READING SKILL DEVELOPMENT

READING SKILL DEVELOPMENT

1. BEFORE

   • WORD SPLASH
     • Students write a story using some familiar and unfamiliar words that are all found in the text. Some stories are shared aloud; any misunderstood or unknown words are then defined. A Word Splash activates prior knowledge about key vocabulary and concepts.
   • KEY WORDS
     • Students write an informational essay using new concept vocabulary; typically this is a way for students to describe what they already know about the terms before they actually read the text. It is a tool for activating prior knowledge and determining necessary instruction. A Key Words activity can be used again after a unit to demonstrate increased understanding.
   • PREWRITE QUESTIONS
     • Students survey the text and create questions they think the text was designed to answer. This sets a purpose for reading. (During reading, students should try to answer their questions).
   • STORY IMPRESSION
     • Students write a story using vocabulary words; appropriate for literature. A story impression is a prediction of a story; as students begin to do the actual reading, they have a schema in place to which new ideas from the text can be attached, corrected, or enhanced.
   • PICTURES
     • Students look at pictures/text box/sidebars and predict what text is about.
   • DO NOW
     • Students write their thoughts on a topic or question that relates specifically to text that will be read by students. “Do Now”s are typically done at the start of a class or lesson.
   • THINK PAIR SHARE
     • Students write down thoughts, discuss with partner, and share meaningful ideas with class. Forces interaction and uncovers various perspectives and prior knowledge.
   • KWL CHART
     • Using a three-columned poster or page, students write what they “know" or think they know about a topic, and then add any questions they “want" to have answered by the text. Return to the chart after reading to record what was “learned" through the reading, and/or to correct any prior misconceptions.
   • I-SEARCH
     • An alternative to a research paper that allows students to write about a topic they are interested in.

2. DURING

   • RESPONSE SHEET
     • Students note key statements on the left and personal responses to them on the right; helps connect text to prior knowledge, and provides meaningful study guide later; based on Cornell note-taking method.
   • STICKY NOTES
     • Students use “post its” to write thoughts/notes and stick to a text on which writing is forbidden
   • TEXT RENDERING
     • An alternative to traditional highlighting of words or concepts that stand out; an interaction between reader and text.
   • REREADING
     • Students look back at the text to find support of an answer/opinion/position.
   • CHUNKING
     • Teacher breaks up reading passages into “chunks” (1 paragraph - 3 paragraphs)
   • DO NOW
     • Students write their thoughts on a topic or question that relates specifically to text that will be read by students.
   • PREWRITE QUESTIONS
     • Students answer the questions they composed prior to reading, and create additional questions that arise as they read the text.
   • LIT CIRCLES
     • An independent reading activity that prompts student-generated discussions on a chosen text. Students are active, rather than passive, users of text.
   • KWL CHART
     • Students return to the chart they created prior to reading to record what was learned through the reading, and/or to correct any prior misconceptions.

3. AFTER

   • EXPERT JIGSAW
     • An expert jigsaw breaks up a large text into smaller chunks. It allows the students to take leadership by teaching their peers what they’ve learned, but first gives them the confidence to do so by giving them time to consult with other students that read the same section of a given text.
   • REFLECTION
     • Students write about the new content or perspectives learned, and describe how the new learning relates to previous understanding and future actions.
   • THINCK PAIR SHARE
     • Students write down thoughts on a given subject, discuss with partner, and share with class. Forces interaction and uncovers various perspectives and comprehension.
   • WHIP
     • A text rendering activity that involves full student participation.
   • KWL CHART
     • Students return to the chart after reading to record what was learned through the reading, and/or to correct any prior misconceptions
   • I-SEARCH
     • An alternative to a research paper that leads students to investigate a topic they are interested in without the worry of plagiarism and the overwhelming paper deluge.

4. BDA strategies are used to get students to activate existing knowledge, thereby creating a mental framework to which new text, terms, idea, etc. Key processes used throughout BDAs are writing, conversation and reading.