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Background knowledge
1. Carousel
graffiti. Groups of students respond to content-related question prompts
introducing a topic on stations around the room in a sequential manner.
2. Word splash.
Key content-related word is written on board for students to spontaneously add
words/phrases associated with the topic.
3. “Write 5
words when you think of. . .”. Students individually or in small groups
respond to teacher generated content topic word(s).
4. Focused
dialogue. Triad discussions about a topic or topic-related prewritten questions
on index cards as a means of introducing a unit. In groups of three, each
student is given a series of different questions. Other group members respond
when it is their turn; then the member who posed the question responds. Each
member of the group takes a turn posing a series of 9-12 questions.
5. KWL Chart.
On paper with three columns marked ‘Know’ ‘Would like to know’ and ‘Learned’
(this last column to be used later), students in groups write down what they
know and would like to know about a topic.
Summary
6. ABC
Summarizing. List letters of the alphabet vertically and ask students to
write a word, phrase of sentence beginning with that letter of the word that is
related to the topic.
7. Luck of the
draw fishbowl. Place students’ names in a container and pick two or three
names at the end of class. The students whose names are chosen prepare a brief
summary of specific information recently learned for the next class meeting.
8. Learning log.
Students react regularly in journal form to question prompts based on what they
have read.
9. 3-2-1.
Have students individually or in groups write three things they consider
important to remember from what they have read; two things they will find out
more about; and one thing they will do a project on.
10. Best test.
Students create their own test based on the information they have learned.
11.Ticket to
leave. Have students provide a brief written summary of what they have read
just prior to the end of the lesson.
12.Last word
acronym. Use the letters of a key topic word as the basis for creating
words, phrases, or sentences about a topic.
13.Backwards
cloze. From a paragraph written on the board summarizing a topic, erase one
word at a time and have students ‘read’ the paragraph each time, inserting the
missing words along with the words still left on the board.
14. Sentence
modifying adverbs. Produce a list of commonly used sentence-modifying
adverbs on the board, such as ‘suddenly’, ‘actually’, ‘unfortunately’, etc.,
and ask students to produce content statements they are studying in class.
15.Index card
test preparation. Have students individually prepare and use information
for a test from their reading on an index card which can be used when taking
the test. They can write as much information they wish on both sides of the
card. Collect along with completed tests to analyze their learning.
Language Structure
16.Transition signal definitions. Refer
students regularly to transition signals defined (see handout) for use in
reading and writing.
17.Transition signal cloze. Rewrite a
paragraph with several transition words and erase them to be used as a cloze
activity. Show how the signals add to and enhance sentence/paragraph meaning
18.Pronoun search. Check for and make
students aware of pronouns as they are reading.
19.Grammar word labeling. Teach the labels
‘noun’, ‘verb’, ‘adjective’, ‘preposition’, ‘conjunction’, etc. Periodically
review them and teach derivative forms of nouns and verbs.
20.Sentence highlighting. Periodically
highlight a sentence and analyze it for complexity in the following manner:
a. Find the
verb(s): “What’s the action?”Beware of verbs that act as nouns.
b. Find the
subject: “What is this sentence about?”
c. Break the
sentence down into shorter sentences by getting rid of conjunctions or
subordinators.
d. Ask who,
what, where, when, how, etc. questions.
e. Underline
unfamiliar words.
f. If there are
pronouns, make sure students know what each stands for.
g. Look for
transition words to connect ideas.
h. Have students
reread the sentence or talk it over with someone else.
21.Sentence collecting. Periodically ask
students to find a sentence in a passage which contains a specific grammatical
feature (transition word, complex sentence, etc.)
22.Typographical enhancement. Copy or adapt
part of a familiar text and enhance a targeted aspect of language by
capitalizing, underlining, color coding, or bolding that feature. Have students
read aloud and/or create new sentences with that feature.
23.Dictogloss. Choose or create a content
sentence for dictation to be used as review. Read it aloud once only, with
students listening only. Then have them reconstruct the sentence, first
individually, then in small groups. Repeat the same sentence as many times as
necessary until students in groups recreate the sentence accurately.
24.Moving dictation. In pairs, students
take turns going to a centrally located place(s) in the room where there is/are
a posted series of numbered sentences
containing a review of a unit topic. Partner A walks to the posted sentences,
reads and attempts to remember sentence 1, and walks back to ‘dictate’ that
sentence to partner B. Partner B does the same thing with sentence 2, etc.
Partner A and B continue to alternate, thus dictating to each other the series
of posted sentences.
Vocabulary
25. Pronounce/analyze/define. With key
words or words from the Academic Word List (AWL) as they appear in content
reading, take the time to focus on the words by having students pronounce it
several times, analyzing the word for its affixes and grammar forms, and denotative
and connotative meanings.
26.24/48/7/14 interval review. When
teaching a vocabulary word, be sure to review it 24 hours after introducing it;
two days after; one week later; and two weeks later.
27.Word wall. List vocabulary in categories
on a word wall in class on large pieces of paper for periodic reference,
review, and use in writing.
28.Word categories. Periodically place
content-specific words in categories to demonstrate their relationship to each
other.
29.Word sorting. