Reading strategies:A toolbox for all

classroom teachers.

T or F When I am teaching my content, I feel mystudents have NOT read the assignmenteven though they completed the work.

T or F Modeling reading is an active strategy.

T or F Reading strategies are only taught in CA.

T or F Teaching reading strategies helps me teachmy content.

Answer the following questions:

Active reading strategies need to be taught at ALL grade levels by

ALL teachers.

1. To develop a common language to be used in ALL classrooms

2. To transfer the reading strategies into ALL classrooms for ALL students

3. To establish a ‘teacher tool box’; a set of strategies that ALL teachers are familiar with and actively use while teaching

It has been proven that using common reading strategies in

ALL classrooms benefits students.

The Three Stages of ReadingBefore Reading During Reading After Reading

• Understands purpose of reading the material

•Understanding of how the textbook is formatted

•Schema is activated

•Reader reacts to what is read

•Connections are made:

•Text to text

•Text to self

•Text to world

•Reader can summarize or paraphrase what was read

•Reader uses a strategic method to approach the material being read

•Reading rate is varied based on the material being read

•Schema is being built and changed based upon what is read

•Material is reread if not understood

The reader makes

connections.

The reader

activates his/her schema.

The reader interacts with

the text by predicting, using QAR, and other

active reading

strategies.

Reader recognizes

different kind of text.

The reader alters his/her

reading rate to accommodate

for various types of text and for the purpose of reading.

The reader has a large sight

word vocabulary.

The reader understand

s the format of his/her

textbook.

HOW DOES COMPREHENSI

ON OCCUR?

Q.A.R.SUBSEARCH

P.S.

Double Column Notes Graphic

Organizer

s

Content Area

Reading

Strategies

‘A note taking system which helps students to be active readers

when completing reading assignments.’

T. Reilly

SUBSEARCHSkimUnderline ideasBracket main

ideaSymbolsEnumerate listsAbbreviateReact personallyConnect to the

textHighlightParaphrase orSummarize

This is the BEFORE reading part ofSUBSEARCH.

It sets the purpose and activates schema.

SS = Skim Speed Read a text for main ideas

UU = Underline (underline as you “first-draft” read)

BB = [Brackets] for that one major idea/thesis

This is the DURING reading part of SUBSEARCH.

SS = Symbols The use of symbols to indicate quickly

your thoughts

EE = Enumeration Number the important details (works

well with DC notes) 1,2,3,4,5 I, II, III

AA = Abbreviations Shorten important parts and words.Impt OIC Connect ????

This is also at DURING READING part of SUBSEARCH.

In order for a student to truly understand a piece of material he/she must find a ‘hook to hang it on’.

RR = React Personally this is like… remember when…

CC = Connecttext to text text to self text to world

This is the AFTER reading part of SUBSEARCH.Only after we have done our pre-reading (S.U.B.) and

read the materials (S.E.A.R.C.) do we pick up a highlighter.

‘‘Highlighting is like Highlighting is like GOLD!!!!’GOLD!!!!’

Tim ReillyTim Reilly

Highlighting has value only when it is rarely used.

We do NOT want coloring

This is the AFTER reading part of SUBSEARCH.It occurs as a way to make the material your own.

According to Marzano, paraphrasing and summarizing information may be the most significant skills that readers develop in school.

After ‘SUBSEARCH ing’ an article, students should look at their notes write their own PS statement.

Reading Strategy developed by T. RaphaelRaphael, T. "Question-answering Strategies for Children." The Reading Teacher, 1982

36(2), pp.186-191

A process of identifying the information needed (and where to find it) in order to successfully

answer a question.

The four types of questions-

Right There:

The answer is right there in the text. The words for the question & the answer are stated directly in the text usually in the same sentence.

Think and Search:

The answer is somewhere in the text. The answer requires information from more than one sentence or paragraphs.

On My Own:

The answer to the question must be found in the reader’s own background knowledge.

Writer and Me:

The answer will be found in the reader’s background knowledge but would not make sense unless he/she had read the text.

Right There Questions

1. Who was the president in 1985?

2. What are the elements in salt?

3. What are the beginning and ending dates of World War II?

4. Where did D-day take place?

Right There questions sometimes include the words-“According to the text…”  “How many…” “Who is…” “Where is…”  “What is…”

THINK and SEARCH QUESTIONS“Think and Search” questions sometimes include the words

“The main idea of the passage…”

“What caused…” 

“Compare/contrast…”

1. Explain the difference between a solid, liquid, and a gas.

2. List 3 reasons why the Vietnam War began.

3. Find 3 alternative energy sources in the article.

4. Give at least three reasons why Germany lost WWII.

THE AUTHOR and ME QUESTIONS“Author and You” questions sometimes include the words

“The author implies…” 

“The passage suggests…” 

“The speaker’s attitude..”

