Reading strategies for students

Strategies for Reading Comprehension :: Read Naturally, Inc.

Comprehension: The Goal of Reading

Comprehension, or extracting meaning from what you read, is the ultimate goal of reading. Experienced readers take this for granted and may not appreciate the reading comprehension skills required. The process of comprehension is both interactive and strategic. Rather than passively reading text, readers must analyze it, internalize it and make it their own.

In order to read with comprehension, developing readers must be able to read with some proficiency and then receive explicit instruction in reading comprehension strategies (Tierney, 1982).

​ Strategies for reading comprehension in Read Naturally programs

​General Strategies for Reading Comprehension

The process of comprehending text begins before children can read, when someone reads a picture book to them. They listen to the words, see the pictures in the book, and may start to associate the words on the page with the words they are hearing and the ideas they represent.

In order to learn comprehension strategies, students need modeling, practice, and feedback. The key comprehension strategies are described below.

Using Prior Knowledge/Previewing

When students preview text, they tap into what they already know that will help them to understand the text they are about to read. This provides a framework for any new information they read.

Predicting

When students make predictions about the text they are about to read, it sets up expectations based on their prior knowledge about similar topics. As they read, they may mentally revise their prediction as they gain more information.

Identifying the Main Idea and Summarization

Identifying the main idea and summarizing requires that students determine what is important and then put it in their own words. Implicit in this process is trying to understand the author’s purpose in writing the text.

Questioning

Asking and answering questions about text is another strategy that helps students focus on the meaning of text. Teachers can help by modeling both the process of asking good questions and strategies for finding the answers in the text.

Making Inferences

In order to make inferences about something that is not explicitly stated in the text, students must learn to draw on prior knowledge and recognize clues in the text itself.

Visualizing

Studies have shown that students who visualize while reading have better recall than those who do not (Pressley, 1977). Readers can take advantage of illustrations that are embedded in the text or create their own mental images or drawings when reading text without illustrations.

Strategies for Reading Comprehension: Narrative Text

Narrative text tells a story, either a true story or a fictional story. There are a number of strategies that will help students understand narrative text.

Story Maps

Teachers can have students diagram the story grammar of the text to raise their awareness of the elements the author uses to construct the story. Story grammar includes:

• Setting: When and where the story takes place (which can change over the course of the story).
• Characters: The people or animals in the story, including the protagonist (main character), whose motivations and actions drive the story.
• Plot: The story line, which typically includes one or more problems or conflicts that the protagonist must address and ultimately resolve.
• Theme: The overriding lesson or main idea that the author wants readers to glean from the story. It could be explicitly stated as in Aesop’s Fables or inferred by the reader (more common).

​ Printable story map (blank)

Retelling

Asking students to retell a story in their own words forces them to analyze the content to determine what is important. Teachers can encourage students to go beyond literally recounting the story to drawing their own conclusions about it.

Prediction

Teachers can ask readers to make a prediction about a story based on the title and any other clues that are available, such as illustrations. Teachers can later ask students to find text that supports or contradicts their predictions.

Answering Comprehension Questions

Asking students different types of questions requires that they find the answers in different ways, for example, by finding literal answers in the text itself or by drawing on prior knowledge and then inferring answers based on clues in the text.

Strategies for Reading Comprehension: Expository Text

Expository text explains facts and concepts in order to inform, persuade, or explain.

The Structure of Expository Text

Expository text is typically structured with visual cues such as headings and subheadings that provide clear cues as to the structure of the information. The first sentence in a paragraph is also typically a topic sentence that clearly states what the paragraph is about.

Expository text also often uses one of five common text structures as an organizing principle:

• Cause and effect
• Problem and solution
• Compare and contrast
• Description
• Time order (sequence of events, actions, or steps)

Teaching these structures can help students recognize relationships between ideas and the overall intent of the text.

Main Idea/Summarization

A summary briefly captures the main idea of the text and the key details that support the main idea. Students must understand the text in order to write a good summary that is more than a repetition of the text itself.

