Reading strategies for 7th grade

What Are the Seven Reading Comprehension Strategies? – Choice Literacy

A “strategy” is a plan developed by a reader to assist in comprehending and thinking about texts, when reading the words alone does not give the reader a sense of the meaning of a text. In recent years, reading comprehension strategy instruction has come to the fore in reading instruction at all age and grade levels. By helping students understand how these flexible tools work, teachers enable readers to tackle challenging texts with greater independence.

Strategy instruction is rooted in the work of David Pearson and his colleagues, who studied the processes of proficient readers, and then sought ways to teach these processes to struggling readers. While there is debate about the relative importance of different strategies (or even if some should be deleted from or added to the list), most researchers and practitioners agree about a core set of seven strategies:

1. Activating background knowledge to make connections between new and known information.  In many classrooms, this instruction is divided into three categories of connection as defined by Colleen Buddy — text-to-self, text-to-text, and text-to-world (Buddy quoted in Keene and Zimmerman, 2007).

2. Questioning the text. Proficient readers are always asking questions while they read. Sticky notes (post-its) have become ubiquitous in classrooms in part because they are such a useful tool for teaching students to stop, mark text, and note questions as they read.

3. Drawing inferences. Proficient readers use their prior knowledge about a topic and the information they have gleaned in the text thus far to make predictions about what might happen next. When teachers demonstrate or model their reading processes for students through think-alouds, they often stop and predict what will happen next to show how inferring is essential for comprehending text.

4. Determining importance. In the sea of words that is any text, readers must continually sort through and prioritize information. Teachers often assist readers in analyzing everything from text features in nonfiction text like bullets and headings, to verbal cues in novels like strong verbs. Looking for these clues can help readers sift through the relative value of different bits of information in texts.

5. Creating mental images. Readers are constantly creating mind pictures as they read, visualizing action, characters, or themes. Teachers are using picture books with students of all ages, not necessarily because they are easy to read, but because the lush and sophisticated art in these books can be a great bridge for helping students see how words and images connect in meaning-making.

6. Repairing understanding when meaning breaks down. Proficient readers don’t just plow ahead through text when it doesn’t make sense — they stop and use “fix-up” strategies to restore their understanding. One of the most important fix-up tools is rereading, with teachers demonstrating to students a variety of ways to reread text in order to repair meaning.

7. Synthesizing information. Synthesis is the most sophisticated of the comprehension strategies, combining elements of connecting, questioning, and inferring. With this strategy, students move from making meaning of the text, to integrating their new understanding into their lives and world view.

Pearson, P. David, L.R. Roehler, J.A. Dole, and G.G. Duffy. 1992. “Developing Expertise in Reading Comprehension.” In S. Jay Samuels and Alan Farstrup, eds. What Research Has to Say About Reading Instruction, 2nd Edition. Newark, DE: International Reading Association.

Zimmerman, Susan and Ellin Keene. 2007. Mosaic of Thought. Portsmouth, NH: Heinemann.

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Author

Brenda Power

Brenda Power is the founder of Choice Literacy. She worked for many years as a professor at the University of Maine and an editor at Stenhouse Publishers. Her publications as an author include Living the Questions and The Art of Classroom Inquiry. She has worked as a book editor and video producer for many of the authors featured at this site.

Teach the Seven Strategies of Highly Effective Readers

To assume that one can simply have students memorize and routinely execute a set of strategies is to misconceive the nature of strategic processing or executive control. Such rote applications of these procedures represents, in essence, a true oxymoron-non-strategic strategic processing.

— Alexander and Murphy (1998, p. 33)

If the struggling readers in your content classroom routinely miss the point when “reading” content text, consider teaching them one or more of the seven cognitive strategies of highly effective readers. Cognitive strategies are the mental processes used by skilled readers to extract and construct meaning from text and to create knowledge structures in long-term memory. When these strategies are directly taught to and modeled for struggling readers, their comprehension and retention improve.

Struggling students often mistakenly believe they are reading when they are actually engaged in what researchers call mindless reading (Schooler, Reichle, & Halpern, 2004), zoning out while staring at the printed page. The opposite of mindless reading is the processing of text by highly effective readers using cognitive strategies. These strategies are described in a fascinating qualitative study that asked expert readers to think aloud regarding what was happening in their minds while they were reading. The lengthy scripts recording these spoken thoughts (i.e., think-alouds) are called verbal protocols (Pressley & Afflerbach, 1995). These protocols were categorized and analyzed by researchers to answer specific questions, such as, What is the influence of prior knowledge on expert readers’ strategies as they determine the main idea of a text? (Afflerbach, 1990b).

