELA Standard:
LA 4.1.6.d, LA 4.1.6.b
Level:
Grade 4Grade 5
Form:
Story
Theme:
FriendsFamilyAnimalsMoney
21st Century Skills:
ReadingReading to Learn
English Language Arts:
Reading
Page 312 from Writers Express
During Reading (Continued)
Lead your students through the strategies for active reading. Point out that these strategies will help them fully understand the fiction they read.
Demonstrate how to use some of the strategies with a reading of your choice. Then have students practice the strategies with the sample short story in the coming pages.
Download the checklist from the previous page to equip your students with the questions they can use to visualize scenes.
LAFS Standard:
LAFS.4.RL.1.1
TEKS Standard:
110.6.b.8
NE ELA Standard:
LA 4.1.6.d, LA 4.1.6.b
Level:
Grade 4Grade 5
21st Century Skills:
ReadingReading to Learn
English Language Arts:
Reading
Page 313 from Writers Express
Sample Short Story
Provide time for students to read the sample short story on this page. Tell students to answer the questions on the reading fiction checklist (the download from previous pages).
LAFS Standard:
LAFS.4.RL.1.1
TEKS Standard:
110.6.b.8
NE ELA Standard:
LA 4.1.6.d, LA 4.
1.6.b
Level:
Grade 4Grade 5
Form:
Story
Theme:
FriendsFamilyAnimalsMoney
21st Century Skills:
ReadingReading to Learn
English Language Arts:
Reading
Page 314 from Writers Express
Sample Short Story (Continued)
Discuss the side notes with your class.
LAFS Standard:
LAFS.4.RL.1.1
TEKS Standard:
110.6.b.8
NE ELA Standard:
LA 4.1.6.d, LA 4.1.6.b
Level:
Grade 4Grade 5
Form:
Story
Theme:
FriendsFamilyAnimalsMoney
21st Century Skills:
Reading to LearnReading
English Language Arts:
Reading
Page 315 from Writers Express
Sample Short Story (Continued)
Discuss the side notes with your class.
LAFS Standard:
LAFS.4.RL.1.1
TEKS Standard:
110.6.b.8
NE ELA Standard:
LA 4.1.6.d, LA 4.1.6.b
Level:
Grade 4Grade 5
Form:
Story
Theme:
FriendsFamilyAnimalsMoney
21st Century Skills:
ReadingReading to Learn
English Language Arts:
Reading
Page 316 from Writers Express
Sample Short Story (Continued)
Finish your review of the short story and side notes.
LAFS Standard:
LAFS.4.RL.1.1
TEKS Standard:
110.6.b.8
NE ELA Standard:
LA 4.
1.6.d, LA 4.1.6.b
Level:
Grade 4Grade 5
Form:
Story
Theme:
FriendsFamilyAnimalsMoney
21st Century Skills:
ReadingReading to Learn
English Language Arts:
Reading
Page 317 from Writers Express
Download and distribute the reflecting on fiction checklist. Have students answer the questions.
Download and distribute the plot diagram sheet. Have students fill in the parts for the short story they just read. Then ask students to identify the six parts of a favorite book, movie, or television show.
Downloads:
LAFS Standard:
LAFS.4.RL.1.1
TEKS Standard:
110.6.b.8
NE ELA Standard:
LA 4.
1.6.d, LA 4.1.6.b
Level:
Grade 4Grade 5
21st Century Skills:
ReadingReading to Learn
English Language Arts:
Reading
Page 318 from Writers Express
After Reading (Continued)
Help students take a closer look at characters by reviewing the character map and character development chart. Templates of both graphics are available as downloads with this page.
Downloads:
LAFS Standard:
LAFS.4.RL.1.3
TEKS Standard:
110.6.b.8.B
NE ELA Standard:
LA 4.1.6.b
Level:
Grade 4Grade 5
21st Century Skills:
ReadingReading to Learn
English Language Arts:
Reading
Page 319 from Writers Express
After Reading (Continued)
A fiction organizer can help your students record all the key parts of a book or story.