​K-W-L

There are three steps in the K-W-L process (Ogle, 1986):

1. What I Know: Before students read the text, ask them as a group to identify what they already know about the topic. Students write this list in the “K” column of their K-W-L forms.
2. What I Want to Know: Ask students to write questions about what they want to learn from reading the text in the “W” column of their K-W-L forms. For example, students may wonder if some of the “facts” offered in the “K” column are true.
3. What I Learned: As they read the text, students should look for answers to the questions listed in the “W” column and write their answers in the “L” column along with anything else they learn.

After all of the students have read the text, the teacher leads a discussion of the questions and answers.

 Printable K-W-L chart (blank)

Graphic Organizers

Graphic organizers provide visual representations of the concepts in expository text. Representing ideas and relationships graphically can help students understand and remember them. Examples of graphic organizers are:

Tree diagrams that represent categories and hierarchies

Tables that compare and contrast data

Time-driven diagrams that represent the order of events

Flowcharts that represent the steps of a process​

​

Teaching students how to develop and construct graphic organizers will require some modeling, guidance, and feedback. Teachers should demonstrate the process with examples first before students practice doing it on their own with teacher guidance and eventually work independently.

Strategies for Reading Comprehension in Read Naturally Programs

Several Read Naturally programs include strategies that support comprehension:

Bibliography

Honig, B. , L. Diamond, and L. Gutlohn. (2013). Teaching reading sourcebook, 2nd ed. Novato, CA: Arena Press.

Ogle, D. M. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher 38(6), pp. 564–570.

Pressley, M. (1977). Imagery and children’s learning: Putting the picture in developmental perspective. Review of Educational Research 47, pp. 586–622.

Tierney, R. J. (1982). Essential considerations for developing basic reading comprehension skills. School Psychology Review 11(3), pp. 299–305.

10 Best Reading Strategies for Students

Reading is one of the essential skills students need to learn to succeed in school and college. However, not all students are good readers, and that is where reading strategies kick in, and even among those who are, there are different types of good readers.

Teachers have to be concerned with the unique learning styles of students. Learning styles can be visual, auditory, and tactile. However, cognitive styles can also be verbal or non-verbal and sequential or global. These various learning styles play an essential role in helping teachers decide how to teach each student best to learn and comprehend lessons.

If you are trying to get your students to be better readers, use some reading strategies when teaching reading to your students.

10 Effective

Related Reading: Strategies for Implementing Scaffold Learning in the Classroom

1. Read with Expression

The first strategy to implement is teaching your students to use their voices when reading. If they read a sentence with an exclamation point at the end, they should read it in an excited voice. If they read a sentence with a question mark at the end, they should use an interrogative voice. This takes very little instruction and practice, but it helps your students understand what they are reading better by engaging in the text. This can drastically improve their comprehension skills and help them build fluency skills.

2. Set a Purpose for Reading Strategies

Setting a purpose for reading is another effective strategy for teaching reading comprehension. When students are assigned a novel or short story to read, have them write out their purpose beforehand.

3. Schema

One of the most effective strategies for teaching reading is called Schema. This strategy asks students to connect what they already know with new concepts presented within the text. The idea is that when you can associate further information with what you already know, you will learn it faster and retain it longer.

For example, if you know how to drive a car and are told that your car has four cylinders under the hood, you will understand that these objects allow your engine to work correctly because you already understand how an engine works. This can help you learn more quickly than someone who knows nothing about cars or engines.

4. Teaching Students to Read a Text

This is very important because it helps them develop their reading and writing skills to read better when they are older. It also helps them learn how to spell things correctly, which will help them in school and tests later on in life.

5. Make Reading Fun 

One of the most important strategies is to make reading fun. You can do this by playing games, doing crafts, and getting the children involved in other activities that include reading. This is especially helpful if you have an older child struggling with reading. They will be more likely to participate in activities that involve reading when they are having fun at the same time.

Preparing for Reading with Pre-Reading Activities:

• Read the title, subtitle, and table of contents.
• Read any questions that come before the text.
• Look over headings and pictures or illustrations.
• Skim the reader to get an idea of the general topic or theme.