The protocols provide accurate “snapshots” and even “videos” of the ever-changing mental landscape that expert readers construct during reading. Researchers have concluded that reading is “constructively responsive-that is, good readers are always changing their processing in response to the text they are reading” (Pressley & Afflerbach, 1995, p. 2). Instructional Aid 1.1 defines the seven cognitive strategies of highly effective readers, and Instructional Aid 1.2 provides a lesson plan template for teaching a cognitive strategy.

Instructional Aid 1. 2: A Lesson Template for Teaching Cognitive Strategies
Steps	Teacher Script
1. Provide direct instruction regarding the cognitive strategy
a. Define and explain the strategy
b. Explain the purpose the strategy serves during reading
c. Describe the critical attributes of the strategy
d. Provide concrete examples/nonexamples of the strategy
2. Model the strategy by thinking aloud
3. Facilitate guided practice with students
Download chart » (8K PDF)*

Instructional Aid 1.3: A Lesson Template for Teaching Summarizing
Lesson Template for Teaching Cognitive Strategies	Lesson Plan for Teaching Summarizing
1. Provide direct instruction regarding the cognitive strategy
a. Define and explain the strategy.	Summarizing is restating in your own words the meaning of what you have read—using different words from those used in the original text—either in written form or a graphic representation (picture of graphic organizer).
b. Explain the purpose the strategy serves during reading	Summarizing enables a reader to determine what is most imporant to remember once the reading is completed. Many things we read have only one or two bid ideas, and it’s important to identify them and restate them for purposed of retention.
c. Describe the critical attributes of the strategy.	A summary has the following characteristics. It:   –Is short   –Is to the point, containing the big idea of the text   –Omits trivial information and collapses lists into a word or phrase   –Is not a retelling or a “photocopy” of the text
d. Provide concrete examples/nonexamples of the strategy.	Examples of good summaries might inlude the one-sentence book summaries from The New York Times Bestsellers List, an obituary of a famous person, or a report of a basketball or football game that captures the highlights. The mistakes that students commonly make when writing summaries can be more readily avoided by showing students excellent nonexamples (e.g., a paragraph that is too long, has far too many details, or is a complete retelling of the text rather than a statement of the main idea.
2. Model the strategy by thinking aloud.	Thinking aloud is a metacognitive activity in which teachers reflect on their behaviors, thoughts, and attitudes regarding what they have read and then speak their thoughts aloud for students. Choose a section of relatively easy text from your discipline and think aloud as you read it, and then also think aloud about how you would go about summarizing it — then do it.
3. Facilitate guided practice with students.	Using easy-to-read content text, read aloud and generate a summary together with the whole class. Using easy-to-read content text, ask students to read with partners and create a summary together. One students are writing good summaries as partners, assign text and expect students to read it and generate summaries independently.
Download chart » (9K PDF)*

McEwan, 2004. 7 Strategies of Highly Effective Readers: Using Cognitive Research to Boost K-8 Achievement. Wood, Woloshyn, & Willoughby, 1995. Cognitive Strategy Instruction for Middle and High Schools.

McEwan, E.K., 40 Ways to Support Struggling Readers in Content Classrooms. Grades 6-12, pp.1-6, copyright 2007 by Corwin Press. Reprinted by permission of Corwin Press, Inc.

Learning meaningful reading. What reading strategies are effective? - article - Corporation Russian textbook (Drofa-Ventana publishing house)

Today, PIRLS and PISA studies are being discussed everywhere. The first evaluates the reading literacy of primary school students, their ability to understand and use written language. Here we are at the forefront. The second study tests how well adults already know how to apply knowledge - including reflecting on texts and using them to achieve goals. Here, the indicators are regularly falling: already 31st place in reading literacy in 2018 (against 26 in 2015).

Specialists divide modern literacy into reading and functional literacy. At the same time, functional literacy is also related to reading: it includes the ability to find information in a book or article, to comprehend the data received. This is called Functional Reading.

The reading situation itself requires an answer to three main questions:

• What? (non-fiction book, romance novel, Internet article, etc.)
• Why? (distract, improve professional level, understand the problems of teenage students, etc.)
• How? (quickly, reading carefully, noting the necessary facts, etc. )

Of course, in everyday life we ​​rarely choose a reading strategy - more precisely, we determine it unconsciously, “automatically”. But in order to teach children a meaningful approach to texts, it is better to once again think over strategies, that is, techniques for fully mastering the material.

