TEACHING STRATEGIES
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This section presents sample strategies that can be used to help develop, practice, and master required skills.

Previewing Text Skills

 
Structure of Text
 
Interaction with Text
 
Reaction to Text
 
 Assessment of Comprehension
 



Previewing Text Skills
 

1. Identify type of text (e.g. fiction, non-fiction, textbook, newspaper, etc.)
 		 - Students can view a variety of genres and text forms and note various features.

- Students can make a bulletin board/posters identifying types of texts with examples. Students can look independently for other examples in library, at home, etc.

-Students can use the bulletin board/posters while previewing text as a reference.
 
2. Make predictions based on preview of title, cover, pictures, etc.
 		 - Students can take turns with a variety of books to describe what's happening on the cover of the book; after the teacher models using this information to make predictions. Students can then take turns making predictions.

- Students can make posters or charts listing their name and their prediction; predictions can be revisited throughout the  reading process.

- Students can take turns creating their version of the story they will read based on previewing the text. Students can vote which version of   the story they think is mostly likely to happen or their favorite version, or both. Students' decisions can be recorded and revisited throughout the text.

- Students can be lead by the teacher to create a story based on a series of pictures the teacher provides. As each picture is presented, students create the "and then...." This can be recorded on a chart paper, or with the sentences under each picture. Students can take turns or work in groups. Students can put the story together to make their own class story book. Students can discuss where their ideas came from and how they can use the same skills to help make predictions about what they read.

- Students can draw a picture based on a short description the teacher provides. Each student will be encouraged to create his or her own version of what they thought happened and then share their description of the picture with classmates.
 
 
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Structure of Text  
 
1. Based on type of text, identify specific structure.
 		 - Students can view various appropriate kinds of texts and identify important features.

- Students can be divided into groups and work to identify important features and create posters, fact sheets, power point presentations, etc. identifying these features.

- Students can create a mini book showing examples of  kinds of text, listing important features.

- Any and all of these materials can be referenced throughout reading.
 
2. Identify important features of story structure (setting, plot, characters, etc.)
 		 - Students can work as a class to identify the plot, setting, and characters of a favorite movie.

- Students can make poster defining parts of story structure, with examples. This chart can be used as a reference.

- Student can use reading guides listing parts of story structure; reading guides can be completed as they read. 

- Students can identify parts of story structure using highlighter, post-it notes, etc. Parts of story structure can  also be colored coded following a system the class developed. (e.g. plot is underlined in red,  are characters in yellow, etc.)

- Students can use character charts , index cards, or mini-booklets to keep track of character's description, actions, important parts of personality.
 
3. Use pictures, drawings, cartoons, photographs, charts, graphs, captions, etc. to support text.
 		 - Students can write stories and draw pictures to support text.

- Students can view different pictures from a newspaper and write what they think the caption would say.

- Students can try to match a variety of captions from newspaper articles to the appropriate pictures.

- Students can create a picture and/or article based on reading a newspaper caption.

- Students can add pictures to a story or text. Students can each create their own picture and caption for different parts and then put together into a booklet. 

- Students can write an explanation for political cartoons in the newspaper.

- Students can brainstorm motives behind creation of an artists cartoon; students can speculate the artist's opinion or political stance. 
4. Identify verb tense (and possible changing in tense).
 		 - Students can make posters listing different tenses and example sentences.

- Students can mark tenses in text based on color system using highlighter, post-it notes, etc. in stories where tense changes.

-Students can sort through classroom library and group books according to their tense.
 
5. Identify point of view.
 		 - Students can make fact sheets about point of view and examples.

- Students can sort through classroom library and group books according to their point of view.

- Students can be given the same topic to write on and then students draw randomly from which point of view the story will be written. Students can then share their stories that differ in point of view.

- Students can brainstorm why certain stories are written from specific points of view; questioning how point of view would/could change story, and if so, how?
 
6. Identify turn taking in dialogue.
 		 - Students can use two (or more) highlighters to separate text of dialogue between the two (or more) characters.

- Students can make a character key using these colors.

- Students can take roles from story and dialogue is read them aloud.
 
7. Identify lapses in time.
 		 - Students can preview various texts that show lapses or changes in time; author's use of symbols to identify change identified.

- Students can use margin of text to separate time changes within text.

- Students can create individual or classroom size time lines outlining the sequence of the plot as it appears; or in the case of flashbacks, in the sequences events actually.

- Students can create pictures of characters (or refer to pictures) that show changes in time.
 
8. Identify English grammar structure.
 		 - Students can make fact sheets about English grammar markings and their meanings.

- Students can make a file box with index cards. English grammar symbols can be on one side, meaning and examples of use on the other. Students can use as a reference and for practicing skills.

- Students can search for grammar symbols throughout text, report examples. Students can work in groups to focus on one symbol, then groups can present to class their findings.
 
9. Identify high frequency words.
 		 - Students can create word file of words they can read as sight words. Students can practice creating sentences using these  words, or play other word/card games such as "Go Fish" or "Memory."