Related Reading: Best Tips for Creating a Healthy Student-Centered Learning Environment

1. Questions & Doubts

Have students stop periodically during their reading and write down questions about characters or events in the story or text. Ask them questions to help activate prior knowledge and engage their critical thinking.

2. Connect & Predict

Have students connect what they already know and the topic of the story or book they will be reading. Ask them to predict what might happen in the story or text based on the title, illustrations, or cover. Ask them if they think characters will change as the story progresses.

3. Reading Aloud

Model fluent reading by reading aloud a part of the text for your students. This is important for English learners and all readers since it demonstrates how fluent readers sound when they read.

Enhance your students’ reading skills with fun games, courses & worksheets on SplashLearn. Sign up to access the teacher dashboard & assign fun activities! 

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4. Conducting Discussions

Reading and discussion are linked, as one enhances the other. When we discuss a text we’ve read, we better understand it, see new things in it that we hadn’t noticed, gain insights into the writing process, and hear different perspectives on what it is saying.

Discussions are a way to assess the students’ understanding and help them understand texts more completely.

The Benefits of Using

Reading strategies as a mental process helps the reader efficiently comprehend text. In other words, they’re the tools readers use to understand what’s written on a page. These strategies can be taught directly to students and are critical for literacy development.

There are several benefits to using reading strategies before, during, and after reading: 

1. Understanding how text is organized can help kids understand what they read. A reading strategy like previewing can give an overview of the text organization before reading and using this information. In contrast, reading can help you read a passage in detail or skim it.

2. Reading strategies can help monitor comprehension by checking what kids understand during and after reading. Asking questions during reading enables them to check to understand. Summarizing and retelling helps review understanding after reading.

3. There are several ways to retrieve information from memory that can enhance comprehension. For example, retrieving data from the text is easier if kids use some mnemonic device to create a link between the new information and familiar information already stored in your long-term memory.

4. Reading strategies can help students access information that is not explicitly stated. They help readers infer meaning, make conclusions and generalize information. Reading strategies are beneficial for texts that have complex ideas and vocabulary. Students can use them to develop comprehension skills and become better readers.

The Opportunities that Come Along Using

Related Reading: Ways to Implement Restorative Practices in the Classroom

Reading strategies are actions that a reader takes to help construct meaning from text. The term reading comprehension refers to the understanding of what is read.

Early childhood education programs provide the opportunity to learn to read. It has been shown that early intervention can significantly improve a child’s success in reading.

The opportunities available when one uses reading strategies are endless. Reading strategies provide a way for readers to make sense of the text. This can be difficult for some students who have not been taught specific strategies to help them grasp the meaning of what they are reading.

There are simple, easy-to-use strategies to help you become a successful reader. Reading strategies can give kids a roadmap to become better readers. Your students will be more involved in the books they read, which will keep them interested in what they are reading.

Bottom Line

Reading is one of the biggest and most important subjects in any school or university curriculum. Students are encouraged to read as much as they can, but many people still find it hard to read a book, and some even find reading boring. However, reading is one of the critical factors to succeed in academia because good readers are also good writers. 

Reading strategies help students understand what they read in terms that are easy for them to understand. They also help students find new ways to make reading more fun and more accessible to comprehend what they just read. Any educator can use SplashLearn to teach reading and language arts skills.

What are the three main types of reading strategies?

The three different types of reading strategies are skimming, scanning, and in-depth reading.

What are reading strategies?

Reading strategies is the broad term used to describe the planned and explicit actions that can help readers translate print to meaning.

Why are reading strategies important for readers?

Reading strategies are solely used to boost comprehension of the text. Reading strategies are essential to teaching students how good readers think. 

How can reading strategies be improved?

By implementing reading strategies and changing how students read, teachers can improve their reading comprehension and make reading more accessible and enjoyable.

Effective strategies for working with text in the classroom at school

The ultimate goal of teaching Russian is practical literacy and language competence. The basis of the content of literature as an academic subject is reading and textual study of works of art.

