Strategy - Poudre School District



Strategy |Definition |Purpose | |

|Chunking the Text |Breaking the text apart into smaller parts (words, sentences, |Provides a strategy for understanding difficult or |

| |paragraphs, whole text) by numbering, by separating phrases, by |challenging texts by reducing the intimidation factor |

| |drawing boxes, and so on. |of long words, sentences, or whole texts |

|Close Reading |Reading passages from text, word for word, sentence by sentence, line|Helps you develop a deeper understanding of a text by |

| |by line. |looking at things closer (taking your time going |

| | |through it). |

|Dialectical Journal |Creating opportunities for you to interact with the text through a |Creates opportunities to write about literature in |

| |two-column journal (passage on the left; your responses on the right)|thought-provoking ways and to become actively involved |

| | |in making sense of your reading. |

|Graphic Organizer |Representing information visually. |Helping to visualize information from a reading; |

| | |helpful if you are a VISUAL learner. |

|Marking the Text |Highlighting, underlining, and/or annotating text for specific |Helps you focus the reading for specific purposes; |

|(Text Annotation) |components, such as main idea, imagery, literary devices, and so on. |helps you organize information from selections; and |

| | |encourages you to reexamine a text. Also helps when |

| | |reviewing/studying. |

|Margin Notes |Reading is set up with blank lines next to the text for you to make |Helps you focus on the reading. Allows you to prepare |

| |notes. This includes questions, opinions, definitions, personal |for a discussion because you have already made comments|

| |connections, and anything else that you could comment on. |on your paper. Also helps you to be more involved in |

| | |what you are reading. |

|Predicting |Making guesses or thinking ahead about what information will be |Helps you to be actively involved, interested and |

| |presented next, based on evidence in the text. |mentally prepared to understand ideas. |

|Previewing |Skimming over introductions and/or parts of the text to develop an |Helps you think about what you are going to read which |

| |idea of what you are about to read. May also include information a |in turn helps you stay more engaged and understand |

| |teacher gives you before you read. |better. |

|Quickwrite |Writing for a short, specific amount of time about a designated topic|Activates background knowledge, clarifies issues, helps|

| |related to a text. |you make connections, and allows for reflection |

|Read Aloud |Having student and/or teacher read text aloud for the whole class or |Provides you with an opportunity to hear multiple |

| |small groups. |voices reading a text and assists you in becoming |

| | |actively involved in making sense from your reading. |

|Summarizing/Paraphrasing/Retelling|Restating in your own words the main idea or essential information |Helps you comprehend and recall text. Also, if you can |

| |expressed in a text/poem/story. |say it/explain it, then you know it! |

|Visualizing |Picturing (mentally and/or by drawing) what you read as you go along.|Helps to increase reading comprehension and promote |

| | |active engagement with text. |

|Questioning |You develop your own literal, interpretive, and universal questions |Helps you engage more actively with texts, read with |

| |about the text as you read. |greater purpose and focus, and ultimately answer |

| | |questions and lead your own discussions. |

| |Types of Questions: | |

| | | |

| |Literal/Recall Questions | |

| |The answer is in the text; it may be who, what, where, when, how, | |

| |etc. Something that you can easily go back and find IN the text. | |

| | | |

| |Examples: | |

| |What did the first little pig build his house out of? Who ‘huffed | |

| |and puffed’? | |

| | | |

| |Interpretative Questions | |

| |Requires you to “go beyond” what is in the text. You may have to | |

| |make inferences (or ‘read between the lines’). The answers are NOT | |

| |specifically stated in the text. | |

| | | |

| |Examples: | |

| |Why didn’t the little pigs let the wolf in when he knocked? Why | |

| |would the third little pig be considered the ‘smartest’ of the three | |

| |pigs? | |

| | | |

| |Universal Questions | |

| |These questions ask you to make connections to your own life. They | |

| |go ‘beyond’ the text and create more room for discussion. | |

| | | |

| |Examples: | |

| |Have you ever relied on a sibling to help you out? Explain. Was | |

| |there ever a time that you felt threatened by someone? What did you | |

| |do about it? | |

| | | |

What does it mean to be an Active Reader?

• There is a difference between reading and active reading

– SEEING all the words…forgetting what it all means is NOT active reading

– You need to ENGAGE/INTERACT with the text…

– We are active readers when we read for understanding and meaning

– Use these STRATEGIES to help you become a more active reader!!!!

-----------------------

Strategies for Active Reading

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download