Reading strategies 4th grade
Best 4th Grade Reading Comprehension Activities
Topic: English Language Arts,Reading Grades: 4th Grade:
Make it fun, make it interesting.
By the time students reach the fourth grade, they have mastered the basics of phonics and decoding and are starting to dig deeper into understanding what they’re reading. It’s a great time to introduce learning strategies that will help them be lifelong readers. Here are a dozen ways to boost fourth grade reading comprehension.
1. Color-code your thinking
Taking notes and highlighting reading passages with color can help students differentiate, retain, and transfer knowledge as well as pay attention to critical information for meaningful learning. Teach your students to use colors to highlight passages as they read to help them identify features such as main idea, details and vocabulary words. Or use different colors to mark different sections of a graphic organizer.
ADVERTISEMENT
Learn more: Think, Grow, Giggle
2. Try think-alouds
Another way to improve fourth grade comprehension is through think-alouds. While reading a text to students, share the questions and answers that are going through your mind. For example, “How does the story make you feel?”
Learn more: The Balanced Literacy Diet
3. Watch a story-elements rap video
You know how they say setting learning to music helps improve retention? Well, with this story-elements rap video, kids will find themselves chanting the chorus long after they watch it. And if rap’s not your thing, check out this list of Our Favorite YouTube Videos for Teaching Story Elements.
4. Play a round of reading comprehension Jenga
Who doesn’t love a rousing game of Jenga? The careful strategy in picking just the right block … the rush of successfully pulling out a block … the loud crash of the whole tower tumbling down! This classroom version is not only a blast, it helps boost reading comprehension skills. Score a used Jenga set at a garage sale or thrift store, then download this huge collection of fiction and nonfiction reading comprehension questions from Elementary Assessments.
Learn more: Remedia Publications
5. Beef up vocabulary skills
The more words a student knows, the greater their access to complex reading passages. Practice vocabulary skills in a fun way with these 20 Meaningful Vocabulary Activities. Draw vocabulary Sketchnotes, play Vocabulary Jeopardy, join the Million Dollar Word Club, and more.
6. Practice using context clues
Image source: Crafting Connections
It is vitally important for all students to be able to use context clues to determine the definitions of unknown words.
This poster and lesson plan from Crafting Connections will give your students the strategies they need to be a word detective.
7. Find creative ways to respond to reading
Image source: An Educator’s Life
Gone are the days of the dreaded, old-fashioned, stand-in-front-of-the-class and read your boring book report. How about making a mint-tin book report? Or a book report cake? Or a mobile made from a clothes hanger or a paper bag book report? These are just a few of the Creative Ways Kids Can Respond to Books we’ve rounded up to get your students excited about reading.
8. Learn about close-reading strategies
Image source: D Lu on Pinterest
Close reading is defined as “an intensive analysis of a text in order to come to terms with what it says, how it says it, and what it means.” And research shows that teaching students how to close-read helps them become better readers. The trick is spicing it up so that students apply close-reading skills without getting bored.
Here are Innovative Teacher Ideas for Teaching Close Reading.
9. Create anchor charts together
From marking a text to visualizing to understanding a character’s journey, we’ve got the fourth grade reading comprehension anchor charts for you! Choose from dozens of colorful samples for you to build along with your students during direct instruction time.
10. Introduce figurative language
Image source: YourDictionary.com
Figurative language—things like metaphors, similes, and onomatopoeia—make reading more colorful and interesting. Understanding figurative language is a complex literacy skill that will stretch your students’ understanding. Center your lessons around these fantastic figurative language anchor charts.
11. Focus on theme
Image source: Upper Elementary Snapshots
To fully explore theme, students must be able to understand what they read and then extract ideas from the text. Here are essential tips for teaching theme in language arts.
12. Read between the lines
Learning to make inferences is a key literacy skill and something all good readers do. When students pause while they are reading to ask questions and make connections, it strengthens their comprehension. For more on this topic, visit Teaching With a Mountain View.
Looking for more ways to encourage fourth grade reading comprehension? Check out our list of 60 of the Best Books for 4th Grade.
Plus, get all the latest teaching tips and tricks by signing up for our newsletters!
Tips And Tricks For Improving 4th Grade Reading Comprehension
In the 4th grade, your child is likely to learn much more advanced concepts than ever before. They are beginning to learn on their own in many ways and learning to think on their own. Much of their learning is likely to be taking place in the classroom.
However, the coronavirus has caused schools to closed. This disruption to the normal school year has caused many parents to turn to homeschool to supplement their children’s education at this time.
Many important skills learned in school are now being taught by parents at home.
What is a 4th grade reading level?
