Reading strategies for 3rd grade

Third Grade Reading Comprehension Activities Your Students Will Love

By the third grade, most students are really starting to get the hang of reading. They are enthusiastic readers, with preferences for particular themes and genres and opinions about everything they read! Here are 12 third grade reading comprehension activities that will help them dig deeper into what they’re reading and build skills to carry them to the next level.

1. Build a Comprehension Cootie Catcher.

Turn reading comprehension into a fun game with these free cootie catchers. There are three different versions available, and each has questions that will help your students dig deeper into their reading. Each cootie catcher tackles elements of reading comprehension like character, plot, setting, problem, and solution, and the questions are general enough that they can be used with any book.

Source: The Classroom Game Nook

2.

Play a round of Roll and Retell.

One of the best ways to help students build comprehension is giving them a chance to talk about what they’ve read. This is a fun game to play, and all you need is a pair of dice. Students can pair up and share information with one another about what they’ve read. Or they can work solo and roll the dice and write out their answers.

Source: Home School Giveaways

3. Make a paper chain of connections.

Good readers make connections as they read. Track your students’ connections with this engaging visual activity from Brooke at Literacy in Focus. First, students write their connections on colored strips of paper (each type of connection is made on a different color). Next, students link up their connections and attach them to the corresponding text-connections label or poster (see the example bulletin board at the link below). Links can be added throughout the year as new texts are read. The link-up activity makes a great visual representation of the entire text-connections process.

Source: Literacy in Focus

4. Build inference skills.

Check out this blog for eight fun activities to build students’ inference skills, including watching short films, reading wordless books, and using picture task cards.

Source: The Teacher Next Door

5. Bat around a beach ball.

Using a Sharpie marker, write different questions for students to answer about the book they are reading. Hit different elements such as character, problem and solution, setting, connections, predictions, etc. Kids will have a blast batting the inflatables around as they build comprehension skills.

Source: Conversations in Literacy

6. Run a nonfiction relay race.

According to instructor Clio Stearns, Ph.D., “Kinesthetic games allow third graders to put their bodies to use alongside their minds and can be particularly helpful for students who do not like to sit still or who benefit from multi-sensory approaches to learning.”

One of her ideas for boosting reading comprehension is to run a nonfiction relay race. This activity is great after reading a nonfiction book or article together. Break students into teams and head to the gym or outdoors. Set up a racecourse, for instance 100 yards marked off by flags or one lap around the track. The first student on each team will run the course, and once they return, and before the next student in line can run, they must repeat one fact they learned from the reading. The first team to have all runners complete the course wins.

Source: First Cry Parenting

7. Hold a Book Character Day.

Kids love Book Character Day! It gives them a chance to show how much they really know about one of their favorite characters. Encourage them to dress as their character and carry props that are part of their story. Maybe they’d even like to act like, and talk in the voice of, their character. Be sure to set aside time for each student to tell their classmates about the character they chose and why.

Source: Shann Eva’s Blog

8. Retell a story with rock painting.

Take a classic childhood art project—rock painting—and add a story for a creative, engaging reading comprehension project. In this activity, children will read a book, then retell the story with pictures they have painted on stones.

Source: Education.com

9. Play a board game.

There are many fun games that boost literacy skills, including Scrabble, Story Cubes, Tall Tales, Headbanz, and more. Try this fun board game, available on Amazon, which has three different games that students can play to boost their reading comprehension. Put it on your classroom wish list!

Source: Amazon

10. Track your thinking with sticky notes.

According to Home Reading Helper, one great way for students to remember and internalize what they read is by using sticky notes. Using these symbols as a guide, students place a sticky note with the appropriate symbol next to a line in a book to show their thinking as they read.

Source: RB Comprehension Strategies

11.

Create anchor charts together.

From marking a text to visualizing to understanding a character’s journey, we’ve got the best reading comprehension anchor charts for you! There are more than 35 colorful samples for you to build along with your students during direct instruction time.

Source: WeAreTeachers

12. Make “wanted” posters.

Your kids will love this fun writing and drawing activity that demonstrates their understanding of character development. After reading a story, kids will use what they know about the bad guy in a book to create a wanted poster.

Source: Education.com

Looking for more ways to encourage third grade reading comprehension? Check out our list of more than 60 best third grade books.

