Reading strategies animals

Teaching the Reading Strategy Animals ⋆ The Blue Brain Teacher * Engaging Resources for Elementary Teachers

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A strategy is a plan of how to move forward especially if stuck, so a reading strategy is how to move forward when reading especially if stuck. If students are equipped with strategies they can go to when they find themselves struggling – they feel more confident about reading. Reading strategies turned into animals to help students remember the strategy isn’t anything new – I first learned about it when teachers were using beanie babies to teach them. I don’t have beanie babies but  have posters!! Here I introduce you to the strategy name – if you click on the poster it will take you to my guided reading level A program.

What is the strategy?

The student will look at the word they are trying to figure out and use the picture on the book to figure out what the word can be.

Why is it important?

Students are learning that pictures help the reader to understand the book. This strategy helps students understand to use the picture as a clue to the book.

How to teach it?

To teach this strategy, tell the student that they need to use their owl eyes when reading. You can say, “Sometimes when we don’t know the word we can use the pictures to figure it out. Point to the word you do not know. Look at the first letter and figure out the sound. Then look at the picture to see if you can find a word that would make sense.”

What is the strategy?

The student uses this strategy to help them keep track of where they are while reading.

Why is it important?

Teaching one to one correspondence with words while reading helps students to keep on track and really internalize what they are doing. It is very important although after level C you will want to discourage this behavior.

How to teach it?

Tap it Turtle likes to touch everything it reads. Use your finger to touch each word as you read it.

What is the strategy?

The student will look at the word they want to read and form their lips to make the sound of the first letter.

Why is it important?

Students that use this strategy to get their lips ready for the first sound.

How to teach it?

When teaching this strategy, tell your students that they should make fish lips and form the first letter sound using their lips before saying it. When teaching letter sounds refer to fish lips to help your student remember to focus on where there lips are when forming the sound.

What is the strategy?

The student can look at a word and decipher how to read it by stretching each syllable.

Why is it important?

Students can learn how to read a word based on decoding each syllable at a time. This will be handy as they move from words with one syllable to longer and complicated words.

How to teach it?

First, give your students a slinky or show them a picture of a snake. Then introduce them to Stretchy Snake, the animal that stretches the sounds in words to help them read. After that, demonstrate this with a familiar short CVC word. For example, if you used fog, ask your students to pronounce is as “ffffffoooggg” first then say “fog” normally.

What is the strategy?

Students can figure out familiar chunks of sounds in an unfamiliar word using this strategy.

Why is it important?

Your students can decode unfamiliar words based on the letter pairs they have encountered before. For example, if they see the word “trying” for the first time, they can separate it into “try” and “ing” before reading it as one word.

How to teach it?

Show them Chunky Monkey, whether as a picture or a plush toy. Tell them that Chunky Monkey is a great reader because he knows how to put words into chunks so that he can figure out how to read them properly. After that, you can show them a compound word (i.e. handshake or rainbow) and break it down into several syllables (i.e. rain-bow). Test their skills afterwards by giving them exercises to divide words into chunks and reading them out loud.

What is the strategy?

The student will look at the word and try to figure out if the next syllable is a long or a short sound.

Why is it important?

Students can learn the difference when they would have to use short or long vowels when reading a word. It helps them make less mistakes when reading unfamiliar words.

How to teach it?

First, introduce them to Flip it Fox. Say that they’re good in flipping and that they flip a word’s vowel sound to check if it makes sense for them so that they can learn how to pronounce a word correctly. Then, show this example in practice by mispronouncing a common CVC or CVE word then telling students that it doesn’t sound right and it should be pronounced the other way around.

What is the strategy?

The student will look at a word they have trouble reading and learn how to hop to the next one.

Why is it important?

Once you teach this to students, you can help prevent your students from getting frustrated as they read anything by themselves, they will just hop it and come back to it and use other strategies to figure it out.

How to teach it?