Work with the text as the main didactic unit allows schoolchildren to combine the activities of developing practical skills of literate writing and speech development.

Every teacher dreams that all students come to the lesson prepared: they have completely read this or that work or paragraph. And not just read, but understood the meaning of the text read. During the final certification, the graduate must also understand the meaning of the read text. Whether it is a task to the text or the text itself.

Teachers working in grades 9 and 11 know that most mistakes are made due to misunderstanding of what is read, as well as when reading the assignment itself.

Teaching a child to read “correctly”, “effectively”, “productively” is an important task for a teacher. That is why the technology of productive reading (PRT), developed by Professor N. Svetlovskaya, acquires a leading role and contributes to the achievement of the results that are mentioned in the new standards.

The technology is universal and can be used in lessons of any cycle.

It is aimed at the formation of all universal educational activities: cognitive, communicative, regulatory, personal.

The technology of productive reading differs sharply from the traditional technology of transferring ready-made knowledge to a student. The teacher organizes the children's research work in such a way that they themselves "think" about solving the key problem of the lesson and can themselves explain how to act in new conditions. The teacher becomes a partner, a mentor, an observer.

The developed technology includes three stages of working with text, a three-stage process.

The goal of is the development of anticipation (the ability to guess, predict the content of the text). Task - to develop motivation for reading the text

1. Strategy "Forecast by headline".

Task: think about what can be discussed in the story of K.G. Paustovsky "Warm bread", in the work of P.P. Bazhov "Mistress of the Copper Mountain", etc.

– Try to predict the content by the first line of the story…Remember the name of the story…. Does the content of the story match the title?

Give examples of such discrepancies.

Associative bush (circle, row). Today we will read and discuss the topic… What associations do you have about the stated topic?

2. Strategy "Brainstorm" ("Basket of ideas").

Task: answer the questions before reading the text (fairy tales "Warm bread") - What do you know about K. G. Paustovsky? What do you think the story will be about? Who can be the main character? What event in the story can be described.

3. Strategy "Image of the text".

Task: check your assumptions. Based on the words taken from the text, try to make a short plot story. The title of the story is given.

4. Strategy "Battery of questions".

Task: make up questions to the text according to the title, according to the illustrations.

5. Glossary strategy.

Task: look at the list of words and mark those that can be related to the text. When you finish reading the text, go back to these words and look at their meaning and the use of words used in the text.

6. "Competing with the writer" strategy.

Task: try to predict the content of the book by looking at the illustrations. One student offers his version, the rest complete it.

7. Strategy "True and False Statements".

8. Strategy I know, I want to know, I found out.

Stage 2 - stage of text activity.

The purpose of is to understand the text and create its reader's interpretation, summarizing part of the read text, asking questions of a general nature, making assumptions about the further development of the plot and the role of characters in the composition of the text, etc.).

The main task of is to ensure the full perception of the text. The main strategies at the stage of text activity are dialogue with the author, commented reading.

1. Strategy "Reading in a circle". The text is read in turn (each "circle member" reads a paragraph). After this, a stop follows: everyone asks questions to the read passage. If the question cannot be answered (it does not correspond to the text), then the question is considered incorrect. * All correct questions can be recorded.

2. Silent reading with questions strategy.

3. Strategy “Reading to yourself with notes. (Insert)" . Marginal notes: + - knew; - - new; ? - Interesting; V is unclear. Others are possible: B - question; O - answer; Z - I know; N - new; And - interesting; X - I want to know; C - ask; U to clarify.

4. Strategy "Reading with stops". Reading the text with stops, during which tasks are given in the form of questions: some are aimed at checking understanding, others - at predicting the content of the next passage.

5. "Pose a problem - offer a solution" strategy. Remember what problems the heroes of the work face (the problem is formulated and written down in an oval). Next, the children can name several problems, students are divided into groups and offer all kinds of solutions to problems.

6. Strategy "Creating a question plan". The student carries out a semantic grouping of the text, highlights the strong points, divides the text into semantic parts and titles each part with a key question…….