Plus, get all the latest teaching tips and tricks by signing up for our newsletters!

LaSalle, Mrs E. (Grade 3) / Reading Comprehension Strategies

Reading Strategies

What Good Readers Do. ...

KEY STRATEGIES USED TO BUILD COMPREHENSION
Developing effective reading skills is one of the primary goals in elementary school. We often assume that a child, who reads fluently, understands what he/she is reading. However, this is not always the case and it is amazing how much we can do to help them add meaning to the text. In the classroom, students will be taught strategies to help them understand what they are reading. You can use these same strategies at home to reinforce and apply what the have learned. Since children are familiar with the strategies, they can help guide YOU and practicing the strategies will be something you both find rewarding.

Listed below are the strategies we use.
TRY USING THESE STRATEGIES AT HOME!

MAKING CONNECTIONS
When we connect a story to our own life experiences, to other stories, or an event that happens within our world, it helps readers understand the story a little more. As your child reads, ask them if they can make a connection. Three examples of the connections we make in second level are:

1. Text-to-Self Connection
2. Text-to-Text-Connection
3. Text-to-World Connection

QUESTIONING
Good readers ask themselves questions as they read. They also think about where the answer may lie within the story. As your child reads, encourage them to ask questions frequently and think about the answers. Using sticky notes is an easy way for students to mark their questions. Then afterwards, you can discuss together the answers and how/where you found them. You may already model this habit by simply taking the time to ask questions during reading. The sources of answers to question may...

-be answered in the text
-require some inferring
-require some previous knowledge
-require discussion
-require some further research

INFERRING
Sometimes the author doesn't like to come out and tell us all of the answers. At times we need to dig deeper into the text to make sense of the author's message. We need to read between the lines and draw our own conclusions. We can support our inferences with clues that the author gives us in the story. Ask your child to make some inferences and use the book to show where the clues that support the inferences come from.

VISUALIZING
Good readers create pictures in their minds to help them understand what is happening in the story. Talk to your child about the mental pictures they see while reading. Compare your mental pictures with his/her ideas as you read. Maybe they will be similar ideas.

Other comprehension activities that you may practice at home may include:

-retelling the story in sequence
-giving the main idea of the story
-giving details about the story
-sharing favorite parts
-sharing the parts that are interesting or surprising
-discussing and comparing characters
-identifying the problem and the solution
-making predictions about what happens next, or what happens once the story is finished?

Master class "Semantic reading strategies and working with text" | Methodological development on reading (grade 3) on the topic:

N. V. Tatarinova,

primary school teacher,

Municipal Autonomous General Educational Institution

Komsomol Secondary General Education School

Master class

Strategies for semantic reading

People who achieve outstanding results in life are not necessarily smarter, more capable and hardworking than those around them. However, they have one feature: they are more focused. They go about their business without distraction—and fill their brains with only the information they need to do so.

In the new educational standards, special attention is paid to the strategy of semantic reading and working with text. This work is focused on developing skills in working with text.

Today I want to talk about some techniques for the formation of semantic reading.

"What you need to be able to speak or read correctly" in the first place are "the ability to breathe evenly and deeply - to control your breathing" and "the ability to speak loudly, but without shouting. "

I propose to form the skill of mastering breathing and voice with the help of the following exercises.

Blow out the candle. Take a deep breath and exhale all the air at once. Blow out one large candle. Now imagine that there are three candles on your hand. Take a deep breath and exhale in three breaths as you blow out each candle. Imagine that you have a birthday cake in front of you. It has a lot of small candles on it. Take a deep breath and try to blow out as many small candles as you can with as many short breaths as you can.

In a flower shop.

Imagine that you have come to a flower shop and smelled the delicious aroma of flowering plants. Take a noisy breath in through your nose and exhale (2-3 times).

Bear cubs.

Imagine that you are little bear cubs and ask your mother bear for food. Words must be pronounced drawlingly, in a bass voice, clearly pronouncing the sound m.

Reading words with the lower half covered.

SNOWGIR

Read the word and say who will be discussed today?

1. "Ask a question" technique

Purpose: to develop the ability to work independently with the text, to understand the information contained in the text, to master the technique of asking questions to the text.

Read the poem, think of questions that would begin with the words “What…?”, “Which…?”, “Where…?”, “Why…?”

