Read Around The Text 3g1ej

Read around the Text (R.A.T.) This is a before reading strategy that helps students to anticipate the main idea of the text. Using this strategy, students will identify text features and draw inferences about the topics to be covered in the text, the big ideas, and important vocabulary. This is one of my favorite reading strategies to implement. I had the picture below pinned about to one of my bulletin boards and the students also had a hand out copy. The students were instructed to write their answers to the questions on the picture while previewing the text. DIRECTIONS: 1. 2. 3. 4. 5. 6.

Look at the pictures. What ideas are being presented? Look at the captions and read them. Look at the maps, charts, and graphs. Discuss what information they present. Look at the titles and headings. What is the big idea? Read the first and last lines of each paragraph for more information. Ask questions. Give yourself a reason to read.

SQ3R: Survey-Question-Read-Recite-Review SQ3R is a comprehension strategy that helps students think about the text they are reading while they're reading. Often categorized as a study strategy, SQ3R helps students "get it" the first time they read a text by teaching students how to read and think like an effective reader. This strategy includes the following five steps (Robinson, 1946):   

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Survey: Students review the text to gain initial meaning from the headings, bolded text, and charts. Question: Students begin to generate questions about their reading from previewing it. Read: As students read, they need to look for answers to the questions they formulated during their preview of the text. These questions, based on the structure of the text, help focus students' reading. Recite: As students move through the text they should recite or rehearse the answers to their questions and make notes about their answer for later studying. Review: After reading, students should review the text to answer lingering questions and recite the questions they previously answered.

Students can benefit from using the SQ3R because it requires them to activate their thinking and review their understanding throughout their reading. It also dissuades students from waiting and then cramming for tests since the five steps requires them to review information and create notes during their initial reading. Their notes from the initial reading become their study guides.

How to use As with its sister strategy Question-Answer Relationship (QAR), SQ3R requires the teacher to model. 1. Explain to students that effective readers do many things while reading, including surveying, questioning, reading, reciting and reviewing. 2. Choose a content area age to read and model the five SQ3R steps. 3. During each step, make sure to explain what you're doing and why you're doing it. 4. After your modeling session, invite students to independently read a selection and practice applying the SQ3R steps. This could be completed as an in-class or take-home assignment. 5. Afterwards ask students to review their notes and reflect on the process. Were they surprised by how much they by using the SQ3R method? 6. Students may not be "sold" on this strategy the first time they try it. Not all readings will be worth the time it takes to complete the SQ3R steps, so help students to understand not just how to apply it, but when to apply it.

Reciprocal Teaching This strategy helps students to apply the comprehension processes of summarizing, questioning, clarifying, and predicting using a challenging text while in a cooperative learning setting. By creating reciprocal teaching role cards, teachers can provide learns with a framework for interacting in small group learning tasks.

*After the teacher models these skills and the students practice them, students assume the responsibility for using the skills to learn and teach new material to small groups. Reciprocal Teaching is a great way to teach students how to determine important ideas from a reading while discussing vocabulary, developing ideas and questions, and summarizing information. It can be used across several content areas; it works particularly well with textbooks and non-fiction text.

I’ve implemented reciprocal teaching in my 6th – 8th grade Science classes as well as my 7th and 8th Social Studies classes. Students were motivated to read the text and provide answers for their small groups. Students were assigned to write down the answers in full and complete sentences, in their designated notebooks.

How to use (Modeling for the students) 1. Prediction a. Ask students to predict what they think the reading may be about. Get them to think about what is going to happen by asking questions like a detective might do. 2. Question as you go a. Remind students to generate questions as they listen and read. Remind them of the three levels of questions: i. Right-There questions (answer in the text) ii. Between-the-lines questions (inference needed) iii. Critical Thought questions (require their opinion) 3. Clarify a. As students listen and read remind them to ask themselves what words and phrases are unclear to them. These clarifications may take the form of the following questions. i. How do you pronounce that? ii. What does the word mean?

iii. I think the author is saying… iv. I'm guessing 'pie-in-the-sky' means… 4. Summarize a. Students summarize verbally, within pairs, and then share with their assigned small group or record their summary and read it aloud to their small group. b. Each small group could create a semantic map with major points of significance shared by each group member. After you have modeled the previous steps, students may continue working in their small groups by silently or orally reading the next sections of the reading while conducting the fourstep process.

Frayer Model The Frayer Model is a strategy that uses a graphic organizer for vocabulary building. This technique requires students to (1) define the target vocabulary words or concepts, and (2) apply this information by generating examples and non-examples. This information is placed on a chart that is divided into four sections to provide a visual representation for students. This instructional strategy promotes critical thinking and helps students to identify and understand unfamiliar vocabulary. The Frayer Model can be used with the entire class, small groups, or for individual work. The Frayer Model draws on a student's prior knowledge to build connections among new concepts and creates a visual reference by which students learn to compare attributes and examples.

How to use Pre-select a list of key vocabulary from a reading selection. The Frayer Model should be explained and a graphic organizer provided to each student. Then direct students to complete the template individually, in small groups or as a whole class. Model the type and quality of desired answers for the specific concept. 1. Review vocabulary words or concept list with the class before students read the selection. 2. Have students read the assigned text and carefully define the target concepts. Have students complete the four-square chart for each concept. 3. Ask the students to share their conclusions with the entire class. These presentations may be used to review the entire list of new vocabulary or concepts.