TEACHING READING THROUGH LITERATURE

Different Reading Strategies to use in the Classroom

By Britney Bruce

READING ALOUD TO CHILDREN Reading aloud to children has proven to positively

correlate with their reading achievement. There are numerous benefits of reading aloud, some include: Stimulating and broadening children’s interest in

quality literature in a variety of genres. Allowing children to experience books that are too

difficult for them to read independently. Giving children the opportunity to hear excellent

literature they might never read for themselves, such as books with slow beginnings or above their reading level.

Broadening their background experiences. Introducing children to a wide range of written

language, which helps in expanding vocabulary. Encouraging reading because it shows adults enjoy

reading.

READ ALOUD CONTINUED…

It is important for both parents and teachers to read aloud to children on a daily basis.

Not every parent is going to be able to do so, so it is vital for the teacher to make sure they include read aloud in their daily agenda.

The books or poems be ones that the teacher enjoys, appeals to children, range in genre, and are sometimes chosen with the class’ help.

Teachers should use “picture-walks” when reading to their class.

READING ALOUDCOMPREHENSION QUESTIONS

A teacher needs to keep in mind two important guidelines when asking questions to check comprehension. They need to make sure that they avoid asking one-

word answer questions. They should avoid asking only memory-level

questions. Who, what, when, where, or why…

Both of these types of questions require barely any thinking and tell you little about the students’

comprehension.

READING ALOUDACTIVITY

Listening-prediction activity

Why prediction? Thinking creatively Keep up interest

level Whole class None/few have read

the story Show cover/title Students make

predictions in journal Check throughout

Correct Wrong Revise

SUSTAINED SILENT READING(SSR)

Set time everyday for students to read silently in class.

They chose the books Five Finger Model

(William Powell) open book near the center

to a page with no pictures read it to yourself come to a word that you

do not know put up one finger

at the end of the page if you have reached five fingers or more the book is too difficult

Book reports and comprehension tests are considered harmful to this time

GUIDED SILENT READING

Student reads on their own, but the teacher initiates conversation and probes deeper thinking questions. (Activity similar to whole group prediction activity.)

Structure: Pre-Read (discussion/predictions) Guided Reading (asking questions/ keep on task) Post-Reading (discussion/conclusions)

INDIVIDUAL ORAL READING

Small group reading with teacher Read silently before Read sections out

loud

Individual reading with teacher Running records Student’s progress

CUNNINGHAM’S SIX GUIDELINES TO ORAL READING

Except when assessing, always have a child read a book or passage silently before reading it orally.

Oral reading should be done with a book or passage that is fairly easy.

Children who are listening should never correct another reader’s mistakes.

Ignore errors that do not change meaning. When a reader makes a meaning-changing

error, wait. If waiting doesn’t work, give sustaining

feedback.

GROUP ORAL READING Helps involve every student

in improving fluency Choral Reading

Reading together (or certain parts)

works very well with poems or other rhyming works

Reader’s Theater Read piece multiple times get in groups pick a passage assign parts choral read read their part privately present their play to the rest

of the class works on reading with

expression(radio play) Story Theater

similar to reader’s theater, but more acting

mimes/readers (switch)

REFERENCE

Anderson, N.A. (2006). Elementary Children’s Literature: The Basics for Teachers and Parents (2nd ed.). Boston, Mass:Pearson.