PREP Reading Strategies Booklet - Mr O's Websitemercmro.weebly.com/.../prep-readingstrategies.pdf · - Look at photographs, diagrams, tables or charts. - Reread for meaning - Use

PREP

Reading Strategies Booklet

Name: _________________________ Home Room: ____ Title of Text: ____________________ Reading Goal Per Day: _____

Before Reading:

1. Ask Questions: What can I ask myself BEFORE reading to help me understand this text?

- What do I already know? - I wonder if… - What do I need to know?

During Reading:

2. Ask Questions: What can I ask myself AS I READ to help me understand?

- Does this make sense? - How does this information connect to what I already know? - What does the writer say about…? - What does the writer mean by…? - I need answers to the question…

3. Understand the Text: At a tricky part in the text, I… - Pause to think about… - Take a closer look at… - Break the text into chunks - Summarize as I read - Discuss what I have read

4. Make Inferences:

How can I read between the lines? - Based on what I have just read, I know realize… - The evidence that supports my reading is… - I can now conclude… - I think…because…

5. Visualize:

To better understand while I was reading… - I pictured what… might look like. - I created a mental image of… - I used images to help me…

6. Make Connections: How can I use what I already know to help me understand this text? - I already know about… - This text reminds me of… - This compares too… - This text is different from…because… - This section made me think about…

7. Think to Read:

When I get to an unfamiliar word or section, I… - Look at photographs, diagrams, tables or charts. - Reread for meaning - Use context clues for hints. - Skip ahead for clarification, and return. - Pause and ask questions.

After Reading:

8. Ask Questions:

What can I ask to help me better understand this text? - What does the writer mean by…? - Why did/didn’t…? - What I have learned? - I wonder if…

9. Find the main Ideas:

What is/are the main idea(s)? What is important? - The most important thing I remember about this text is… - The main message is… - The text was mainly about… - Clues, words and features that helped me understand the text were…

10. Think About the Text

How do I put all the pieces together? - The message of this text is… - The purpose of this text is… - These ideas relate to…because… - This text may be biased because… - This text doesn’t deal with…

Name: _______________________________

Qu

Self-Monitoring STRATEGY

PREDICT Guess what will happen

QUESTION What is the purpose? Why is this happening?

PRIOR KNOWLEDGE Relate to real life/other texts

MONITOR Check your understanding

CONNECT Relate personally

VISUALIZE Create a mental picture

VOCABULARY Use context to understand words

INFERENCES What is the theme?

Name: _______________________________

Qu

Self-Monitoring STRATEGY

PREDICT Guess what will happen

QUESTION What is the purpose? Why is this happening?

PRIOR KNOWLEDGE Relate to real life/other texts

MONITOR Check your understanding

CONNECT Relate personally

VISUALIZE Create a mental picture

VOCABULARY Use context to understand words

INFERENCES What is the theme?

Name: _______________________ Visualization Organizer

Directions: Illustrate the key events in chronological order. Write a key quote to support the illustration. State the significance to the story.

Quote:___________________________________________________________________ Significance: __________ __________________________________________________






Name: _______________________ Visualization Organizer

Directions: Illustrate the key events in chronological order. Write a key quote to support the illustration. State the significance to the story.







Name: Date: Vocabulary

Your job is to look for important words from today’s reading. If you find words that are puzzling or unfamiliar, mark them while you are reading, and then later jot down the definition from a dictionary. You may also run across familiar words that stand out somehow in the reading: words that are repeated a lot, words used in an unusual way, or words that are key to the meaning of the text.

Vocabulary 1 Vocabulary 2 The word and Definition: The word and definition:

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Word used in a sentence: The word used in a sentence:

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Vocabulary 3 Vocabulary 4 Word and definition: The word and definition:

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The word used in a sentence: The word used in a sentence:

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Name: Date: Vocabulary

Your job is to look for important words from today’s reading. If you find words that are puzzling or unfamiliar, mark them while you are reading, and then later jot down the definition from a dictionary. You may also run across familiar words that stand out somehow in the reading: words that are repeated a lot, words used in an unusual way, or words that are key to the meaning of the text.

Vocabulary 1 Vocabulary 2 The word and Definition: The word and definition:

___________________________________ _______________________________________

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Word used in a sentence: The word used in a sentence:

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Vocabulary 3 Vocabulary 4 Word and definition: The word and definition:

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The word used in a sentence: The word used in a sentence:

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Name: Date: Quoter

As the quoter, your job is to locate a few special sections of the text that your group would like to hear read aloud. The idea is to help your group remember some interesting, powerful, funny, puzzling, or important sections of text.

Quote My Response (Comes directly from the story) Pg # This Quote is important to the story because:

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___________________________________ This Quote made me think:

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Name: Date: Quoter

As the quoter, your job is to locate a few special sections of the text that your group would like to hear read aloud. The idea is to help your group remember some interesting, powerful, funny, puzzling, or important sections of text.