1. How might Brian be similar or different to you?

2. Do you think Brian’s dream about his father and Terry saved his life?

3. Discuss a time when you have used tools and compare that to early man’s use of tools.

4. How is living in Alaska different from living where you live? Explain.

ON MY OWN QUESTIONS“On Your Own” questions sometimes include the words

“In your opinion…” 

“Based on your experience…” 

“Think about someone or something you know…”

1. What are some uses for baking soda?

2. What are some ways that brothers and sisters help each other?

3. What would you do if you found a kayak?

4. What do you know about the plains?

Bloom’s TaxonomyThe end goal of QAR is to have students write their

own questions at high level of Bloom’s taxonomy.

LEVELS OF BLOOM’S TAXONOMYRemembering: Can the student remember the information presented?

Includes words such as: list, memorize, recall, repeat, reproduce state

Understanding: Can the student explain ideas or concepts in his/her own words?

Includes words such as: discuss, explain, identify, locate, recognize, report, select, translate, paraphrase

Applying: Can the student use the information he/she learned in a new way?

Includes words such as: choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.

Analyzing: Can the student distinguish between the various parts?

Includes words such as: appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

Evaluating: Can the student justify his/her position or opinion?

Includes words such as: appraise, argue, defend, judge, select, support, value, evaluate

Creating: Can the student create new product?

Includes words such as: assemble, construct, create, develop, formulate, write.

Two methods used to visually display

the information being presented.

MAIN IDEA GOES ONTHIS SIDE

Only a few items are written here.

SUPPORTINGDETAILS GO HERE

Lots of information goes on this side.

“The researchers recommended that each strategy be taught with singular focus, over a long period of time, to students from kindergarten through twelfth grade and beyond, and that teachers model and students practice the strategies with a variety of texts. If teachers focused their attention on a strategy, beginning with a great deal of modeling and gradually releasing responsibility (Gallagher and Pearson, 1983) to the children to practice it independently, the researchers believed students could actually be taught to think differently as they read.”

From Mosaic of Thought by Ellin Keene

Alger, C. (2009). Content Area Reading Strategy Knowledge Transfer from Preservice to First-Year Teaching. Journal of Adolescent and Adult Literacy , 60-69.

Tim Reilly handouts and presentations

Caldwell, J. S., & Leslie, L. (2009). Intervention Strategies to Follow Informal Reading Inventory Assessment- So What do I do Now? In J. S. Caldwell, & L. Leslie, Intervention Strategies to Follow Informal Reading Inventory Assessment- So What do I do Now? (pp. 1-254). New York: Pearson.

Kelley, M. J., & Clausen-Grace, N. (2007). Comprehension Shouldn't Be Silent. In M. J. Kelley, & N. Clausen-Grace, Comprehension Shouldn't Be Silent. Newark: International Reading Association.

Raphael, T. E., Highfield, K., & Au, K. H. (2066). QAR Now. In T. E. Raphael, K. Highfield, & K. H. Au, QAR Now (pp. 1-176). New York: Scholastic.

Robb, L. (2003). Teaching Reading in Social Studies, Science, and Math. In L. Robb, Teaching Reading in Social Studies, Science, and Math (pp. 4-376). New York: Scholastic.

Walpole, S., & McKenna, M. C. (2004). The Literacy Coach's handbook. In S. Walpole, & M. C. McKenna, The Literacy Coach's Handbook (pp. 1-245). New York: Guilford.

Wilson, N. S., Grisham, D. L., & Smentana, L. (2009). Investigating Content Area Teachers' Understanding of a Content Literacy Framework: A Yearlong Professional Development Initiative. Journal of Adolescent and Adult Literacy , 708-718.

Wood, K. D., Lapp, D., Flood, J., & Taylor, D. B. (2008). Guiding Readers Through Text- Strategy Guide for New Times. In K. D. Wood, D. Lapp, J. Flood, & D. B. Taylor, Guiding Readers Through Text- Strategy Guide for New Times (pp. 1-208). Newark: International Reading Association.

http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20strategies/QAR.htm