Reading Strategies before, during and after evaluation.

Experiential learning: Experiential learning is determined and controlled by the individual for the purpose of achieving personal development and growth KWL: represents three principle components: K = what is !nown "K# according to prior !nowledge $ = determining what pupils want "$# to learn % = identifying what pupils learn "%# after instructional events Anticipation Guide: &nticipation guides, according to 'ran! Smith ()*+,- allow the reader to ma!e predictions about text that will be read by eliminating possibilities that are unli!ely. Word Sort: .t is a simple small group activity. Students list !ey words from a reading selection. (&lternatively, the teacher may provide a list of terms prior to the reading activity.- Students identify the meaning and properties of each word and then sort the list into collections of words with similar features. /his sorting process lin!s students0 prior !nowledge to the basic vocabulary of a reading selection. Closed Word Sort1/he teacher provides the categories to the students. /he students then match the words with the features to create the word collections. Open Word Sort1/he teacher provides only the list of words. Students wor! together to discern the common features and to describe the categories for collecting the word groups. Demonstration: .nvolves showing by reason or proof, explaining or ma!ing clear by use of examples or experiments. 2ut more simply, demonstration means to clearly show. /eachers not only demonstrate specific learning concepts within the classroom, they can also participate in demonstration classrooms to help improve their own teaching strategies. Brainstorming: 3rainstorming is a large or small group activity which encourages students to focus on a topic and contribute to the free flow of ideas. /he teacher may begin by posing a 4uestion or a problem, or by introducing a topic. Students then express possible answers, relevant words and ideas. 5ontributions are accepted without criticism or 6udgement. Making predictions: .t is a strategy in which readers use information from a text (including titles, headings, pictures, and diagrams- and their own personal experiences to anticipate what they are about to read (or what comes next-.

DRTA: 7irected Reading8/hin!ing &ctivity (7R8/&- is a teaching strategy that guides students in ma!ing predictions about a text and then reading to confirm or refute their predictions. /his strategy encourages students to be active and thoughtful readers, enhancing their comprehension. Voca ular! uilding: $hen a text may have too many challenging or difficult words, a teacher may want to employ a variety of techni4ues such as translation, picture matching, or explaining the new vocabulary in context. 9sing games and interaction between classmates is also useful before reading a text containing new vocabulary. Mo"ie#Video: a clip is shown before the reading to encourage students and introduce the topic.