When a Text is Fairly Simple to Read Meaning that Students have some prior knowledge The writing is straightforward Vocabulary is not overly technical Use Content DRTA Put students in pairs with one sheet of paper ID: 616496
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Three Sure-Fire Reading StrategiesSlide2
When a Text is Fairly Simple to Read
Meaning that
Students have some prior knowledge
The writing is straightforward
Vocabulary is not overly technical
Use Content DR-TA
Put students in pairs with one sheet of paper
Ask them to jot down what comes to mind when they hear “___” (General concept)
Ask them to jot down what comes to mind when they hear “___” (More specific topic)
Have them read together and note when they read about something they predicted and jot down new information not predicted
Why?
With minimal assistance from you at the beginning, you can release responsibility for reading to
students quickly and check their comprehension at the end of readingSlide3
When a Text is More Challenging
Meaning that
Students need a bit more help with “activating” prior knowledge
The writing
(sentences and structure) may be less familiar
Vocabulary is not overly technical
Use DR-TA
Read the title; ask for predictions
Read the first sentence or paragraph; check predictions, make new predictions
Have students read the next page or so; check predictions as a class, make new predictions; and so on
Why?
With minimal assistance from you at the beginning, you can release responsibility for reading to students as you continue to check their
comprehension while they readSlide4
Some Unsolicited TestimonySlide5
And another one.Slide6
When Students Initially Need a Lot of Help with a Text
Meaning that
Students have
limited or no prior knowledge
Sentences are complex and/or the style is “old fashioned”’ or just difficult
Vocabulary
and concepts may be unfamiliar
Use
Shared Reading
Work with the whole class or sit with small groups
You take the initial responsibility for reading, stopping to model your own comprehension process as you read, wondering aloud, and trying to draw the students in
Ask for students’ opinions, ideas as you read through; jot down words or ideas on the blackboard as needed—Begin to do DR-TA informally
Gradually ask students to read the end of paragraphs, then whole paragraphs, and then pages, stopping to check comprehension, reading a bit, asking the students to read a bit (eventually you’re going to move to DR-TA and then Content DR-TA with the students)
Why?
You can be sure that students get off on the right track with this text.
You have a chance to “sell” this text to the students and give them confidence they can read it by modeling your reading process
You can assess student’s reading comprehension and make adjustments immediately