Types of reading can be represented in the form of the following table.

View	Target	Jobs
Viewer	Obtaining a general idea of ​​the information contained in the text.	Review the text and identify... Review the text and explain...
Introductory = fluent	Extracting basic information. The theme, the main idea is highlighted, the details are omitted.	Read and identify the main idea... What problem is raised in the text?
studying	Full accurate understanding of the content.	Read the text carefully and divide it into paragraphs. Answer the questions.
search engine	Finding meaningful pieces of information.	Find in the text...

Let us consider in more detail the key concepts in modern methods of teaching reading, their similarities and differences.

Technologies for productive and semantic reading, TRCMCHP

Productive Reading Technology is a natural way to teach children to perceive and understand the text, to form their own view of the author and content. The technology is based on the laws of reader activity and specific techniques. It is used at the initial stage of education of readers, that is, in the lower grades.

Meaningful reading is what we teach older children in basic school. As the name implies, we are talking about working on the meaning of the text. This includes the acceptance of a communicative task, the allocation of basic and secondary information, the formulation of the problem and the main idea.

Technology for the development of critical thinking through reading and writing (TRCMCHP) is another important area. It leads to schoolchildren learning to act according to the principle: challenge (motivation) → comprehension (obtaining new information) → reflection (birth of new knowledge).

What else to read?

PISA - competency test

Formation of functional literacy in Russian language lessons

What is the "National Corpus of the Russian Language" and how is it useful?

EOR in Literature

What textbook authors suggest for the development of meaningful reading

• Abstract, report. Proper organization of work on the abstract and report allows you to achieve unexpected, high results, even from "average" students. To captivate a child, to help him express himself, you need to give him an interesting topic and sources of information with diametrically opposed opinions, giving the student the opportunity to define, formulate, argue and present his point of view.
• Note-taking. The skill is useful, of course, both at school and in higher educational institutions. Note-taking is not only textual, but also supporting, in the form of diagrams and tables. We offer you templates for electronic abstracts: "Journal" and "Diary".
• Non-continuous text. The creation of mind maps will allow students to analyze information from tables and graphs, to systematize their knowledge themselves. This skill will be useful to children in many professions. We present you several services for creating mind maps, infographics that can be used in homework, research and project activities: mind, mind42, Mindomo, Cacoo.

Techniques 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 low reading speed, as a result of which they spend a lot of time doing homework,

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

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

- they find it difficult to briefly retell the content,

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

- rarely refer to texts of a cognitive nature.

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

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

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

Federal standards include in the meta-subject results of 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.

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.

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.

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

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

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

3. The teacher invites all students to the discussion.

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

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

2. The students work in pairs and discuss which key words should be highlighted in the reading. (Which words 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 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.

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

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

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

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) differently
• ? I was interested (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.

Strategies are mastered mainly in groups or pairs, which allows students to develop not only speech, but also communicative competence.

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

Stage 1. Work with text before reading.

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

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

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

Techniques of pre-text activity:

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

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

Most common techniques:

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

Brainstorming, Headline 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 associated with 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?

"Preliminary 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"
• Stop Reading
• "Reading to yourself with a note"

"Reading aloud"

The purpose 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 silently with notes” (“Insert”)

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

1. Individual reading.

While reading, the student makes notes in the text:

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

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

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

“Creating a question plan”.

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

Stage 3. Working with text after reading .

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

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

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

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

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

Techniques for post-text activities.

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

"Relationship between question and answer"

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

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

If the answer is in the reader's head, then in one case the reader constructs it by connecting what the author says between the lines or 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.

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"

has a universal technique that helps to update students' knowledge and enhance 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 wording)
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 out keywords.

1. Compound

2. Communication

• Coordinating conjunctions
• Intonation

3. Additional communications

• common minor member
• Explanatory words

4. Punctuation marks

• Comma
• Semicolon
• Dash
• No comma

Learning reading . Rereading text

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

3. Work with the text after reading.

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

General 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

1. Project "Techniques of semantic reading" Auth. Dozmorova E.V., Director of the Center for Innovations in Education of the Faculty of Education and Science of the TSPU, Ph.D. - https://www.planeta.tspu.ru/files/file/doc/1464065663.pdf
2. Federal State Educational Standard for Primary General Education // http://standart.edu.ru/catalog.aspx?CatalogId=959.

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