- Students can add words as needed. A class word bank may also be . maintained
 
10. Identify titles, headings, other bold print features.
 		 - Students can create new titles based on books they have read.

- Students can match titles with appropriate books.

- Students can read newspaper article and create title for article.

- Students can write headings for sections of text, or titles of book chapters.

- Students predict which words in a story or text would appear in bold print. Students can write their own stories or text articles and include bold print words and other features.
 

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Interaction with Text
 

1. Identify student's purpose for reading.
 		 - Students can brainstorm questions they have about the text, story, topic etc. Each student can determine one (or more) questions they want to     know   the answer to. Questions can be recorded on index card, charts, in reading guides. Students can search for answers throughout reading process.   Upon conclusion of reading, students can discuss their answers.

- Students can randomly select various  prepared questions by the teacher to answer throughout reading and share answers at conclusion of reading.

- Students can preview text and note on first page (in pencil, post-it note, etc.) their questions.
 
2. Activate/build  prior knowledge.
 		 - Students can create story map prediction.

- Students can preview texts and create questions they have about content.

- Students can create Know-Want-Learn poster/chart.

- Students can refer to pictures and the experiences shown in pictures. Students can comment on their experience (or lack of).

- Students can view supplemental materials (for building knowledge base) that include videos, photographs, drawings, other texts, news reports. New concepts can be outlined on chart paper and materials are displayed on table, bulletin board, etc.

- Students can take part in any activity that expands their life experience! This includes, but is not limited to: field trips, news programs, guest speakers, videos, Internet websites, community functions, etc. The more students experience, the greater their experiences will be!
 
3. Vocabulary Development.
 		 - Students can increase awareness of words through teacher modeling, peer modeling, magazines, newspapers, educational software, books, etc.

- Students can keep new word journals or word banks for new words they encounter. Students can identify appropriate use of word through example sentence.

- Students can be exposed to new words through read-a-louds by the teacher.

- Students can create and collect lists of words that interest them and they would like to share with class.

- Students can take turns acting out words without using the sign as other  try to students guess.

- Teacher can present the students with new words by using sign and .

- Students can create semantic feature analysis, word maps, word webbing.

- Students can collect and maintain new vocabulary words on a word wall that shows the word and its picture and/or appropriate ASL sign.

- Students can create video journals of new words/new signs.
 
4. Identify unknown vocabulary words.
 		 - Students can highlight, circle, mark with post-it note words or phrases that are unfamiliar to them.
 
5. Identify meaning of unknown word through context.
 		 - Students work in groups to create a fact sheet on suffixes, prefixes, and common base words and their meanings. This fact sheet will be used as a reference during reading.

 
6. Monitor comprehension throughout reading.
 		 - Students can brainstorm and create a list of things to do when they need clarification in reading (including: rereading, reading ahead, raising new questions, changing predictions, making new predictions, evaluating what is read, using word identification strategies, looking up words, seeking    help from an outside source).

- Students can create a poster to remind them to "stop and think" while reading.

- Students can practice monitoring strategies as a class, using teacher modeling, and then in smaller groups.

- Students can break text up prior to reading, creating "check-points" to remind themselves to check their comprehension. Teacher may provide sample check-up questions to help guide monitoring process.
 
7. Generate questions throughout reading.
 		 - Students can generate fact sheet, poster, chart, or bulletin board of the standard question types, with sample questions for each.

- Students can practice questioning routines through mystery object guessing games. (e.g. an object is place in a box, students take turns asking questions until object is revealed; this can be done with fellow students, or, objects in the room as in "I Spy...")

- Students can select famous person and identify important features. Students can take turns asking questions until all identities are revealed.

- Students can make notes in margin or with post-it notes about parts that confuse them, or questions that pop up.

- Students can keep a running list (as a class or individually) of questions they would ask the author if they could. If possible, unanswered questions as
the conclusion of the reading can be sent in a letter to the author.
 
8. Make predictions throughout reading.
 		 - Students can practice general prediction skills through group discussion. For example, students view a movie and then stop the video periodically to note predictions
of what will happen next; appropriate questions are model by the teacher.

- Students can make prediction charts color coded by student (as a class or individually), or individual lists/notes in a reading guide. Students can review
these predictions an change or add new ones as needed.

- Students can write predictions in margins or on post-it notes.
 
9.  Draw inferences throughout reading.
 		 - Teacher can pre-select portion of story or text that requires students to draw inferences. Students and teacher can work together to develop questions and answers based on gaps in the text.

- Teacher may mark sections of the story to prompt students to draw inferences. Teacher may also prepare questions to guide the drawing of
 inferences.

- Students can mark or record locations and parts of text where they must draw inferences. Students may also record the inference that was made, and correct it as needed.

- Students can make classroom posters outlining strategies for tacking inferences (i.e. looking for clues in the book, thinking about what is already known from outside experiences, using clues to make best judgment.)
 