On a branch of frozen mountain ash

Bullfinches sit in the frost.

Their breasts are redder than raspberries

And brighter than the evening dawn.

They peck at berries - pieces of ice.

Some fall down.

And the aspen fell silent nearby,

And the air is frosty, so clean.

Then, having pecked, they flew away.

Where, I can't say...

But those berries that haven't been eaten,

Burn and burn in the snow.

2. "Restore text" technique.

Purpose: to form the ability to purposefully read the text, to compare the information contained in the text.

Make up sentences from the words in each line.

a bullfinch sits on a mountain ash branch
near his chest of bright crimson color
a whole flock of bullfinches has joined him here
these birds are the first to appear in the forest in the snow with

apples like red on a branch 900 2 900 2 900 2 900 8 Reception "Catch the mistake"

Purpose: to form the ability to read thoughtfully.

Bullfinches.

What an extraordinary sight! An important bullfinch sits on a birch branch.

This yellow-breasted bird is slightly larger than a sparrow. She has a very bright and catchy color. Breast and neck of a clean and even green tone. There is a black cap on the head. The wings and tail are also green. On the wings you can see multi-colored stripes. The bird's beak is black, plump and wide.

Bullfinch is an early winter guest in our forests.

4. Reception "Reading with notes"

Purpose: to form the ability to read thoughtfully, evaluate information, formulate the author's thoughts in your own words. 9Ol000

I thought (thought) otherwise

I was interested (surprised), I want to know more

Bullfinch is a red-breasted handsome man, an adornment of the vast Russian expanses. However, handsome men are only males. The top of the head, wings and tail are black. The back of the neck and back are light grey. Uppertail and undertail are pure white. In the female, the red color is replaced by brownish-gray.

Bullfinches prefer to settle among mixed breeds with rich thickets of shrubs, in the mountains and in coniferous forests. Quite often, dense vegetation and shrubs along streams are quite enough for a bullfinch.

Bullfinches usually keep in small flocks of 7-10 birds each. The stronger the frost, the calmer the flock sits, occasionally moving to pick a berry, break off a bud, and then sit down again motionless for a while. And so the whole day.

The bullfinch is a trusting and sociable bird. If one of the pack fell into a trap, the rest rush to the rescue.

But the bullfinch is not only the beauty and pride of our forests, it is also a gallant cavalier, from whom many birds can learn. The best bunches of rowan bullfinch, even if he is three times hungry, will still yield to the female. These birds will stick around a tree, then fly to another, then migrate to the south. And only with the first snow they will appear again, not without reason “snow” and “bullfinch” are words with the same root.

When reading, a child perceives various behaviors (the ability to make friends, achieve goals, resolve conflicts) that can be effective in various life situations. The greatest effect can be achieved if the reading is also supplemented by a joint discussion. This helps the child to see the analogies of what they have read in their own lives.

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

1. Introduction

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. Semantic reading strategies

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. Reading and asking

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 occur most often in the text? How many times? Which words are in bold? Why?

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

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

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

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

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

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

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

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

- Distinguishing types of message content - facts, opinions, judgments, 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 Forecast.

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 whole text or its separate 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 mark"

"Reading aloud"

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

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

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

“Reading to yourself with questions”

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

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

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

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

Stop Reading

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

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

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

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

1. Individual reading.

While reading, the student makes notes in the text:

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

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

Already knew (V)	Learned something new (+)	Thought otherwise (–)	Any 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 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….? Why do you think....? Guess what happens if...? What's the difference...? Why do you think....?	Who..? What…? When…? Maybe...? Could...? Was it...? Will be…? Do you agree...? Is it true...?

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.

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

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

Cluster

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

"Keywords"

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

"True and False Statements"

U is a universal device 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.

Cinquain

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

Sinkwine structure:

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

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

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

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

6. Implementation of semantic reading technology techniques

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

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

2. Working with text while reading.

Primary reading . Review reading or introductory reading:

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

1. Compound

2. Communication

Coordinating conjunctions
Intonation

3. Additional communications

general secondary member
Explanatory words

4. Punctuation marks

Comma
Semicolon
Dash
No comma

Learning reading . Rereading text

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

3. Work with the text after reading.

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

General reference:

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

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

7. Conclusion

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

References and references

Project "Semantic Reading Techniques" Auth. 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.
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