By 4th grade, your child is learning many different ideas, concepts, and topics. Everything they are learning uses one essential tool: critical thinking. Before your child can learn to think critically, they need to learn to understand what they are reading.
Reading comprehension is being able to understand the ideas presented in a text that you have read. In 4th grade, your child is no longer “learning to read”, but “reading to learn”.
Your child’s reading level by now means they are able to:
- Read a variety of different genres such as fiction, nonfiction, poetry, etc.
- Understand new materials and write about what they have read.
- Answer questions about the materials.
- Read materials and organize the information and ideas effectively.
What are the 5 reading comprehension strategies?
Reading comprehension relies on several strategies that can help your child understand their reading materials.
- Activate background knowledge – Children understand reading materials better when they have a frame of prior knowledge to work with. Just asking your child “what do you know about…” can help them think about the topic before they begin reading.
- Questioning – Before reading, also get your child to ask questions about the reading. Your child should have three questions in mind as they read: right now questions, analytical questions, and research questions. A “right now” question is figuring out what facts and information are being presented in the text. An “analytical” question is when your child needs to figure out “what is the author trying to tell me?”. A “research” question basically encourages your child to do their own research outside of the text.
- Analyze text structure– In order to analyze text structure, your child needs to be able to identify the various ways text is presented such as cause and effect, chronologically, or listing.
They should also be able to find the different parts of a text and know what they are used for such as headings and subheadings. - Visualization – Many teachers and researchers stress that reading comprehension also includes being able to visualize the text in some way. This might be by using graphic organizers such as mind maps or even just asking your child to draw what they think the story is about.
- Summarizing – Summarizing is a great tool to use to make sure your child is able to identify the main ideas of a text. If they are able to find the main ideas presented in a text, they are most likely also already using the other four reading comprehension strategies.
How can I Improve Reading Comprehension for my Grade 4 Student?
Now that we know the strategies that make up effective reading comprehension, how can we help our 4th graders to practice and actually improve their reading comprehension? Here are some activities and tools you can use at home to help with improving 4th grade reading comprehension:
- Read together – Reading together has several benefits for improving your child’s reading comprehension.
It helps with creating a bond with your child as well as gives them a model for good reading habits. If you are reading together, you get a better sense of the materials they are reading and a sense of how their reading progress is going. - Use cookbooks – The best way to improve reading comprehension is to have fun! Kids love to help in the kitchen, so why not incorporate some reading practice into the activity? Have your child choose a recipe they would like to cook and as the two of you cook have them read the directions to you.
- Find a good reading app – Technology is making reading practice much more fun and interactive. However, with the numerous reading apps out there it can be difficult to find the best one. Use an app like Readability that targets several reading skills at once. With Readability, your child is able to get instant feedback and error correction from the app. The app also provides you with progress reports, so you can track your child’s reading improvements.
- Talk about their books – The simple act of talking about what your child is reading can have a big impact on their reading comprehension. A conversation about their reading helps them to activate background knowledge about the topic and think more critically about what they read.
- Have a movie night – To help your child with visualization, have your child first read a book that has been turned into a film. Once they are done reading the book, you can watch the movie version together and talk about if the movie fits the visuals they created in their mind from reading the book.
Reading comprehension is an important reading skill that many 4th graders begin to master. However, some young readers might still be struggling with effective reading comprehension. Using these strategies and tools such as Readability makes reading improvement fun and interactive. These tips and tricks for improving 4th-grade reading comprehension can help your child get on track with their reading skills.
Semantic reading strategies. Report | Methodical development on reading (grades 1, 2, 3, 4):
"Semantic reading strategies"
Compiled by: Sosnina O.A.
“These kind people do not even suspect what
labors and time it takes to learn to read.
I myself have spent 80 years on this and I can’t say everything,
to fully achieve the goal"
J. Goethe
Today it is not enough to teach a little person to read. To teach him to read meaningfully, productively, to perceive the text, tracing cause-and-effect relationships - this is an important task for the teacher.
The new generation of educational standards force us to take a fresh look at the very definition of the meaning of the word "reading". Reading should be considered as a quality of a person, which should be improved throughout his life in different situations of activity and communication. Therefore, the technical side should be considered as a subordinate semantic.
FSES LLC is included in the meta-subject results of mastering the main educational program of basic general education as a mandatory component "mastering the skills of semantic reading of texts of various styles and genres." The components of semantic reading are included in the structure of all universal educational activities:
personal UUD - includes motivation for reading, motives for learning, attitude towards oneself and towards school;
into regulatory UUD - the student's acceptance of a learning task, arbitrary regulation of activity;
in cognitive UUD - logical and abstract thinking, working memory, creative imagination, concentration of attention, vocabulary volume;
in communicative UUD - the ability to organize and implement cooperation and cooperation with a teacher and peers, adequately convey information, display the subject content and conditions of activity in speech.
