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I have included ten strategies that will aid in my future students reading comprehension. Each strategy will include a definition and an example of an organizer I would use with the particular strategy.
Strategies Discussed 1. Discussion Webs 2. Question Answer Relationship 3. Jigsaw Groups 4. Exit Slips 5. KWL 6. Point of View Guides 7. Double-Entry Journals 8. Monitoring Comprehnsion 9. Inferring 10. Synthesizing p. 2 p. 3 p. 4 p. 5 p. 6 p. 7 p. 8 p. 9 p. 10 p.11
p.14 p.15-17
Strategy #1: Discussion Webs Discussion webs encourage students to engage the text and each other in thoughtful discussion by creating framework for students to explore texts and consider different sides of an issue in a discussion before drawing conclusions (Vacca, 2010). Conversation is an important part of learning. Discussion webs help students have an authentic conversation without the teacher needing to be there to guide the conversation. The teacher just needs to generate a question for the students to ponder. The students are then paired into groups where they think-pair-share to pros and cons or the texts being compared and form a conclusion statement in a larger group of three or four.
Yes Question:
No
Conclusion Statement:
Strategy #2: Question Answer Relationship (QAR) Question answer relationships make explicit to students the relationships that exist among the type of question asked, the text, and the readers prior knowledge (Vacca, 2010). Using QAR helps students become aware of and skilled in using the four learning strategies associated with QAR to find the information they need to comprehend (Vacca, 2010).
In the Text:
Right There The answer is in the text. The words used in the question and the words used for the answer can usually be found in the same sentences.
Think and Search The answer is in the text, but the words used in the question and those used for the answer are not in the same sentence. You need to think about different parts of the text and how ideas can be put together before you can answer the question.
In Your Head:
What author says?
On Your Own Author and You The text got you thinking, but the answer is The answer is not in the text. You need to inside your head. The author cant help you think about what you know, what the author much. So think about it, and use what you says, and how they fit together. know already about the question. Adapted from Teaching QAR by T.E. Raphael in 1986
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Strategy #3: Jigsaw Groups Jigsaw teaching requires students to specialize on a specific area within a topic that will be shared to an overall group. Think of this strategy as a puzzle. Depending on what topic is being investigated will decide how many students will per specific area. Once the students have become experts on that specific area they were assigned to they will form groups to complete the rest of the areas in their puzzle. Each person in the group is responsible for learning and teaching their information to the other group members. The following is an example jigsaw lesson found at http://www.readwritethink.org/classroom-resources/lesson-plans/americanfolklore-jigsaw-character-30524.html.
American Tall Tales and Folklore Jigsaw Group Discussion Worksheet Story Title: _________________________________________________
Everyone: Read the story and discuss the questions. Each person: Report to the class about one part of the story.
Reporter
_______________ Main Character What does the main character look like? What special abilities does the main character have? _______________ Setting Where and when does the story take place? How is the setting important to the story? _______________ Support Characters What other characters appear in the story? How does the main character relate to them? _______________ Main Plot Points What are two or three important events in the story? What is the main lesson or main idea of the story? _______________ Problem and Solution What problems does the main character face? How are those problems resolved?
Strategy #4: Exit Slips Exit slips are asked by the teacher at the end of a lesson. For example, they can be given as students leave for a special. They are a way to bring closure to what was learned. The students may be asked to summarize, synthesize, evaluate, or project (Vacca, 2010). The exit slips can provide the teacher with direction for the next class. Some of the following ideas were from http://www.readingrockets.org/strategies/exit_slips/.
Prompts that document learning: 1. Write one thing you learned today. 2. What are three most important things you learned this class period? Discuss how today's lesson could be used in the real world. 3. Rate your understanding of today's topic on a scale of 1-10. What can you do to improve your understanding? 4. What confuses you about the material you read for today or what we covered today?
Prompts that emphasize the process of learning: 1. I didn't understand 2. Write one question you have about today's lesson. 3. Provide a one-paragraph summary of todays lesson.
Prompts to evaluate the effectiveness of instruction: 1. Did you enjoy working in small groups today? 2. I can use this knowledge, strategy, or process again when I....
Other exit prompts include: 1. 2. 3. 4. I would like to learn more about Please explain more about The thing that surprised me the most today was I wish
Strategy # 5: KWL (What do you know? What do you want to know? What did you learn?) KWL is a well proven instructional strategy that engages students in active text learning. Vacca explains this strategy in the following sentences (2010). The strategy begins by asking students what they know about the topic to be studies. Then it asks the students to make a list of questions about the topic that they want to know. This leads to a list of what students do learn as a result of their engagement in the strategy. Be sure to use discussion, a graphic organizer, and have students write a summary to clarify and internalize what the students have just read (Vacca, 2010). K What I Know W What I Want to Know L What I Learned and Still Need to Learn
Strategy #6: Point of View Guides (POVGs) Point of view guides (POVG) connects writing to reading in a creative way. They help students with thoughtful reading and writing by digging deeper under the surface of a character or subject. According to Vacca (2010), several key characteristics of POVGs include the following: they are questions presented in an interview format that allows students to think about text from a different point of view and perspective, encourages speculation, inferential thinking, and elaboration by placing students in role-play situations, engage students in writing to learn by having them actively contribute their own experiences to the role, and require first-person writing on the part of students as they respond to a situation. The following example is taken from http://www.readingrockets.org/books/fun/exquisiteprompt/scieszka/, but changed slightly to go with the Des Moines Register article, Im here from Ukraine, where can I stay?