Stage 3 – stage of post-text (post-text) activity.

The purpose of is to correct the reader's interpretation in accordance with the author's meaning.

The main task of is to provide in-depth perception and understanding of the text, to raise a question to the text as a whole, followed by a conversation, the result of which should be an understanding of the author's meaning. Re-addressing the title, illustrations, performing creative tasks.

2. Question tree strategy Crown – what? Where? When? Barrel - why? How? Could you? Roots - how to relate the text to life? With current events? What is the author trying to show?

3. Strategy "Bloom's Cube" (Benjamin Bloom is a famous American teacher, author of many pedagogical strategies = technician).

The beginnings of the questions are written on the faces of the cube: “Why?”, “Explain”, “Name”, “Suggest”, “Think up”, “Share”. The teacher or student rolls the die.

It is necessary to formulate a question to the educational material on the side on which the cube fell.

The “Name” question is aimed at the level of reproduction, i.e. at the simple reproduction of knowledge.

Question "Why" - the student in this case must find cause-and-effect relationships, describe the processes occurring with a certain object or phenomenon.

“Explain ” question – student uses concepts and principles in new situations.

All of the above strategies provide for serious work with the text, its deep analysis and understanding, the organization of independent cognitive activity of students on educational material. socially moral experience and makes you think, knowing the world around you.

Technology Advantage:

1. Applicable in the lessons of any cycle and at any level of education.

2. Focused on personal development.

3. Develops the ability to predict the results of reading.

4. Promotes understanding of the text in the lesson.

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Semantic reading strategies.

"Semantic reading strategies"

Compiled by: Sosnina O.A.0007

“These kind people don't even suspect what

work and time it takes to learn to read.

I myself spent 80 years on this and I can’t say everything,

to fully achieve the goal"

J. Goethe

The educational standards of the new generation force us to take a fresh look at the very definition of the meaning of the word “reading.” Reading should be considered as a quality of a person that should be improved throughout his life in different situations of activity and communication Therefore, the technical side should be considered as a subordinate semantic.0007

FSES LLC is included in the meta-subject results of mastering the main educational program of basic general education as a mandatory component "mastering the skills of semantic reading of texts of various styles and genres. " The components of semantic reading are included in the structure of all universal educational activities:

personal UUD - includes motivation for reading, motives for learning, attitude towards oneself and towards school;

into regulatory UUD - student's acceptance of a learning task, arbitrary regulation of activity;

in cognitive UUD - logical and abstract thinking, working memory, creative imagination, concentration of attention, vocabulary volume;

in communicative UUD - the ability to organize and implement cooperation and cooperation with a teacher and peers, adequately convey information, display the subject content and conditions of activity in speech.

"Semantic reading" is such a quality of reading, in which an understanding of the informational, semantic and ideological aspects of the work is achieved. The purpose of semantic reading is to understand the content of the text as accurately and fully as possible, to catch all the details and practically comprehend the extracted information. When a child masters semantic reading, then he develops oral speech and, as the next important stage of development, written speech.

To work with the text at each stage, the reader chooses his own strategies. Learning strategies are a set of actions that a learner takes to facilitate learning, make it more efficient, effective, faster, more enjoyable, aim and bring learning activities closer to their own goals

resources, transfers the strategy to other situations, makes it universal. The number of strategies and the frequency of their use are individual.

Strategy No. 1. Directed reading

Purpose: to form the ability to purposefully read the educational text. Ask questions and lead group discussions.

1. Update.

"Associative Bush" technique: the teacher writes a keyword or title of the text, the students express their associations one by one, the teacher writes down. The use of this technique allows you to update knowledge, motivate subsequent activities, activate the cognitive activity of students, set them up for work.

2. Pupils silently read a short text or part of a text, stopping at the indicated places.

3. The teacher asks a problematic question on what has been read.

4. The answers of several students are discussed in class.

5. The students make an assumption about the further development of the event.

Strategy #2. Reading in pairs - generalization in pairs

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

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

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

3. The teacher invites all students to the discussion.

Bloom's Chamomile

Chamomile consists of six petals, each of which contains a certain type of questions. The value of this technique is that it teaches children to listen and hear, develops speech, enables communication, activates mental activity, cognitive interest, encourages children to act, and forms the skill of working with text. Bloom's chamomile can be used in any subject and at all levels: both in primary and senior levels.