"Semantic reading" is such a quality of reading, in which an understanding of the informational, semantic and ideological aspects of the work is achieved.
The purpose of semantic reading is to understand the content of the text as accurately and fully as possible, to catch all the details and practically comprehend the extracted information. When a child masters semantic reading, then he develops oral speech and, as the next important stage of development, written speech.
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 to facilitate learning, make it more efficient, effective, faster, more enjoyable, aim and bring learning activities closer to their own goals
resources, transfers the strategy to other situations, makes it universal. The number of strategies and the frequency of their use are individual.
Strategy No. 1. Directed reading
Purpose: to form the ability to purposefully read the educational text. Ask questions and lead group discussions.
- Update.
"Associative bush" technique: the teacher writes a keyword or title of the text, the 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. The students silently read a short text or part of the 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.
Strategy #2. Reading in pairs - generalization in pairs
Purpose: to form the ability to highlight the main thing, summarize what has been 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.
Bloom's Chamomile
Chamomile consists of six petals, each of which contains a certain type of questions. The value of this technique is that it teaches children to listen and hear, develops speech, enables communication, activates mental activity, cognitive interest, encourages children to act, and forms the skill of working with text. Bloom's chamomile can be used in any subject and at all levels: both in primary and senior levels.
The chamomile is made up of six petals, each containing a specific type of question. Thus, six petals - six questions:
1. Simple questions - questions, answering which, you need to name some facts, remember and reproduce certain information: "What?", "When?", "Where?", "How?". The question should begin with the word - name ...
2. Clarifying questions. Such questions usually begin with the words: "So you say that ...?", "If I understand correctly, then .
..?", "I may be wrong, but I think you said about ...?". The purpose of these questions is to provide the student with opportunities for feedback on what they have just said. Sometimes they are asked in order to obtain information that is not in the message, but is implied. The question should begin with the word - explain ...
3. Interpretive (explanatory) questions. Usually begin with the word "Why?" and aimed at establishing cause-and-effect relationships. Why do leaves on trees turn yellow in autumn? If the answer to this question is known, it "turns" from an interpretive question into a simple one. Therefore, this type of question "works" when there is an element of independence in the answer.
4. Creative questions. This type of question most often contains the particle "would", elements of convention, assumption, forecast: "What would change ...", "What will happen if ...?", "How do you think the plot will develop in the story after ...?". The question should begin with the word - think of .
...
5. Practical issues. This type of question is aimed at establishing the relationship between theory and practice: "How can you apply ...?", What can be done from ...?", "Where in ordinary life can you observe ...?", "How would you acted in the place of the hero of the story?". The question should begin with the word - suggest ....
6. Evaluation questions. These questions are aimed at clarifying the criteria for evaluating certain events, phenomena, facts. "Why is something good, but something is it bad?", "How does one lesson differ from another?", "How do you feel about the action of the protagonist?", etc. The question should start with the word - share ...
The questions are formulated by the students themselves. This option requires some preparation from children, since it is easy to come up with reproductive questions, but task questions require a certain skill.
The Question Daisy is one of the effective techniques that can be used at different stages of the lesson. It helps to teach children to ask questions to the text on their own. Students like to formulate and write down questions to the work (at any stage of work), work can be done in pairs, groups and individually. Children are most interested in practical questions: “What would you do ...?”
“Chamomile” can be used at the “Challenge” stage, then students first ask questions, and then look for answers, comprehension, or at the “Reflection” stage to summarize the knowledge gained.
The use of the method "Daisy Bloom" allows you to implement a differentiated and student-oriented approach in the educational process. Bloom's taxonomy is one of the forms of work on the development of critical thinking.
Strategy No. 2. Reading in pairs - summarizing in pairs
Purpose: to form the ability to highlight the main thing, to summarize what has been read in the form of a thesis, to ask problematic questions.
1. Pupils silently read the text chosen by the teacher or part of the text.
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.
Strategy No. 3. Reading and asking
Purpose: to develop 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 were to read the text aloud, how would you make it clear that this sentence is the main thing? We are talking about highlighting the phrase with your voice.
Here 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.
Strategy No. 4. Diary of double entries
Purpose: to develop 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.
Strategy No. 5. Reading with notes
Purpose: to develop 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) differently
- ? This interested me (surprised me), 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. Reading strategy training includes the acquisition of skills:
- distinctions between message content types - facts, opinions, judgments, assessments;
- 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.