10.Catagorize/summarize content throughout reading.
 		 - Students can work through guided reading and take turns writing brief summaries of the events in that section. This can be done by writing on slips of paper, chart paper, or index cards. More advanced students can write in a Word document, with each student writing in a different color, resulting in a true summary, but students can visually see which section the information came from within the paragraph.

- Teacher may divide independent reading into appropriate silent reading units and have students identify summary sentence for each section. This can be done with a simple running list, journal, or post-it notes placed on the actual location of the book.
 
 
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 Reaction to Text
 

1. Identify author's purpose for writing. - Students can write their own stories and practice identifying the an authors meaning by examining their own purposes.

- Students can brainstorm an authors purpose, which could vary from a very clear purpose to more vague complicated purposes.

- Students can brainstorm and develop various questions they could ask while reading and after reading to determine the author's purpose. Students can make a poster of these questions, or a fact sheet so they may refer to the questions as they read. (e.g. "What experiences did the author have that may have causes him/her to write this? Was the author trying to express his opinion? If you were the author, why would you write this?" etc.)

- Students can mark in their reading where they see evidence of the authors purpose, noting it might be found in the text and/or in biographical information.
 
2. Identify theme.
 		 - Students can gain experience with "themes" by taking turns telling stories, writing stories, or drawing pictures based on specific themes. The teacher may create several themes for the students to select, students may each create something different from the same these, or students can select their own theme.

- Students can determine possible themes for a favorite movie.

- Students can play matching games with various themes of movies or books they have read.

- Students can brainstorm and develop various questions they could ask while reading and after reading to determine the theme of the story or text. Students can make a poster of these questions, or a fact sheet so they may refer to the questions as they read.  
 
3. Identify overall summary.
 		 - Students can take turns doing mini-presentations of favorite books, stories, or movies.

- Students can bring in a family vacation photo and summarize the vacation. The teacher can note the points the student made. After the presentation, the class can discuss which statements were appraise for summary (e.g. "Next. we went to the San Diego Zoo.") from statements that are too specific (e.g. "I paid $1.00 for a postcard to send to my Grandmother.") (This may be down with many other prompts; students can select a picture from a magazine or newspaper, for example, and summarize what happened to the people in the picture.)

- Students can sort sentences about a given story into groups based on whether or not they should be included in a summary or they are too specific.

- Previous activities outlined in the Interaction section for categorize/ summarizing content throughout reading may be used.
4. Outline main concepts.
 		 - Students can practice determining main concepts from supporting details through brainstorming discussions using previously read stories.

- Students can practice making outlines for different tasks they are familiar with (e.g. riding a bike, going to the movies, making cookies. More complex concepts could include information from a news clip in current events, or a personal experience.

- Students can sort sentences into groups of main concepts vs. supporting details.

- Students can note main concepts in the margins or using post-it notes as they read and then put together a description of these main concepts.

- Students can follow main concept outlines made by the teacher to help sort out main concepts. 

- Students can brainstorm and develop questions to help them and other students identify the main concepts of a story.
 
5. Identify unanswered questions.
 		 - Students can brainstorm and discuss different movies or books they have read and how the stories ended. Students can note questions they  felt they still wanted to have answers to at the conclusion.

- Students can create list of pre-reading questions they have. This list can be answered as the students read. At the conclusion of the reading, students can identify unanswered questions and speculate what the answers may be.
6. Reflection and develop personal opinion.
 		 - Students can brainstorm and discuss their opinion about almost anything they can related to (movie, book, current events, pictures).

- In opinion discussions and writings, students can identify specific words and/or phrases that are often used in expressing ones opinion. These key words and phrases can be made into a poster, chart, or fact sheet for the students to use as a reference.

- Students can create guidelines for expressing one's opinion, including what to do, and what not to do.

- Students can react to stories in reflective journals, with or without journal topics.

- Students can share reactions in writing or presentation.

- Students can write editorials for school or local newspaper.
 
 
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  Assessment of Comprehension
 

1. Student self-evaluation of comprehension.
 		 - Students can complete self-evaluation forms that require them to answer how they felt while they were reading (parts they understand, parts they were confused, what they did when they were confused, what worked, what didn't work, etc.)

- Students can share self-evaluation information with peers in classroom discussion.
 
2. Use of study guides related to text.
 		 - Students can follow along study guides throughout reading identifying previously mentioned skills as needed.

- Students can develop their own study guides and sample tests at conclusion of reading.
3. Study techniques.
 		 - Students can use study guides to practices interviewing other students.

- Students can make flash cards of important concepts and play various games with the cards (e.g. Jeopardy).

- Students can brainstorm and develop a series of important rules for studying (how to study, activities to do, appropriate environment for studying etc.).
4. Test taking strategies.
 		 - Students should not be encouraged to rely on visually-based matching strategies.

- THIS NEEDS MORE! Good readers use these to some extent, but ultimately deeper thinking is involved. How can we get students do develop those cognitive skills?
 
 
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