The KWL Chart- K-W-L is an instructional reading strategy that is implemented to help guide students through assigned reading. The activity begins with students brainstorming what they Know about the topic that was presented to them. The students will continue by developing questions pertaining to what they Want to Know about the topic. At the completion of the reading, or during if applicable, the students can answer the questions they produced in the W column. The answers they have Learned will be recorded in the L column of the K-W-L chart. The three columns of KWL allow students to organize and produce their thoughts, which will assist them in retaining the information after the reading is complete. A KWL chart can prove successful for Health Education/Science lessons because the content area deals with a topic matter that is likely highly familiar to a 9th grade student. Taking into consideration that the lesson deals with information that the students will likely be familiar with at this point in their high school career, the KWL chart allows the students greater range in deciding what they want to learn from the assigned reading. For example, the students will likely understand that physical activity will improve physical fitness, but perhaps they are not certain of how physical activity influences a person’s mental/emotional state of being. The students will be able to provide what they know about physical activity, but will also have the opportunity to identify what they want to know, which they will obtain from the reading. KWL charts provide students with the opportunity to become active thinkers while they are reading.
Resource: www.nea.org/tools/k-w-l-know-want-to-know-learned.html
Print out: www.eduplace.com/graphicorganizer/pdf/kwl.pdf
Resource: www.nea.org/tools/k-w-l-know-want-to-know-learned.html
Print out: www.eduplace.com/graphicorganizer/pdf/kwl.pdf
SQ3R: SQ3R is a reading comprehension strategy that assists students by allowing to think about the material they are reading while the reading is in the process of being completed. The SQ3R strategy helps students get the most out of their reading the first time they read. Students will benefit from this strategy due to the fact that in order to complete successfully, a student must think about the reading, and immediately process what they understand. The SQ3R strategy also discourages students from overloading information on nights before exams because the nature of the activity requires them to process and record information while they are reading. Essentially, the strategy helps create the notes that the students will use as their study guides. The SQ3R reading strategy consists of the 5 following steps:
Survey: During the survey aspect of the strategy, the students will actively look through the text and begin to formulate potential meanings to the topics based on section headings, bolded vocabulary, and any type of charting or visual representation.
Question(s): Upon surveying, the students will develop questions based off of the preview, and that they feel they need answered.
Read: As the students are reading, they must actively be searching for the answers to the questions that they developed during the survey of the text that was selected by the teacher. Due to the fact that the questions were developed from the main structure points of the text, the questions will help keep the students focused during their reading.
Recite: While the reading is taking place, the students are encouraged to recite the answers to the questions that they developed earlier in the exercise. The students will also take note of their answers so that they can use as a study reference.
Review: When the reading is complete, the students should take the time to review the text again answer any remaining questions, or to make adjustments to answers they had already developed.
Source: www.studygs.net/texred2.htm
Survey: During the survey aspect of the strategy, the students will actively look through the text and begin to formulate potential meanings to the topics based on section headings, bolded vocabulary, and any type of charting or visual representation.
Question(s): Upon surveying, the students will develop questions based off of the preview, and that they feel they need answered.
Read: As the students are reading, they must actively be searching for the answers to the questions that they developed during the survey of the text that was selected by the teacher. Due to the fact that the questions were developed from the main structure points of the text, the questions will help keep the students focused during their reading.
Recite: While the reading is taking place, the students are encouraged to recite the answers to the questions that they developed earlier in the exercise. The students will also take note of their answers so that they can use as a study reference.
Review: When the reading is complete, the students should take the time to review the text again answer any remaining questions, or to make adjustments to answers they had already developed.
Source: www.studygs.net/texred2.htm
Directed Reading Thinking Activity (DRTA): The DRTA strategy requires students to ask questions about the text they are reading, make predictions on what they expect the answers to be, and then read in order to discover whether their predictions proved to be correct or incorrect. By actively seeking for the answers to their own questions, the students will consider and treat the text more carefully, which in turn will develop a more complete comprehension of the text. A DRTA can be used to facilitate a whole class, organized groups, or independent work. The DRTA strategy is adaptable, and can be adjusted to meet the reading needs of the students, and can be used in different subject matters. The strategy itself will assist the students in developing both their critical thinking and reading skills. Although the teacher will guide the process, the DRTA strategy allows students to learn how to identify, and decide, what the purpose of a reading selection, and based on that information, begin to make educated predictions on what will follow.
