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Welcome to the BHS Reading Corner!

Reading Strategies

 

1. Making Connections
  • Prior knowledge
  • Text to Self
  • Text to Text
  • Text to World
2. Visualizing
  • Use five senses to create a mental picture
  • Visualize a movie in your mind when you read
3. Inferring (connecting what you know to what you read)
  • Make predictions
  • Draw conclusions
4. Questioning (Who, What, When, Where, How)
  • Ask questions Before/During/After you read
5. Determining Important Ideas
  • The Big Idea
  • Author's Purpose
6. Synthesizing Information
  • Retelling
  • Summarizing
  • Book Review
    


 
Reading Strategy of the Quarter (Quarter 3)
 
 

Quarter 3: Questioning the Text

 Generating and answering questions helps with improving comprehension. The type of question used tends to influence the reader's focus. For example, if literal questions are asked frequently, the reader will focus on facts and details. If the teacher wishes to work on drawing inferences, then inferential questions are used. When students generate inferential questions about their reading of expository texts, their understanding of the concepts presented improves (Wendling, Barbara; Mather, Nancy; Essentials of Evidence-Based Interventions)

 Question-Answer Relationships (QAR's) are a good way to demonstrate HOW to answer certain questions. Once the student can identify WHAT type of question they are being asked, they can decide HOW to answer it properly. Below is a link to The Reading Lady's unit on QAR's. If anyone would like a lesson done on this strategy, please let me know!

Question-Answer Relationships

 

Say Something Activity:

Rules for Say Something Reading Strategy

1. With your partner, decide who will say something first.

2. Take turns reading the selection aloud (stop about every two or three paragraphs)

3. Pause to say something about what was read.

4. When you say something, do one or more of the following:

a. Make a prediction

b. Ask a question

c. Clarify something you had misunderstood

d. Make a comment

e. Make a connection

5. If you can’t do one of those five things, then you need to reread.

6. Your partner offers a response to what was said.

 

 

 

Starters for Say Something Comments Make a Prediction:

 I predict that…

 I bet that…

 I think that…

Since this happened (fill in detail) then I bet the next thing that is going to happen is…

Reading this part makes me think that this (fill in detail) is about to happen…

 I wonder if…

Ask a Question:

 Why did…

What’s this part about…

How is this (fill in detail) like this (fill in detail)

 What would happen if…

 Why…

 Who is…

What does this section (fill in detail) mean…

 Do you think that …

I don’t get this part here…

Clarify Something:

 Oh, I get it…

 Now I understand…

 This makes sense now…

 No, I think it means…

 I agree with you, This means…

At first I thought (fill in detail), but now I think…

 This part is really saying…

Make a Comment:

 This is good because…

 This is hard because…

 This is confusing because…

 I like the part where…

I don’t like this part because…

 My favorite part so far is…

 I think that…

Make a connection:

 This reminds me of …

 This part is like…

The character (fill in name) is like (fill in name) because…

 This is similar to…

 The differences are…

I also (name something in the text that has also happened to you)…

I never (name something in the text that has never happened to you)…

 This character makes me think of…

 This setting reminds me of…

 
 
 
Quarter 2: Activating Prior Knowledge/Making Connections
 
 
 

Activate Prior Knowledge

Readers have personal experiences, knowledge of the world, and previous experiences with text. They bring this prior knowledge to the text to help them understand. Readers connect new information to their existing knowledge base.

Readers activate relevant prior knowledge before, during and after reading. They decide if they need additional information about the topic, format, or language of the text they will be reading. They use their knowledge as a framework for learning new information. Readers add to or change their thinking as they discover new ideas and/or information in their reading.

Prior knowledge is a combination of the reader’s preexisting attitudes, experiences, and knowledge:

  • Attitudes include a reader’s beliefs about themselves as learners/readers, an awareness of their interests and strengths, and their motivation to read a particular text.
  • Experiences include any activities that provided a reader with a base of understanding.
  • Knowledge includes that of the reading process, content, topics, concepts, text structures, text styles, and reading goals.


Questions to help students activate their prior knowledge:

  • What knowledge will help you understand the information in this selection?
  • Which details from the text connected to your life experiences?
  • What background knowledge would help a reader to understand this text?
  • Would you recommend this article to readers? Why? Why not?
  • What connections did you make with the information revealed in this selection?
  • What other selections did this article remind you of? (Text-to-Text Connections)
  • What personal connections did you make with the information?
  • What did you learn about the world from this article?
  • Where would you find additional information for the topic of this article?
  • Based on the topic, what information would you expect to read in this selection?
  • What details did you add to your knowledge of this topic based on this article?
  • How are the events described in this article related to your life? Are there similarities? Are there differences? How are the events similar or different to the life of people you know?

 

Activate Prior Knowledge Activities (Website)

Making Connections

 

 

Before Reading: Text connections should be made both before and after reading. Before reading, students are making connections and predictions about what they know.

 

1. Text-to-self: Text-to-self connections are the highly personal, and often most motivating associations we make when we relate a text to something from our own life.

• What do I have in common with this text?

• How does it differ from me?

• Does this remind me of anyone/anything/anywhere I know?

• What feelings did I experience when reading? Were they familiar?

 

2. Text-to-text: Text-to-text connections are associations made from one text to another. There can be a variety of similarities including topic, time period, author, illustrator, etc.

• Have I read something like this before?

• What does it have in common with other texts I know?

• How does it differ from other texts?

• Does this text remind me of anyone/anything/anywhere I have read about before?

 

3. Text-to-world: Text-to-world connections are the more general, overriding subject knowledge that every reader has. General knowledge goes beyond actual experiences to include any media influences like T.V., movies, newspapers, etc.

• What does this text have in common with the real world?

• How does it differ from the world around me now?

• Does the text remind me of anyone/anything/anyplace I have seen in the media?

• Does it relate at all to the world around me?

 

After Reading: Share outcomes and responses and discuss how making connections helped student motivation, comprehension, and memory. Allow students to make more connections after they have read.

 

Quarter One: Setting a Purpose/Author's Purpose
 
Common Core: 9th/10th
RL 2 and 5
RIT 3,6,8
 

Setting a Purpose