Strategy No. 6. Reading with an Euler-Venn diagram
Purpose: to form the skills of comparing and classifying, structuring information.
- Pupils read the text, carefully analyzing it.
- The teacher sets the task - to compare two or more objects, write the comparison data in the form of an Euler-Venn diagram.
Strategy No. 7. Senkan.
Purpose: to develop the ability of students to highlight the key concepts in what they read, the main ideas, to synthesize the knowledge gained, to show creativity.
The teacher offers to write a senkan on the keyword of the studied text.
Senkan - "blank verse", a slogan of five lines (from French Cing - five), in which the main information is synthesized.
Senkan structure.
- Noun (subject).
- Two adjectives (description).
- Three verbs (action).
- Four-word phrase (description).
- Noun (paraphrasing of the topic).
Given the strategies of modern approaches to reading, we can recommend the following to teachers:
- choose the most rational types of reading for students to learn new material;
- to form students' interest in reading by introducing non-standard forms and methods of working with text;
- determine the nature of the activities of various groups of students when working with a textbook;
- anticipate possible difficulties of students in certain types of educational activities;
- improve students' reading independence as they progress;
- organize various activities of students in order to develop their creative thinking;
- to teach self-control and self-organization in various activities.
Techniques for teaching the strategy of semantic reading and working with text
1. Introduction before the need to develop new approaches to teaching reading.
Problems:
- children have a low reading speed, as a result of which they spend a lot of time preparing 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 what they read,
- find it difficult to briefly retell the content,
- when doing independent work, tests of different levels, students make mistakes due to misunderstanding of the wording of the task,
- they 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 semantic reading skills, 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.
2. Semantic reading in the context of the new Federal State Educational Standards
Federal standards include in the meta-subject results of mastering OOP 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 related to:
- understanding the purpose and choosing the type of reading depending on the 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 educational 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 of attention, 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.
3. Strategies for 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.0003
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.
”
If successful, 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.
Strategy No. 1. Directed reading
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. The students silently read a short text or part of the 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.
Strategy #2. Reading in pairs - generalization in pairs
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.
Strategy No. 3. Read and ask
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 thing? 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.
Strategy No. 4. Double entry diary
Purpose: 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.
Strategy No. 5. Reading with notes
Goal: 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 lies in the fact 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, assessments;
- 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.
4. Techniques for teaching the strategy of semantic reading and working with text
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 posed 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.
Methods of text activity include:
- Read aloud
- "Reading to yourself with questions"
- "Reading with stops"
- "Reading to yourself with a note"
"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 complex 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.
| Already knew (V) | Learned something new (+) | Thought otherwise (–) | Questions (?) |
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 in indirect form, and how the reader himself interprets the words of the author. 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 with a fourth - 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.
| Thick questions | Subtle questions |
| Explain why….? | Who..? What…? When…? |
- 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?
- Noun (subject).
- Two adjectives (description)
- Three verbs (action).
- Four-word phrase (description).
- Noun (paraphrasing of the topic).
- How many paragraphs of the text?
- Pay attention to the words in thinned and bold type.
- Write keywords.
- Coordinating conjunctions
- Intonation
- general minor member
- Explanatory words
- Comma
- Semicolon
- Dash
- No comma
- 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.
- Give an example of a complex sentence, give a description according to the plan, draw up a diagram;
- make a mind map.
Question Tree
Krona - 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.
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 technique that 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:
"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 theme, 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 "Semantic Reading Techniques" [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 | Sample key questions and tasks (beginning of wording) |
| Knowledge - 1 point | Name. |
| Comprehension - 2 points | Do you understand… Explain the relationship. Why ... Connect in semantic pairs .... Show on the graph... |
| Application - according to sample 3 b. | Make an offer…. Identify Traits character…. Apply the appropriate rule.... Compare…. Draw conclusions.... Present your point of view... |
| Generalization and systematization | Make a summary…. Make a table. |
| Value attitude - 2-10 b. | What does it matter…. What do you think…. Do you like…. |
.., Define..., Formulate... . Retell ... List .... Choose the correct answer…. Complete the word…. Show…, Find out...etc. 
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:
1. Compound
2. Communication
3.
Additional communications
4. Punctuation marks
Learning reading . Rereading text
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 reference:
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
- Project "Techniques of semantic reading" Avt. Dozmorova E.V., Director of the Center for Innovations in Education of the FPC and PC TSPU, Ph.D. - https://www.planeta.tspu.ru/files/file/doc/1464065663.pdf
- Federal State Educational Standard for Primary General Education // http://standart.edu.ru/catalog.aspx?CatalogId=959.
- Variable learning technology / under.
Learn more
