Presentation on theme: "Reading Strategies Specific Objectives: Upon completion of these lessons the students will be able to: Identify the specific reading strategies that they."— Presentation transcript:
Reading Strategies Specific Objectives: Upon completion of these lessons the students will be able to: Identify the specific reading strategies that they are using. Recognize when meaning has broken down and use a strategy to reconstruct meaning. Use the 7 reading strategies independently and across a variety of genres.
Predict Use the information in the story to tell what you think will happen next. Based on...I predict... I already know... I think the next part will be about... Based on...(a clue), I predict... Based on what______said/did, I predict...
Foreshadowing Foreshadowing is the use of hints or clues to suggest what will happen later in literature. Writers use foreshadowing to build their readers’ expectations and to create suspense. Example: A weapon found in a drawer early in a story might foreshadow a future crime in the story.
Infer Use the clues in the story to decide what someone is like, or what must have happened. These are things the author doesn’t tell you, but just hints about. Use the clues Since...happened in the story, then... I think...because...
Flashback An earlier event is inserted into the order of the story. Remembering something that happened from the past.
Connect Look for a connection to something you already know about; in your life, in another book, or in the world around you. Text-to-self Text-to-text Text-to-world
Visualize Make a picture in your mind to go with what you read. When I read this, I imagine that... As I read, in my mind I see...
Clarify When you get to the end of a page or a paragraph, check to see if you understand. I don’t really understand this part... A word or phrase I don’t understand is...
Question Ask teacher-like “hefty” questions: Use why, how, if, what do you think about _______ Ask yourself about parts you don’t understand.
Summarize Tell the important information and leave out the details. This story is mostly about... The main idea of this paragraph/page is... The author is saying...
Wimpy Questions (One or two word answers) Whom did David sit next to on the bus? What two important things had David forgotten? What were the other children doing while David did his homework? On which day of the week did this story take place? Hefty Questions What do you think David do when the alarm goes off on Tuesday morning? How might David describe the day he had? If David doesn’t want to be late again, what might he do? Why did the author describe it as a long day?
QAR Story The morning got off to a bad start when David turned off his alarm clock, rolled over, and went back to sleep. He barely made the bus and he had to sit next to Jennifer. When David got to school, he realized that he had forgotten his lunch money and his homework. He borrowed lunch money from Jennifer and he had to do his homework over again during the lunch recess. The long day finally ended and David boarded the bus to go home. “One down, four to go,” he thought as the bus slowly made its way to his street.