It brings everything students learned in the other steps together, so if your class did the other steps, you might have them skip this organizer.
As an alternative, you could use this organizer instead of the other steps. Lead your class through each part, and then have them fill in a chart for their next reading assignment.
A fiction organizer template is available as a download.
Downloads:
LAFS Standard:
LAFS.K12.R.1.1
Level:
Grade 4Grade 5
21st Century Skills:
ReadingReading to Learn
English Language Arts:
Reading
Page 320 from Writers Express
After Reading (Continued)
Lead a discussion about rereading. Let your students know that sometimes it is necessary to reread parts or all of a story to understand it well. Other times students might want to reread simply to enjoy favorite parts or to study a special technique used by the author.
Then review the steps of the rereading process and clarify any confusion students might have about it.
LAFS Standard:
LAFS.K12.R.1.1
Level:
Grade 4Grade 5
21st Century Skills:
ReadingReading to Learn
English Language Arts:
Reading
Effective strategies for working with text in the classroom at school
The ultimate goal of teaching Russian is practical literacy and language competence. The basis of the content of literature as an academic subject is reading and textual study of works of art.
Work with the text as the main didactic unit allows schoolchildren to combine the activities of developing practical skills of literate writing and speech development.
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Every teacher dreams that all students come to the lesson prepared: they have completely read this or that work or paragraph. And not just read, but understood the meaning of the text read. During the final certification, the graduate must also understand the meaning of the read text. Whether it is a task to the text or the text itself.
Teachers working in grades 9 and 11 know that most mistakes are made due to misunderstanding of what is read, as well as when reading the assignment itself. nine0007
Teaching a child to read “correctly”, “effectively”, “productively” is an important task for a teacher. That is why the technology of productive reading (PRT), developed by Professor N. Svetlovskaya, acquires a leading role and contributes to the achievement of the results that are mentioned in the new standards.
The technology is universal and can be used in lessons of any cycle.
It is aimed at the formation of all universal educational activities: cognitive, communicative, regulatory, personal.
The technology of productive reading differs sharply from the traditional technology of transferring ready-made knowledge to a student. The teacher organizes the children's research work in such a way that they themselves "think" about solving the key problem of the lesson and can themselves explain how to act in new conditions. The teacher becomes a partner, a mentor, an observer.
The developed technology includes three stages of working with text, a three-stage process. nine0033
The goal of is the development of anticipation (the ability to guess, predict the content of the text). Task - to develop motivation for reading the text
1. Strategy "Forecast by headline".
Task: think about what can be discussed in the story of K.G. Paustovsky "Warm bread", in the work of P.P. Bazhov "Mistress of the Copper Mountain", etc.
– Try to predict the content by the first line of the story…Remember the name of the story….
Does the content of the story match the title? nine0007
Give examples of such discrepancies.
Associative bush (circle, row). Today we will read and discuss the topic… What associations do you have about the stated topic?
2. Strategy "Brainstorm" ("Basket of ideas").
Task: answer the questions before reading the text (fairy tales "Warm bread") - What do you know about K. G. Paustovsky? What do you think the story will be about? Who can be the main character? What event in the story can be described. nine0007
3. Strategy "Image of the text".
Task: check your assumptions. Based on the words taken from the text, try to make a short plot story. The title of the story is given.
4. Strategy "Battery of questions".
Task: make up questions to the text according to the title, according to the illustrations.
5. Glossary strategy.
Task: look at the list of words and mark those that can be related to the text. When you have finished reading the text, go back to these words and look at their meaning and the use of words used in the text. nine0007
6. "Competing with the writer" strategy.
Task: try to predict the content of the book by looking at the illustrations. One student offers his version, the rest complete it.
7. Strategy "True and False Statements".
8. Strategy I know, I want to know, I found out.
Stage 2 - stage of text activity.
The purpose of is to understand the text and create its reader's interpretation, summarizing part of the read text, asking questions of a general nature, making assumptions about the further development of the plot and the role of characters in the composition of the text, etc.
). nine0007
The main task of is to ensure the full perception of the text. The main strategies at the stage of text activity are dialogue with the author, commented reading.