Show your students Bunny hop. Tell them that bunnies love to hop, even in reading. If bunny encounters a word that it can’t read, it skips over it and reads the rest of the sentence first. Teach them this by showing them a sentence and going over each word with your students. If anyone finds a word hard, you will then show them that they can hop it for now and get back to it. Then, use any other reading strategies to identify the word.

What is the strategy?

The student can use this strategy to be able to read unfamiliar parts of a sentence.

Why is it important?

It is important so that they can remember the previous reading strategies you taught them. Using this strategy, they can feel relieved that they can make use of everything that they know to figure out how to read it by themselves before asking for help.

How to teach it?

Introduce them to Try it Lion first. Then, tell them that he doesn’t give up trying to read a book by himself first using the skills from his other animal friends before asking for help. Then, demonstrate this by letting your students figure out how to read an unfamiliar word in a sentence. Let them decide which strategy to use and frequently ask them the questions “Does it make sense?” and “Does it sound right?”

What is the strategy?

The student uses this strategy to make sure if the word makes sense by using context clues.

Why is it important?

Using context clues and looking at the picture are great strategies to teach students because it shows them how everything works together to create meaning.

How to teach it?

If students are unsure of a word, have them look at the words around it and at the picture. Have them ask themselves if that word makes sense in the sentence.

These nine reading strategies are great for your beginner readers! When I teach these to my students, it certainly makes it easier for them to figure out how to read words. I hope that this guide will help your students become stronger readers and discover their love of reading.

Goodbye Cueing Strategies, Hello Reading Animal Helpers! – Astute Hoot

Posted on March 11, 2021March 11, 2021By astutehoot

What is the difference between the common cueing strategy animals (e.g., Lips the Fish, Skippy the Frog and Eagle Eyes) and Astute Hoot’s Reading Animal Helpers?  There is a tremendous difference!

While the cueing systems approach has been used since the 1960s, it has been proven to be flawed. Cueing guides children to use guessing strategies rather than decoding and phonics skills to read unfamiliar words, which impedes their progress. For more information about the issues with this model, read the article “At a Loss for Words: How a Flawed Idea is Teaching Millions of Kids to be Poor Readers. ”  

Astute Hoot’s Reading Animal Helpers are NOT cueing strategies. Each of our animal helpers are aligned to research-based strategies and critical literacy skills. Our animals are designed to be used in conjunction with evidence-based reading curriculum to support and enhance instruction, as well as awaken the joy of learning.

Enhancing the Science of Reading: Our lovable animal characters bring the literacy instruction to life, helping the most reluctant students blossom into motivated, enthusiastic learners. Each animal helper has a unique feature and rhyming poem that is used to teach children a specific, standards-based strategy or skill in a purposeful and intentional way. Our Reading Animal Helpers are intended to complement and reinforce instructional approaches backed by the Science of Reading in the areas of phonological awareness, phonics, vocabulary, comprehension, fluency and writing.  We have found great success with embedding our Reading Animal Helpers within effective reading intervention strategies such as those demonstrated in the Reading Rockets special video series, Looking at Reading Interventions.

Sparking Enthusiasm and Motivation: Seeing the looks of happiness and pure joy on our students’ faces when we use the Reading Animal Helpers just confirms how important it is to include some fun and wonder in our classrooms.  Joy can be the center of learning without sacrificing high quality literacy instruction. Given the recent emphasis on social emotional learning, it is now even more evident that as educators we must design our instruction to build student confidence, ease pressures and anxieties, and motivate hesitant or disengaged learners to take healthy risks and fully participate.

Incorporating Innovative Tools and Resources: Our resources include multisensory centers, games, graphic organizers and hands-on tools which have been field-tested and refined in various early childhood classrooms.  When using these tools and visuals, students are able to anchor the strategies with our concrete Reading Animal Helpers.  This is critical to transferring and applying new skills across settings and a variety of texts from decodable readers to authentic literature and challenging non-fiction books, See some examples of our resources in action alongside a variety intervention curricula such as Equipped for Reading Success (phonemic awareness), Heart Word Magic (orthographic mapping), and Wilson Reading System and Fundations (phonics).

