Guided Reading Route

Strategies:

INSERT

KWL, KWHL, KWWL Charts  (Ogle, 1986)

  • K = KNOW
    What do I already know about his topic?
  • W = WILL or WANT
    What do I want to learn about this topic? What will I learn about this topic?
  • L = LEARNED
    What have I learned about this topic after reading?

Variations:

  • H = HOW
    How do I find the information?
  • W = WHERE
    Where do I find the information?

Think Alouds (Dr. Sharon H. Faber, 2006)

  • Teacher reads text orally, stops and then “thinks aloud” to model how learners should make connections that develop better comprehension.
  • Keep reading to see if author explains what you don’t understand.
  • Reread to see if you missed something.
  • Read back to the part you don’t understand or read forward and skip confusing words.
  • Reflect on what you’ve read and look for an explanation based on your prior knowledge.
  • Look for answers beyond the text.

Anticipation Guide Strategy (Tierney, Readence, and Dishner)

Before, During, and After reading strategy
Preparation – The teacher develops 3-5 statements that are related to the topic.
Create an anticipation guide to copy and give to students.

Pre-Reading: Discussion, students mark the Before Reading Agree/Disagree choices.
Post-Reading: Review original choices to see if thinking has changed:

  • Did we find answers to our questions?
  • What questions do we still have?
  • What information did we learn that we did not anticipate before we read?
  • What have we learned by reading this selection?
  • What was the most interesting, unusual, or surprising information you learned?
     

PIC Form (Dr. Sharon H. Faber, 2006)
Students focus on the most important information and make predictions and develop questions before reading.

P= What is my Purpose for reading?
I = How can I tell what are the Important Ideas in the text?
C = What do I already know that I use to make a Connection?

3-2-1 Summarizing Strategy (Dr. Sharon H. Faber, 2006)

  • 3 key ideas I found out from reading
  • 2 things that were especially interesting or especially hard to understand
  • 1 question I still have

RAFT (Vandervanter and Adler, 1982) Post-Reading Strategy
R=Role of the writer - Who is the writer?
A=Audience - To whom are you writing?
F=Format - Are you writing to persuade, entertain, inform, describe?
T=Topic - What is your topic?
RAFT Worksheet

Column Notes (Dr. Sharon H. Faber, 2006, based on Cornell Note Taking System)

Change column headings to fit objectives/material
Best for cause/effect or compare/contrast skills
2-Column Notes – students fold paper down middle for note taking.  2 Column Notes can be made with:

  • Main idea-headings-details-explanations
  • Cause-effect
  • Vocabulary-definitions
  • Questions-answers
  • Facts-opinions
  • Predications-outcomes

3 Column Notes can be made with:

  • Vocabulary – definition- example
  • Topic – explanation – supporting details
  • Process – procedure – results
  • Questions – notes – class discussion
  • Cause – effect - explanation
     

QAR Question-Answer-Relationship (Raphael, 1982, 1986)

4 Types:
1.  Right There – the answer is in a single sentence in the text.
2.  Think and Search – The answer is in the text, but in more than one sentence.
3.  Author and You – The answer is not in the text. Reader will use the text and prior knowledge to answer the question.
4.  On My Own – The answer is not in the text, but is based solely on the readers prior knowledge.
QAR Form

Visual Reading Guides (Stein, 1978) Used to preview the text by noting visuals such as maps, charts, graphs pictures, cartoons, etc. that relate to the content.

  • How is the visual related to the text?
  • Why did the author include the visual?
  • What does the visual show me?
  • How can I use the information from the visual to help me understand the text?
  • Why is the information from the visual important?

Rider Bookmark

Aide Bookmark

Reciprocal Teaching (Palincsar et al., 1984, 1986)

Combines 4 comprehension strategies:

  1. Summarizing
  2. Questioning
  3. Clarifying
  4. Predicting

Students are arranged in groups of 4 and given a Reciprocal Teaching worksheet. Students read a section of text and assume a role, either summarizer, questioner, clarifier, or predictor.  Students take notes on the worksheet and stop at a given point. The summarizer will then give the major points The questioner will ask questions about unclear sections
The clarifier will discuss the confusing parts The predictor will guess what will happen next.

Read with Understanding Diary (Word File)