1. Strategy "Reading in a circle". The text is read in turn (each "circle member" reads a paragraph). After this, a stop follows: everyone asks questions to the read passage. If the question cannot be answered (it does not correspond to the text), then the question is considered incorrect. * All correct questions can be recorded. nine0007
2. Silent reading with questions strategy.
3. Strategy “Reading to yourself with notes. (Insert)" . Marginal notes: + - knew; - - new; ? - interesting; V is unclear. Others are possible: B - question; O - answer; Z - I know; N - new; And - interesting; X - I want to know; C - ask; U to clarify.
4. Strategy "Reading with stops". Reading the text with stops, during which tasks are given in the form of questions: some are aimed at checking understanding, others - at predicting the content of the next passage. nine0007
5. "Pose a problem - offer a solution" strategy. Remember what problems the heroes of the work face (the problem is formulated and written in an oval). Next, the children can name several problems, students are divided into groups and offer all kinds of solutions to problems.
6. Strategy "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……. nine0007
Stage 3 – stage of post-text (post-text) activity.
The purpose of is to correct the reader's interpretation in accordance with the author's meaning.
The main task of is to provide in-depth perception and understanding of the text, to raise a question to the text as a whole, followed by a conversation, the result of which should be an understanding of the author's meaning. Re-addressing the title, illustrations, performing creative tasks.
2. Question tree strategy 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?
3. Strategy "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 faces of the cube: “Why?”, “Explain”, “Name”, “Suggest”, “Think up”, “Share”. The teacher or student rolls the die. nine0007
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, i.e. at the simple reproduction of knowledge.
Question "Why" - the student in this case must find cause-and-effect relationships, describe the processes occurring with a certain object or phenomenon.
“Explain ” question – student uses concepts and principles in new situations. nine0007
All of the above strategies involve serious work with the text, its deep analysis and understanding, the organization of independent cognitive activity of students on educational material. socially moral experience and makes you think, knowing the world around you.
Technology Advantage:
1. Applicable in the lessons of any cycle and at any level of education.
2. Focused on personal development.
3. Develops the ability to predict the results of reading.
4. Promotes understanding of the text in the lesson.
Articles on the topic
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- 4 methods of quick reading of educational and scientific literature
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- 5 exercises to develop creative thinking
- Important to know: amazing brain rules that improve learning
Report on the topic: "Productive Reading Strategies" | Literature article (grade 5) on the topic:
REPORT
on the topic:
"Strategies for productive reading.
"
Completed by: Russian teacher 9O.A. Panova
November 6, 2014
Whoever a modern person is, no matter what kind of activity he chooses, he must always be a reader, not only absorb the content, but also find the necessary information, comprehend and interpret it.
Reading is an integral element of the culture of society, a means of upbringing, education and personal development. Reading influences the formation of emotional-value relations, enriches personal experience and intellect. nine0007
School practice confirms that today's teenagers have a low position in reading fiction, interest in literature is noticeably declining. This is largely due to the inability of the student to understand what they read. Literature leaves the reader alone with the book, moreover, it requires intellectual efforts from him, since reading is creativity, speech work, an active process based on the life experience and spiritual sphere of the reader, on the work of his imagination and memory, thoughts and feelings.
Thus, reading is a universal technique for obtaining knowledge in modern society, and understanding a text is a cognitive activity to establish its meaning based on the reader's experience. nine0007
The federal state educational standard for basic general education, along with others, sets the task of developing reading and working with text skills. In the modern world, the number of information flows and the volume of information itself are increasing. All this creates objective difficulties in the selection, understanding, storage and transmission of information. That is why there is a need for purposeful formation of productive reading and text processing skills at all levels of schooling. nine0007
In the concept of universal learning activities, along with other cognitive universal activities, activities of productive reading are highlighted, related to understanding the purpose of reading and choosing the type of reading depending on the communicative task and determining the main and secondary information, with the formulation of the problem and the main idea of the text.
