Strategy : Inferential

Explanation/Purpose : When the student reads a text, they will make subjective judgements based on prior knowledge. Questioning the author helps get the authors perspective. The student uses context clues in the text to predict upcoming information or to guess the meaning of new items.

How it looks in the classroom : `Text says,I say´. Have children put question marks or post–its against something they don’t understand? Students use context clues to make logical inferences at new words or phrases.

When? : Before & during

Weblink for further reading and examples :

http://www.questia.com/PM.qst?a=o&se=gglsc&d=5005852305

Strategy : Summarization

Explanation/purpose : An active comprehension strategy that creates a representation of the gist. It helps recall, especially with subjects like science and social studies texts. They can be written or visual statements, texts or diagrams that capture the important ideas in abbreviated form.

How it works in the class : The school newsletter could be summarized in the class with a relevant application. Summaries could be used in comprehension checking where a reader pauses for reflection and then jots down the main points that they’ve just read. Visually, summaries of passages could be reflected in a host of different ways by way of graphic organizers as long as they sum up the key components of the text.

When ? : during and after

Weblink for further reading and examples :

http://www.questia.com/PM.qst?a=o&se=gglsc&d=5005915509

Strategy : Story Impressions

Explanation/purpose : A pre-reading strategy aimed at arousing the curiosity in students and allowing students to anticipate what the stories might be about. They can predict the events of the story they will read by providing them with fragments of the actual content in the form of clue words.

How it works in the classroom : It uses clue words associated with the setting, characters and events in the story to help readers write their own versions of the story prior to reading.

When ? : Before

Weblink for further reading and examples :

http://www.allamericareads.org/lessonplan/strategies/before/storyimp.htm

Strategy : PAR- Preparation-Assistance-Reflection

Explanation/purpose : The preparation determines the background for learning and builds a background where necessary. The assistance involves reading purposefully, trying to develop comprehension, while reflection provides extension, promotes critical thinking and determines comprehension.

How it looks in the classroom : Prior knowledge is activated stimulating interest in the subject field, then teachers guide pupils through the lesson using discussion and support to develop new skills or more independent work. The reflection calls for students to deliver the knowledge back to the teacher or peer group to demonstrate full comprehension and critical reasoning skills such as making conclusions.

When ? : Before, during or after

Weblink further reading and examples:

http://www.readingonline.org/articles/richardson/index.html

Strategy : Tea Party

Explanation/Purpose : This is a predictive strategy used in classrooms to help understanding of a topic by group discussion and interaction. Resources are pulled together for the group to make a conclusion of a topic about to be discussed or read.

How it looks in the classroom : Students are each handed a piece of the text on a slip of paper and while mingling, they share their text with others. They then confer in order to try and find out the title or main themes of the passage.

When? : Before and during

Weblink for further reading and example :

Unfortunately, at the time of going to press, so to speak, there were no relevant examples of this strategy currently on the net.

If anyone would like to add a comment with a source, I would be more than happy to check it out and add it to the site.

Strategy : Paraphrasing

Explanation/Purpose: This is designed to help students focus on the most important information in a passage. Students read short passages of materials, identify the main ideas and details, and rephrase the content in their own words.

How it looks in the classroom: The students will read a paragraph silently but thinking to themselves what the words mean. After finishing the paragraph, they will reread it for a deeper understanding or they could simply skim over the paragraph again looking for the main ideas. The last step is putting the main ideas to their own words.

When? : During and after reading

Weblink for further reading and examples :

http://onlineacademy.org/modules/a306/support/xpages/a306b0_20400.html

Strategy : PreP or Pre Reading Plan

Explanation/Purpose: This is discussing information about the topic concerned prior to reading. The teacher can define the purpose or goal for reading to focus the students attention

How it looks in the classroom: This is performed by the teacher and student together. The teacher can use a medley of information at their disposal to illicit information from students on a particular topic. This can take the form of questioning, visual aids, advance organizers, group discussions which could involve brainstorming ideas. It’s building a background picture for the students for easier comprehension of the passage to be read.

When? : Before reading and writing

Weblink for further reading and examples :

http://www.bnkst.edu/literacyguide/pre.html

Strategy : ReQuest

Explanation/Purpose: This strategy helps students create effective questioning techniques. It is designed to help the students to develop their questions about the text and results in more independent learning by the student.

How it looks in the classroom: Teacher and students silently read a section of an article. The teacher closes their book while the students question him/her. As the teacher answers the questions, he/she forces the students’ to develop their questioning skills, either by extending the questions or seeking clarification. Roles are then reversed and after the teacher asks questions, the students can ask for more clarification.

When? : Before and during reading

Weblink for further reading and examples :

http://english.byu.edu/novelinks/reading%20strategies/Watsons/request%20strategy.pdf

Strategy : Question-Answer-Relationship

Explanation/Purpose: This teaches students to ask questions about the text they are reading and in turn try to answer them. Helping the students develop the ability to ask the right questions of themselves and the text is an important part of the reading process.

How it looks in the classroom: Children don’t realise that they can question the author in reading just as they do it after watching a show or a movie, but this strategy helps them refine their questions so they are able to pull out specific information from the text.

