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Oral Reading Strategies

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Presentation on theme: "Oral Reading Strategies"— Presentation transcript:

1 Oral Reading Strategies
Even though “Round Robin Reading” (the technique in which the teacher calls upon students randomly to read the txt to the class) has proved to have little benefit for either comprehension or engagement of readers, there are several worthwhile strategies that help struggling readers HEAR the text” (Wood, 1992).

2 Be Prepared for Any of the Following Questions to be Asked to You!!!

3 Knowledge: Who, what, where, when, How?
Comprehension: Explain the meaning of the passage in your own words. Application: How is this an example of_________? Analysis: Outline or diagram the___? Synthesis: How would you create a drawing from what you have just read? Evaluation: Do you agree with the choices of the protagonist/ antagonist? Why/why not?

4 Author’s Purpose: Did the author write this to: inform, persuade, or entertain? How do you know?
Inference and Conclusion: Which idea best explains…? Compare and contrast: How is _____different from _______? Fact and Opinion: Which of these ideas is a fact? Why? Cause and effect: What is the most likely cause of…? Sequencing: What happened first in the story? Second? Third? Last?

5 Author’s Purpose: What purpose did the author have for writing this story?
Theme: What is the theme of the reading passage? Point of View: What is the point of view of the passage? How do you know? Mood: What is the mood of the passage? Why? Setting: What is the setting? Describe it in length. Characterization: Who is the protagonist? Antagonist? Plot: What section of plot was the passage? How do you know? Conflict: What is the conflict? How do you know? Literary Terms: What literary devices did you recognize?

6 Pair Read Students will be given a section/page to read.
Students will be given a partner. Student 1 reads section/page ONE to student 2. Student 2 will summarize the main ideas and supportive details from the paragraph student 1 just read. Student 2 will ask student 1 to help remember key points if necessary. Then, reverse roles and do the dame thing for section/paragraph TWO. Finish the reading passage, alternating roles until you are finished.

7 Vocabulary and definition
Section # Main Idea Key Idea Vocabulary and definition Imagery

8 Two Student Read: Two students will be selected to read.
Those two students will alternate reading passages aloud to class: Page ONE: Student 1 Page TWO: Student 2 Page Three: Student 1 Page FOUR: Student 2 Class Discussion Students take notes as the class discuses what was just read. Repeat process with new student readers.

9 Discussion Notes Key Vocabulary

10 Literature Circle Step 1: A short passage is chosen
Step 2: Students will be given ‘roles’ Step 3: Students will be actively involved in reading and helping each other comprehend chosen passage

11 Literature Circles: Discussion Leader- Begins and ends the discussion and keeps it going. Establishes agenda, asks questions, and determines the rotation of reading. Illustrator- Draws a picture that represents an important aspect of the test. The drawing needs to represent: higher order thinking skills, organization, and neatness. Vocabulary Highlighter- Chooses important words that must ne understood in order to understand the text. Write the page number, why the word was chosen, and what the work means. Passage Illuminator- Chooses a passage to discuss with the group, and decides how that passage should be shared. Such as: on person reading it aloud, each person to read it silently, or all read it together. The passage should be selected because it contains critical importation, confusing information, well-written information, or other important reasons. Summarizer- summarizers the text, noting important events and/or concepts. Connection Maker- connects the tests with real life events or other texts. Investigator- uses research to broaden the understanding of the event or concepts that the text is demonstrating.

12 Write the Students name on the line
And when you are finished, grade them Discussion Leader-____________Grade:______ Illustrator-___________________Grade:______ Vocabulary Highlighter-________Grade:______ Passage Illuminator-__________Grade:______ Summarizer-_________________Grade______ Connection Maker-___________Grade:______ Investigator-_________________Grade:______

13 Re-Quest

14 Step One Read section one of text

15 Step Two: Write down three questions about the section you just read.
Circle the best one, underline the second best, and box the third. Ask the class your ‘best’ question and write down their answer. Ask a peer your second ‘best’ and Write out their response. Answer the last one on your own!

16 Step Three: Read the next section of text.

17 Step Four: I have created questions for you! You will receive a 3x5 card and write down the answer on the back of the card- BE PREPARED TO SHARE ANSWER!!

18 Repeat steps

19 Student Created Graphic Organizer:

20 The questions are collected and used to create a Jeopardy game.
Student Created Jeopardy: This process allows the teacher to check for understanding twice- as students create their questions and as they play it. Students create questions throughout novel based on the reading passages/chapters they read that day. The questions are collected and used to create a Jeopardy game. Either students can use 3X5 cards and poster board, or teacher can create it using the Jeopardy Power Point template. Put the questions in order based on either difficulty or blooms. EX: Knowledge: What are the characteristics of the main character? Worth $100. Comprehension: How did the protagonist feel when he went to visit his grandmother’s grave? Worth $200.

21 Highlighting and Identifying
Make copies of chapter/section. Have students highlight section as they read. As they read they need to: Underline vocabulary and write definitions in margin. Highlight key literary techniques: Circle character names and characterization Put a box around setting Star key elements of plot Write out FIVE questions sporadically throughout section.

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