If we look at reading as a process, we can distinguish three main phases in it: the first is the perception of the text, the disclosure of its content and meaning, a kind of decoding, when a common content is formed from individual words, phrases, sentences. The second is the extraction of meaning, the explanation of the facts found by using existing knowledge, the interpretation of the text. The third is the creation of one's own new meaning, that is, the "appropriation" of the acquired new knowledge as one's own as a result of reflection. In response to what is read, the reader has his own feelings, thoughts, images. nine0007
If you ask a modern schoolboy if he can read, then this question will cause him bewilderment: who can't read?! But you can read in different ways. You can stop at the first phase of reading - reproductive - mechanical reproduction of content, retelling of facts, plot. The selection of factual information is used in viewing reading, but it does not meet the requirements for meta-subject results laid down in the new standard.
The second and third phases of reading are semantic productive reading, where subtextual and conceptual information is extracted from the text. Subtext involves reading into the details (which in fact is already a text analysis). Each text has its own questions, key details, “special” words, a certain word order, intonation. You need to learn to “see” them, establish a connection between them and understand the meaning of this connection. nine0007
In the School 2100 educational system there is a single text reading technology for all lessons.
I stage. 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 readiness of students to work.
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Stage II. Working with text while reading
1. Primary reading of the text. Independent reading in class or reading-listening, or combined reading.
2. Rereading the text. Slow "thoughtful" repeated reading (of the whole text or its separate fragments).
3. Text analysis (techniques: dialogue with the author through the text, commented reading, conversation on what has been read, highlighting key words). Statement of a clarifying question for each semantic part.
4. Conversation on the content of the text. Summary of what has been read.
Stage III. Working with the text after reading
1. Conceptual (semantic) conversation on the text. Collective discussion of the read, discussion.
2. Acquaintance with the writer. Talk about the personality of the writer. Working with textbook materials, additional sources.
3. Work with the title, illustrations.
4. Creative tasks based on any area of students' reading activity (emotions, imagination, comprehension of content).
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Reliance on technology does not mean that text lessons should be uniform in structure and organization.
To work with the test at each stage, the reader chooses his own strategies. Learning strategies are a set of actions that a learner takes to facilitate learning, make it more efficient, effective, faster, more enjoyable, and aim and bring learning activities closer to their own goals. In case of success, the student remembers the ways of his action, operations, resources used, transfers the strategy to other situations, makes it universal. nine0007
Thus, a strategy (in learning) is primarily a systematic plan, a program of actions and operations, consciously applied to manage learning in order to improve it.
Strategies for pre-text activities.
The purpose of pre-text strategies is to set the goal and objectives of reading, actualization or familiarization with important concepts, terms, key words. Forecasting and formulating a new topic by the student himself highlights the area unknown to the student.
The revealed lack of knowledge awakens the desire to learn new things, to move from ignorance to knowledge, from inability to skill. Having a predicted result of the activity in the lesson, students at the end of the work get the opportunity to independently sum up the lesson, evaluate their activities and realize their creative abilities. nine0007
With the help of anticipation — guesswork, mental anticipation of the content and the plan of the subsequent presentation — the student runs his thought ahead. He not only understands what the author is talking about in the text being read at the moment, but also assumes, guesses - according to the logic of the development of the author's thought - what he should say after this. The reader becomes a kind of collaborator. He himself "continues" the author's text, he mentally "writes" the continuation.
Strategies for pre-text activity are a fairly new phenomenon in the work of a teacher. Their appearance is associated with a change in pedagogical concepts for teaching reading. nine0007
From the standpoint of awakening interest in reading, researchers note the following most productive pre-text strategies:
Brainstorming.
"Glossary".
"Landmarks of anticipation".
Battery of questions.
Preliminary questions.
"Dissection of the issue."
"Alphabet at the round table"
"We compete with the writer."
Brainstorming
The aim of the strategy is to update previous knowledge and experience relevant to the topic of the text. nine0007
Progress:
Today we will read and discuss the topic… What associations do you have about the announced topic?
The teacher writes down all the named associations.
Now let's read the text and see if the information you gave in the Brainstorm is adequate to what we learned from the text.