Direct (D)- Teacher will use the pre-reading time to scan title, headings, and illustration/charts, and encourage the students to make educated predictions about they believe the selection will be about. During the discussion, the teacher can ask probing questions that will help the students activate their prior knowledge. Ex: Chronic Diseases. What do you think this section will be about?
Reading (R)- The students will read the assigned selection, and stop at the a pre-determined spot. the teacher will then take the time to ask the students questions that are specific to the selection. The teacher will also ask the students to review their predictions, and if the read information changes or enhances that prediction. The students will continue to read and reflect until they finish the selection.
Thinking (T)- When the reading is complete, the teacher will direct the students to revisit the selection, and consider whether their predictions were were in line or need adjustments. The teacher can take a moment at this time to engage student thinking by asking questions such as: What evidence did you find in your reading that proves that your predictions are correct? Did you find any information in the reading that is leading to make adjustments to your original prediction?
Source: www.readingrockets.org/strategies/drta
Direct (D)- Teacher will use the pre-reading time to scan title, headings, and illustration/charts, and encourage the students to make educated predictions about they believe the selection will be about. During the discussion, the teacher can ask probing questions that will help the students activate their prior knowledge. Ex: Chronic Diseases. What do you think this section will be about?
Reading (R)- The students will read the assigned selection, and stop at the a pre-determined spot. the teacher will then take the time to ask the students questions that are specific to the selection. The teacher will also ask the students to review their predictions, and if the read information changes or enhances that prediction. The students will continue to read and reflect until they finish the selection.
Thinking (T)- When the reading is complete, the teacher will direct the students to revisit the selection, and consider whether their predictions were were in line or need adjustments. The teacher can take a moment at this time to engage student thinking by asking questions such as: What evidence did you find in your reading that proves that your predictions are correct? Did you find any information in the reading that is leading to make adjustments to your original prediction?
Source: www.readingrockets.org/strategies/drta
Reading Guides: Reading guides are a useful, teacher developed, tool that allow students to read through difficult materials. The students, while reading, will stop and answer questions that are based off of the reading in the text. Reading guides help the students with comprehension by focusing their attention to main points in the reading, and allowing them to understand how the selected text is being structured to teach them. Reading guides can be created by the classroom teacher, and can be used for different levels of reading ability, and various subjects. Reading guides may prove particularly useful when having students read through difficult text that they may struggle to read and comprehend independently. A teacher can adapt reading guides in order to be used as an independent activity, or as group and whole class assignments. The teachers will decide what concepts will be addressed in the guide, however, the teacher must consider the needs of the students, and their existing knowledge of the content being studied. The reading guides can be presented in a number of ways, for example, as questions, true or false statements, fill in the blank, etc...
EX: Nutrition and Physical Activity 1. Name the 6 types of nutrient. 2. What is a balanced diet? 3. (T/F) Cardiovascular Endurance is achieved through sleep and rest. (If false, explain why) *The types of questions, and their details, can be determined by the teacher.* Resource: www.readingrockets.org/strategies/reading_guide QAR Strategy: The QAR approach is a strategy that is designed to be used after the students have completed their reading. The QAR strategy prepares the students to critically examine the questions they are being asked for an assignment, and what approaches to take in order to find those answers. The QAR strategy itself leads students to examine four types of questions:
Right There Questions: These types of questions are the types in which the answers can be found directly in the text, and will likely contain words or phrases that are shared in both the question and answer. Think and Search Questions: The answers to the provided questions must be searched for through the span of the text, and the information obtained is consolidated to build understanding. Author and You: These types of questions are based on the information that is located in the text, however, the students will be tasked with providing their own experiences in order to relate them to that information. The answers themselves will not be directly found in the textbook, but rather they will be developed by the students, and will be based on what they read and understood. On My Own: To answer these types of questions, the student does not have to read the text that was provided, or assigned, but rather they must use their prior knowledge of the content in order to answer the presented questions. Source: www.readingrockets.org/strategies/question_answer_relationship |