When? : Before, during & after reading

Weblink for further reading and examples:

http://curry.edschool.virginia.edu/go/readquest/strat/qar.html

Strategy : Reciprocal Teaching

Explanation/Purpose: Four main components go into reciprocal teaching. They are prediction, question generating, clarifying and summarizing so that students will get to understand a particular piece of text. These strategies are taught so there is no sole reliance on the teacher. It helps to formulate questions in response to the text and involves a lot of interaction with the other students.

How it looks in the classroom: Students gradually assume the role of the teacher in helping their peers construct meaning from the text. The students apply these comprehension strategies while teachers scaffold (Vygotsky) or play a less significant part in the learning process and so developing more independent learners who can use the support network of the teacher if so wished.

When? : Before, during & after

Weblink with further reading and examples:

http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/reciprocal%20teaching.htm

Strategy : Prediction

Explanation: Using students’ prior knowledge or part of the text that has already been read, students will try and guess what will happen next.

How does it look in the classroom: The predictions become hypotheses to test out in reading. With younger children you are always doing this. Sometimes you stop during the reading to revise predictions. This is a very effective reading strategy in my opinion. It can help students think in the right direction.

In the early years, prior to reading aloud, the teacher reads the title and shows the cover of a book and asks the students to say the book is about. The teacher can also stop at various parts while reading to ask again.

In the later years, the teacher could read the title of an article and ask the students to predict what the text will be about. For example, prior to reading the article, “Adopt A Salmon Turns Kids into “Parents,” Conservationist.

When? : Before

Weblink with further reading and examples:

http://www.education-world.com/a_lesson/dailylp/dailylp/dailylp047.shtml

Strategy: Think Aloud

Explanation: When a teacher reads a text and talks about the text and the inner workings of the teacher’s mind as she reads. The teacher says aloud the normally covert inner workings of her mind. This modelling strategy demonstrates to young learners techniques for comprehending text.

How does it look in the classroom:
As the teacher reads, she stops between the sentences or paragraphs and says things like:

“I think this is about Peter at the beach. I’m not sure yet but I will read on and see.”

“That word ‘gulped’ seems to suggest that the monster was very thirsty.”

When? : Before, during & after

Weblink with further reading and examples:

http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/thinkaloud.htm

Strategy: KWL (Know, Want, Learn)

Explanation/Purpose:

This strategy has many benefits including giving the reader focus or purpose for reading a text. They will then reflect on the understanding of the text after reading.It is also used to active students’ prior knowledge of a subject.As a group activity, it brings shared understanding to a text or topic.

What would it look like in the classroom?

Before discussing a new topic or reading a text, write the new topic on the board (´Fish´ for example), have students brainstorm everything that they already know about fish. Then, have the students generate questions that they want to explore about the topic. After studying a topic or sharing a text, have the students reflect upon what new knowledge they gained about the topic or text.

You could use this idea when sharing any new genre: movies, plays, newspaper articles, songs, trade books, factual novel.

When?: Before, during & after

Weblink for further reading and examples :

http://iteslj.org/Techniques/Tan-Cooperative.html

Strategy : Rereading

Explanation/Purpose:

It is a powerful strategy to use. Rereading can be used for vocabulary understanding, such as rereading a passage to make sense of it. It is a valuable way for students to understand a text. They can also understand vocabulary much more in the particular context. Rereading provides a deeper insight of the text.

How does it look in the classroom:

The first read of the text is either read aloud by the teacher or read individually by each student. As a way to enhance understanding or vocabulary in context, pair the students and have one student read orally and the other student listens. When the student who is listening doesn’t understand a word, she stops the reader and they discuss the meaning of the word in it’s context .

This strategy is also a great scaffolding technique for building shared understanding and comprehension of ideas and concepts.

When? : during and after

Weblinks and further reading and examples :

http://www.greatsource.com/grants/downloads/RH_Research_Base9_04.pdf

Strategy: Making Predictions

Explanation: Using students’ prior knowledge or part of the text that has already been read, students will try and predict what will happen next.

How does it look in the classroom:

The predictions become hypotheses to test out in reading. With younger children, you are always doing this. Sometimes you stop during the reading to revise predictions. This is a very effective reading strategy in my opinion. It can help students think in the right direction.

In the early years, prior to reading aloud, the teacher reads the title and shows the cover of a book and asks the students to say the book is about. The teacher can also stop at various parts while reading to ask again.

In the later years, the teacher could read the title of an article and ask the students to predict what the text will be about. For example, prior to reading the article, “Adopt a Salmon Turns Kids into “Parents,” Conservationists. Students will generate ideas about what they think the article is about.

When ? : Before


Further Reading and examples:

http://www.education-world.com/a_lesson/dailylp/dailylp/dailylp047.shtml

Strategy: Visualization

Strategy: Visualization

Explanation: Visualization is when a student is able to create images for a text like playing a movie in their mind.

How would it look in the classroom:
Students close their eyes while the teacher reads a text and students raise their hand when they see a clear image in their mind.

Students are given a text for independent reading and use post-its, highlighters, or underlining to show where they has strong visual impressions in their mind while reading.

When? : Before, during & after reading

Weblink for further reading and examples :

http://gse.gmu.edu/research/lmtip/arp/vol1pdfs/M.Afzal.pdf