"Glossary"
The goal of the strategy is to update and repeat the vocabulary related to the topic of the text.
Progress:
We will read the informational text "The History of Numbers".
Maths. nine0007
Look at the list of words and check those that might be related to the text.
When you have finished reading the text, go back to these words and look at their meaning and the use of words used in the text.
“Dissection of the Question”
The goal of the strategy is a semantic guess about the possible content of the text based on its title.
Progress:
Read the title of the text and divide it into semantic groups. What do you think the text will be about? nine0007
Atmosphere: structure, meaning, study. Geography.
Cereals are the bread of mankind. Biology.
Traces in time. Literature.
"Round Table Alphabet"
We plan to read and discuss the topic of the relationship between man and animals, man and nature. On the alphabet map provided to you, write the titles or authors of books that are related to this topic. The discussion of the results takes place according to the method of free discussion.
"We compete with the writer." nine0007
Purpose: to motivate a person to read a book. Try to predict the content of the book by looking at the illustrations. One student offers his own version of the plot of the book, the rest supplement it.
Strategies for textual activity
The purpose of strategies in the executive phase of reading is the development of its mechanisms, that is, putting forward a hypothesis about the content of what is being read, its confirmation / rejection, reflection during reading about what and how I read and how well I understand what I read. The main principle of the strategies of this stage is to stop the activity, think aloud, forecast, establish various and multidirectional connections and relationships in the course of plot development. The teacher intervenes in the student's reading process in order to help, provide additional information and simply educate. nine0007
Purpose: understanding the text and creating its reader's interpretation.
Strategies
"Reading in a circle" (alternate reading).
"Reading to yourself with questions."
"Reading to yourself with stops."
"Reading to yourself with notes."
"Reading in a circle"
Progress:
We begin to read the text in turn, paragraph by paragraph. Our 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. We have only one copy of the text, which we pass on to the next reader. nine0007
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 purpose of the strategy: to teach you to read the text thoughtfully, asking yourself more and more complicated questions, to conduct a “dialogue with the author”.
"Reading to yourself with stops"
Purpose: to control the process of understanding the text while reading.
Progress:
We will read the text with stops during which you will be asked questions. Some of them are aimed at testing understanding, others - at predicting the content of the next passage. nine0007
“Reading to yourself with notes”
This strategy is most often used to work with complex scientific texts. Its purpose is to monitor the understanding of the text being read and its critical analysis. The reader makes notes in the margins. The nature of the notes is determined by the purpose of reading.
Strategies for post-text activities
The purpose of strategies for post-text activities is the application, use of material in a variety of situations, forms, areas, including it in another, larger-scale activity. Strategies are associated with the assimilation, expansion, deepening, discussion of what has been read, the reader's interpretation is corrected by the author's meaning. nine0007
Strategies for post-text activities
"Relationship between question and answer"
"Questions after the text"
"Time out"
"Checklist".
"Relationship between question and answer"
The answer to a question can be in the text or in the reader's head. If the answer is in the text, it can be in one sentence or in several parts of it. In case 1, in order to answer the question, it is necessary 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. nine0007
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 with the reader's own interpretation of the author's words. In another case, the answer is outside the text and the reader is looking for it in his knowledge.
"Questions after the text"
- factual (factual) information of the text stated verbally;
- subtext information hidden between lines, in subtext;
-conceptual information, often located outside the text and related to its use.
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- evaluative, reflective questions related to the critical analysis of the text.
"Time-out"
Purpose: self-test and assessment of understanding of the text by discussing it in pairs and in a group.
So, teaching reading strategies develops the ability to interact with the text, to reflect on what is being read and what has been read; it includes comprehension training procedures where the reader analyzes how he understands the content of the text and how to work with it.
Currently, the view of what a school graduate should be is changing dramatically. Modern realities require that he not only possess the amount of knowledge on the subject, but also successfully use them in a variety of situations. He knew how and wanted to learn all his life. A creative person must have a tool for self-education, self-education. Own the techniques of analysis, synthesis, be able to draw conclusions, reason. All this can give a person Reading
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