It truly warms our hearts to see young children blossom into proficient, confident readers who love books!  We hope you join us in saying Goodbye to the cueing animals and Hello to our Reading Animal Helpers!

Download this FREE book and FREE poster to introduce your students to the Reading Animal Helpers. We would LOVE to see how you use Astute Hoot to boost your literacy instruction and bring joy to your students too!

how to get the most out of what you read - The Idealist

Author: James Clear

Finishing a book is easy. Understanding it is much more difficult.

In recent years, I have been focused on cultivating healthy reading habits and learning to read more. But the key to success is not just consuming more pages, but reading better. For most people, the real goal in reading nonfiction, nonfiction, is to improve their lives by acquiring a new skill, understanding an important issue, or changing their view of the world. Reading books is important, but it's also important to be able to put what you read to good use.

That's why I'd like to share with you three book comprehension strategies that I use to make reading more productive

Strategies for understanding and benefiting from what you read

1. 1. Make it easy to search through the notes you take in the process of reading

Creating searchable notes is essential to easily returning to ideas. This increases the likelihood that you will apply what you read in real life. An idea is only useful when you can find it when needed. And today it is not necessary to keep everything in memory.

I keep all my book notes in Evernote . I strongly recommend this program to you because: 1. search is available in it 2. it is easy to use on multiple devices 3. you can create and save notes even if you are not connected to the Internet. I create notes in Evernote in three ways.

First, if I'm listening to an audiobook, I create a new note for it and record the information as I listen. I prefer to listen to audiobooks at 1.25x and hit pause whenever I want to record something. The faster listening process and the slower recording of information creates a balance, so I usually finish the book in about the same time as classical listening.

Second, if I'm reading a printed book, I follow the same algorithm with one difference. Taking notes while reading can be annoying because you have to put the book down every time. I like to place the book on a book stand, which makes it convenient to write long notes and leaves my hands free while reading.

Print books and audio books are great, but this system is really great for e-book reading. My third (and priority) reading method is e-books on the Kindle Paperwhite. I can easily highlight the passage I want to read on my Kindle—no typing required. After I'm done reading, I use a program called Clippings to import all my Kindle notes into Evernote.

These three approaches make it much easier for me to move my notes to Evernote, where they are searchable. Even if I don't remember where I read about a particular idea, I can just search my Evernote folder and quickly find the answer.

2. Integrate thoughts while reading

When you go to the library, you see that all the books there are divided into different categories: biographies, history, science, psychology. In the real world, of course, knowledge is not divided into clearly defined areas. Topics intersect and flow into each other. All knowledge is interconnected.

The most useful ideas are often found at the intersection of ideas

The most useful ideas are often found at the intersection of ideas. For this reason, I'm trying to imagine how the book I'm reading can relate to all the ideas that I already have in my head. Whenever possible, I try to integrate the ideas of what I read with the previous ones.

For example:

When I read the book The Signaling Brain by neuroscientist V. S. Ramachandran, I found that one of his key ideas is related to an idea I learned from social work researcher Brené Brown.
While reviewing the notes on Mark Manson's The Subtle Art of Not Screwing Up, I noted how Mark's idea of ​​"killing yourself" intersects with Paul Graham's essay on preserving our identity.
When I read George Leonard's Mastery, I found that although his entire book is about improvement, it also sheds light on the relationship between genetics and performance.
I have added each of these findings to my notes for the specific book. This process of integration and connection is critical not only to "holding" new ideas in your brain, but also to understanding the world as a whole.

Very often people use one book or article as the basis for a whole worldview, a system of beliefs. By forcing yourself to combine ideas, you will be able to understand that there can be no single view of the world. The complex connections between ideas are where the most beautiful knowledge is often found.