Strategy # 7: Double-Entry Journals (DEJ) Double-Entry Journals help students read between and beyond the lines of a text. One side of the entry encourages students to record details from the text such as select words, short quotes, or passages from the text that interest them or evoke strong responses (Vaccas et al., 2010). They can either record exactly what the text says or record it in their own words. The other side of the entry invites students to interact with ideas in the text which promotes higher level thinking. This helps with the process of constructing meaning (comprehension) of a text.
Strategy #8: Monitoring Comprehension Monitoring comprehension involves thinking within the text. The goal of this strategy is to have students merge their thinking with the text information, building knowledge as they continue to read. This process helps students monitor meaning, articulate their thinking, and become strategic readers who develop new insights (Harvey & Goudvis, 2007).
Strategy #9: Inferring Teaching students to infer involves teaching them to draw conclusions or make predictions. A simple statement could be said. It means reading between the lines. Inferring involves using the context to figure out the meaning of an unfamiliar word, noticing a characters actions to surface a theme, visualizing, interpreting the meaning of language, making predictions, and drawing conclusions (Vacca, 2010). Students merge their background knowledge with clues in the text to come up with an idea that is not explicitly stated by the author when making an inference (Vacca, 2010).
While reading, highlight or mark a sentence to record under words in the text. Share your personal response under my background knowledge to the words in the text. Then record your brief explanation under the inference column. Use the prompts if needed. I think Maybe it means I predict Im guessing that
My background knowledge
Inference
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Synthesizing involves thinking beyond the text; therefore, this strategy takes higher level thinking. It means putting together information from the text and from the readers own background knowledge in order to create new understandings (Harvey & Goudvis, 2007). Harvey and Goudvis also add that synthesizing is like putting a jigsaw puzzle together. It takes adding to our store of knowledge and reinforces what we already know and other times we merge new information with existing knowledge to understand a new perspective, a new line of thinking, or even an original idea (Harvey & Goudvis, 2007).
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References Goudvis, A. & Harvey, S. (2007). Strategies that Work (2nd ed.). Portland, Maine: Stenhouse Publishers Lesson Plans. (n.d.). ReadWriteThink. Retrieved July 17, 2011, from http://www.readwritethink.org Munson, K. (2011, July 17). I'm here from Ukraine, Where can I Stay?. Des Moines Register, pp. 1,4. Reading Rockets: Exit Slips. (n.d.). Reading Rockets: Reading Comprehension & Language Arts Teaching Strategies for Kids. Retrieved July 17, 2011, from http://www.readingrockets.org/ Vacca, R.T., Vacca, J.L, & Mraz, M. (2010) Content Area Reading (10th ed.). Boston: Pearson
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That tenuous connection was Mykolyuk's salvation. The exasperated student roomed with Titarenko's mother for a night, and then was welcomed into the home of Yuriy and Olena Protasov in West Des Moines - within walking distance of her job at Drury Inn. The U.S. State Department tallies 105international students in Iowa this summer in the work travel program and a total of 1,257 with J-1 visas. J-1 visas in general provide a non-immigrant cultural exchange that "fosters global understanding." And the summer work travel program subset of these visas lets international college kids spend their school break working in the U.S. Mykolyuk is one of three J-1 employees at the Drury hotel in West Des Moines; the other two workers are from Thailand. Placements are coordinated on this end by a human resources consultant in St. Louis, where the Drury chain also is based. About 130,000 international college students participated last year in summer work travel, including 9,240 from Ukraine. But Ukraine and five other countries - Belarus, Bulgaria, Moldova, Romania and Russia - are governed this year under a stricter pilot program intended to "enhance the safeguards for participants," according to the State Department. Officials last year received a significant increase in complaints of "fraudulent job offers, inappropriate jobs, job cancellations on arrival, insufficient number of work hours, and housing and transportation problems." But all is well with Mykolyuk now that she's settled into the Protasovs' home. One evening last week featured a conversation over a dessert of pineapple cake, watermelon and sweet tea. The Protasovs and their son, Anton, 21, arrived a dozen years ago from Kiev, after the collapse of both the Soviet empire and Ukraine's economy. They began learning English through church and Des Moines Area Community College. Like Mykolyuk, Olena at first worked as a housekeeper even though she had been an accountant in Ukraine; she now works as an accountant once again. Yuriy began in the produce department at Dahl's and today runs his own trucking firm. Titarenko and her husband, Michael, hail from western Ukraine near the Polish border. Their family has grown in the States with daughter Sofia, 3, and 10-month-old Andrew. Dozens of Titarenko's family members also live in the metro, which means that the guest list is pushing 150 for Andrew's upcoming baptism. Titarenko works as a registered nurse in critical care at Mercy Medical Center and has emerged as a lead organizer for the local population that hails from the former Soviet nations. She's seen the festivals in Des Moines staged by Italians, Latinos, Asians and other ethnic groups. "Why don't we have something?" Titarenko wonders. "Our culture is so rich, and our language is beautiful." These families worry about losing their own native tongue. So they've begun to organize Christmas shows and other events in rented rooms at St. Pius X Catholic Church in Urbandale, where 100 or more people have joined them. (Anton even dressed up as Santa.) 16
Titarenko also is looking for help to launch a new website to promote and unify her local community. That way, the next student in Mykolyuk's shoes should have an easier time tracking down his or her fellow Ukrainians in Iowa.
The Protasovs, left, and the Titarenkos, right, sit with Karina Mykolyuk between them at the Protasovs house in West Des Moines, where Mykolyuk is rooming during her summer work and travel program. From left are Yuriy Protasov, Anton Protasov, Olena Protasov, Mykolyuk, Ellie Titarenko, Sofia Titarenko, Michael Titarenko and Andrew Titarenko.
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