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Name: Date: Discussion Director

As the Discussion Director, your job is to develop a list of questions that your group might want to discuss about this part of the reading. Your task is to help your group talk over the big ideas in the reading and share their reactions. Usually the best questions come from your own thoughts, feelings, and concerns. Use why, or what if, or what would you do types of questions.

Question My Response (About the Story) This Question is important to the story because:

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___________________________________ My answer to this question is:

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___________________________________ My answer to the question is:

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Name: Date: Discussion Director

As the Discussion Director, your job is to develop a list of questions that your group might want to discuss about this part of the reading. Your task is to help your group talk over the big ideas in the reading and share their reactions. Usually the best questions come from your own thoughts, feelings, and concerns. Use why, or what if, or what would you do types of questions.


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___________________________________ My answer to this question is:

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___________________________________ My answer to the question is:

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Name: Date: Connector

As the connector, your job is to find connections between the book (poem/story) your group is reading and the outside world. This means connecting the reading to your own life, to happenings at school and the community, to similar events a other times and places, to other people and problems that you are reminded of, or to other literary works or movies. There are no right answers; whatever the reading connects you to, is worth sharing.

Response 1

The connection I have is: This is significant to the story because:

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Response 2


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Response 3 The connection I have is: This is significant to the story because:

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Name: Date: Connector

As the connector, your job is to find connections between the book (poem/story) your group is reading and the outside world. This means connecting the reading to your own life, to happenings at school and the community, to similar events a other times and places, to other people and problems that you are reminded of, or to other literary works or movies. There are no right answers; whatever the reading connects you to, is worth sharing.

Response 1


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Response 2


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Response 3 The connection I have is: This is significant to the story because:

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Predictor Recognizing hints and foreshadowing is an essential part of active reading. Making educated guesses helps you to interact with the reading and develop a better understanding of the text. It is job while you read to make 6 inferences and identify details in the readings that support your thoughts. You can choose to make an inference about the mood of the story, motivation of the character, or the main idea of the reading.

Clue Prediction What really happened

Examine the chart that you created as you read. Did most of your predictions come true?

Predictor Recognizing hints and foreshadowing is an essential part of active reading. Making educated guesses helps you to interact with the reading and develop a better understanding of the text. It is job while you read to make 6 inferences and identify details in the readings that support your thoughts. You can choose to make an inference about the mood of the story, motivation of the character, or the main idea of the reading.

Clue Prediction What really happened

Examine the chart that you created as you read. Did most of your predictions come true?

Enhancing Meaning During Reading: Chunking & Responding

Divide your reading for today into 4 chunks: After each chunk, respond to the reading with the following questions:

a) Illustrate: draw/sketch some of the main idea in the story so far b) Wonder: What would like to ask the character or the author, Ask yourself: Why

What if, How does this connect, What is important etc. c) Predict: Make a prediction as to what will happen next in the story

Chunk #1 Chunk #2

Illustrate:

Illustrate:

Wonder:___________________________ Wonder:___________________________ ___________________________________ ___________________________________ Predict:____________________________ Predict:____________________________ __________________________________ ___________________________________

Chunk #3 Chunk #4 Illustrate:

Illustrate:

Wonder:___________________________ Wonder:___________________________ ___________________________________ ___________________________________ Predict:____________________________ Predict:____________________________ __________________________________ __________________________________

Enhancing Meaning During Reading: Chunking & Responding

Divide your reading for today into 4 chunks: After each chunk, respond to the reading with the following questions:

a) Illustrate: draw/sketch some of the main idea in the story so far b) Wonder: What would like to ask the character or the author, Ask yourself: Why

What if, How does this connect, What is important etc. c) Predict: Make a prediction as to what will happen next in the story

Chunk #1 Chunk #2

Illustrate:

Illustrate:

Wonder:___________________________ Wonder:___________________________ ___________________________________ ___________________________________ Predict:____________________________ Predict:____________________________ __________________________________ ___________________________________

Chunk #3 Chunk #4 Illustrate:

Illustrate:

Wonder:___________________________ Wonder:___________________________ ___________________________________ ___________________________________ Predict:____________________________ Predict:____________________________ __________________________________ __________________________________

Three Levels of Questions

Level One Questions "On the Page" Literal

Level Two Questions "Between the Lines" Inferential

Level Three Questions " Off the Page" Evaluative

Answers are found right there, in the text on the page.

Help us to read for facts and accuracy.

Examples of Literal Questions:

• Who did...? • How many...? • When did...? • What are...? • Define...? • What happened before...? • What happened after...? • How many times did...? • Then what happened...?

Literal Questions are:

Found in the text Pg # and word to answer Straight forward Sentence answer

Answers are reached through reading between the lines.

Help us to draw conclusions.

Examples oflnferential Questions:

• Explain what you mean by ...? • Why did happen ...? • What kind of person was

...? • What would happen if

...? • What makes you think that

...? • How is like ...? • Is the same as ...? • How many causes of ...? • What events led to ...?