The chamomile is made up of six petals, each containing a specific type of question. Thus, six petals - six questions:

1. Simple questions - questions, answering which you need to name some facts, remember and reproduce certain information: "What?", "When?", "Where?", "How?". The question should begin with the word - name ...

2. Clarifying questions. Such questions usually begin with the words: "So you say that ...?", "If I understand correctly, then ...?", "I may be wrong, but I think you said about ...?". The purpose of these questions is to provide the student with opportunities for feedback on what they have just said. Sometimes they are asked in order to obtain information that is not in the message, but is implied. The question should begin with the word - explain ...

3. Interpretive (explanatory) questions. Usually begin with the word "Why?" and aimed at establishing cause-and-effect relationships. Why do leaves on trees turn yellow in autumn? If the answer to this question is known, it "turns" from an interpretive question into a simple one. Therefore, this type of question "works" when there is an element of independence in the answer.

4. Creative questions. This type of question most often contains the particle "would", elements of convention, assumption, forecast: "What would change ...", "What will happen if ...?", "How do you think the plot will develop in the story after ...?". The question should begin with the word - think of ....

5. Practical issues. This type of question is aimed at establishing the relationship between theory and practice: "How can you apply . ..?", What can be done from ...?", "Where in ordinary life can you observe ...?", "How would you acted in the place of the hero of the story?". The question should begin with the word - suggest ....

6. Evaluation questions. These questions are aimed at clarifying the criteria for evaluating certain events, phenomena, facts. "Why is something good, but is it bad?", "How does one lesson differ from another?", "How do you feel about the action of the protagonist?", etc. The question should start with the word - share ...

The questions are formulated by the students themselves. This option requires some preparation from children, since it is easy to come up with reproductive questions, but task questions require a certain skill.

The Question Daisy is one of the effective techniques that can be used at different stages of the lesson. It helps to teach children to ask questions to the text on their own. Students like to formulate and write down questions to the work (at any stage of work), work can be done in pairs, groups and individually. Children are most interested in practical questions: “What would you do ...?”

"Chamomile" can be used at the "Challenge" stage, then students first ask questions, and then look for answers, comprehension, or at the "Reflection" stage to summarize the knowledge gained.

The use of the technique "Daisy Bloom" allows for a differentiated and student-oriented approach in the educational process. Bloom's taxonomy is one of the forms of work on the development of critical thinking.

Strategy No. 2. Reading in pairs - summarizing in pairs

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

1. 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 instruction. Each student alternately performs two roles: speaker - reads and summarizes the content in the form of one thesis; the respondent listens to the speaker and asks him two substantive questions. Next comes the role reversal.

3. The teacher invites all students to the discussion.

Strategy No. 3. Reading and asking

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

1. Pupils 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 one? We are talking about highlighting the phrase with your voice. Here hides an unobtrusive but reliable memorization.)

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

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

Strategy No. 4. Double entry diary

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

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

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

Strategy No. 5. Reading with notes

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

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

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

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

- distinctions between message content types - facts, opinions, judgments, assessments;

- recognition of the hierarchy of meanings within the text - the main idea, theme and its components;

- own understanding - the process of reflective perception of the cultural meaning of information.

Mastering strategies occurs mainly in groups or pairs, which allows students to develop not only speech, but also communicative competence.

Strategy No. 6. Reading with an Euler-Venn diagram

Purpose: to form the skills of comparing and classifying, structuring information.

1. Pupils read the text, carefully analyzing it.
2. The teacher sets the task - to compare two or more objects, write the comparison data in the form of an Euler-Venn diagram.

Strategy No. 7. Senkan.

Purpose: to develop the ability of students to highlight key concepts in what they read, main ideas, synthesize the knowledge gained, and show creativity.

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