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!!!!
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Strategies for Active Reading
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