3. Summarize the book in one paragraph

As soon as I finish the book, I force myself to summarize the entire text I read in three sentences. This limitation is, of course, just a game, but I find this exercise helpful because it forces me to review my notes and think about what was really important in the book.

How can I describe this book to a friend? What are its main ideas? If I wanted to implement only one idea from the book I read, what would it be?

In many cases I have found that I can usually get as much useful information from re-reading my summary paragraph as if I were re-reading the whole book again (there is a lot of water in modern non-fiction books).

I have published a lot of book summaries that have mostly this paragraph and notes on reading. If you are interested in how these reading strategies look in practice, then read the materials at the link above.

Happy reading!

Original: jamesclear.com

Lyalushkina TV Abstracts - Reading Strategies

STRATEGIES OF POST-TEXT ACTIVITIES

The main goal of these strategies is to achieve understanding of the text at the level of meaning, correct the reader's interpretation, bring the reader's impressions to the level of a complete thought.

1. The relationship between the question and the answer

This strategy teaches the process of understanding the text, and does not control the result (understood - did not understand), shows the need to find the location of the answer.

The purpose of this strategy is to teach text comprehension.

The essence of the strategy: students are presented with a diagram (Where is the answer?) and it is said that the answer to the question can be contained in the text or in the reader's head. If the answer is in the text, it can be in one sentence of the text or in several of its parts.

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.

Next, students are offered a list of questions that they should assign to one of the groups. After that, it is proposed to give an answer to the question posed.

The teacher (or student) rolls the die. It is necessary to formulate a question to the educational material on the face on which the cube will fall.

3. Working with conclusions.

- Open one of the pins

- Formulate your own system of conclusions?

- Supplement existing conclusions with your own conclusions?

- As conclusions, formulate questions that arise when reading the text, but - to which there are no direct answers in the text.
For each educational text, you need to choose the most optimal strategies, there should not be many of them, but they should be effective for this particular text.
Grade 3. German textbook. Bim I.L, Ryzhova L.I. Moscow "Enlightenment" -2013

Strategies used:
pretext activity strategies :

1. 
   Acquaintance with ILLUSTRATION, COMMENTARY.
   
2. 
   Looking for a question (task a) and updating vocabulary - Brainstorming (am Wochenende : ins Theater, in den Zirkus, in den Zoo, ins Schwimmbad, ins Kino, in die Ausstellung, ins Café, ins Spielzentrum …)
   
3. 
   Predicting answers according to the picture (to the zoo, to the circus, …)
   

Part 2 - Im Zoo , den Zooplan , Affen , also

9 Elefanten und und

2. "Reading with stops." Introductory reading passage of the text and answers to questions to it before moving on to reading the next passage. Questions should be aimed at control of the general understanding of the read passage and prediction of the content of the next one. When reading the following passage, the reader confirms or rejects his hypothesis by comparing it with the content of the text.

3. Answer to the question of task a). (Svens Familie geht in den Zoo ).

POST-TEXT STRATEGIES

1. 
   Select the necessary cards with written animals for this text: Die Giraffe, Der Tiger, Der AFFE , DER Elefant , Der Löwe, Der KroKodil pictures of animals). What other animals might be in zoo?
   

Glossary. Task b ): look up words in the dictionary. And finding sentences with these words in the text ( viewing reading ).

Strategies of text activities

1. Aviation of the text for searching for the necessary information information: BEI Ihrer IM Dorf .

2. Study reading. Sentification of information from the text (sentences, Select with the phrase heard, - by chain)

4. Answers to questions implied when reading text: Wer 9008 Flecki ? Was macht Julia hier ?

3. Answer to the question of task a).

POST-TEXT STRATEGIES

1. Answer the questions about the content of the text (task c).

2. What pets do you have in your family, relatives? (With the presentation of pictures of pets).

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