Inferential Questions are:

Harder to find 2-3 sentences Explain/Evidence Look for it

Answers are reached by drawing on information both within and outside the text. '

Helps us to defend an opinion, synthesize information, and bring personal observations and insights to the text.

Examples of Evaluative Questions:

• What were your reactions to

...? • In your opinion ...? • How do you feel about ...? • Is it right or wrong fair or unfair

...? • Evaluate the ...? • Do you agree with ...? • How might the author ...? • Could this ...? • Do you believe a person ...?

· Evaluative Questions are:

Not in book Personal opinion Fully Explain Many sentences to explain

Good readers question what is happening in their books continuously. By wondering who, what, where, when, and why as you read, you interact with the book and develop a better comprehension.

Questioning Skills

Review the Three Levels of Questions Chart. Your job is to develop 3 questions, one from each level: literal, inferential and evaluative. Some questions to consider are: What were you wondering as you were reading this section? Why were things described in a certain way? What were one or two of the most important ideas presented? Usually the best questions come from your own thoughts, feelings and concerns. 1. Page # ________ Type of Question: ____________________ My question: __________________________________________________________________________________________________________________________ My answer: __________________________________________________________________________________________________________________________ 2. Page # ________ Type of Question: ___________________ My question: __________________________________________________________________________________________________________________________ My answer: __________________________________________________________________________________________________________________________ 3. Page # ________ Type of Question: ____________________ My question: __________________________________________________________________________________________________________________________ My answer: __________________________________________________________________________________________________________________________

Questioning Skills

Review the Three Levels of Questions Chart. Your job is to develop 3 questions, one from each level: literal, inferential and evaluative. Some questions to consider are: What were you wondering as you were reading this section? Why were things described in a certain way? What were one or two of the most important ideas presented? Usually the best questions come from your own thoughts, feelings and concerns. 1. Page # ________ Type of Question: ____________________ My question: __________________________________________________________________________________________________________________________ My answer: __________________________________________________________________________________________________________________________ 2. Page # ________ Type of Question: ___________________ My question: __________________________________________________________________________________________________________________________ My answer: __________________________________________________________________________________________________________________________ 3. Page # ________ Type of Question: ____________________ My question: __________________________________________________________________________________________________________________________ My answer: __________________________________________________________________________________________________________________________

Reading Strategy: Context Clues

Your job is to look unfamiliar words or content specific words from todays reading. Mark them down while your reading. Use the hints and clues from the surrounding words and sentences to help find the correct meaning of the word. After, use the dictionary to determine if you were correct. Word:

Clue: Meaning:

Synonyms: Antonyms: Connection: Word:

Clue: Meaning:


Clue: Meaning:

Synonyms: Antonyms: Connection:

Reading Strategy: Context Clues

Your job is to look unfamiliar words or content specific words from todays reading. Mark them down while your reading. Use the hints and clues from the surrounding words and sentences to help find the correct meaning of the word. After, use the dictionary to determine if you were correct. Word:

Clue: Meaning:


Clue: Meaning:


Clue: Meaning:

Synonyms: Antonyms: Connection:

Name: Date: Summarizer

As the summarizer, your job is to prepare a brief summary of today’s reading. It should convey the key points, the main highlights, of the reading. Make a prediction about what you think will happen next. Summary:

Main Idea for the Chapter(s)

Important Detail #1 Important Detail #2 Important Detail #3

Significance to Novel as Whole: What it reveals about theme, character, conflict etc.

Name: Date:

Summarizer As the summarizer, your job is to prepare a brief summary of today’s reading. It should convey the key points, the main highlights, of the reading. Make a prediction about what you think will happen next. Summary:

Main Idea for the Chapter(s)

Important Detail #1 Important Detail #2 Important Detail #3

Significance to Novel as Whole: What it reveals about theme, character, conflict etc.

Name: Date: Illustrator

As the illustrator your job is to draw some kind of picture related to the reading. It can be a sketch, diagram, cartoon, flow chart, or stick figure scene. You can draw something that is not directly in the reading; it can be something that the reading reminded you of, or a picture that conveys any idea or feeling you got from the reading. Response This illustration show: This is significant to the story because:

_____________________________ _______________________________

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Name: Date: Illustrator

As the illustrator your job is to draw some kind of picture related to the reading. It can be a sketch, diagram, cartoon, flow chart, or stick figure scene. You can draw something that is not directly in the reading; it can be something that the reading reminded you of, or a picture that conveys any idea or feeling you got from the reading. Response This illustration show: This is significant to the story because:

_____________________________ _______________________________

_____________________________ _______________________________

_____________________________ _______________________________

_____________________________ _______________________________

_____________________________ _______________________________

_____________________________ _______________________________

Documents

PREP Reading Strategies Booklet - Mr O's Websitemercmro.weebly.com/.../prep-readingstrategies.pdf · - Look at photographs, diagrams, tables or charts. - Reread for meaning - Use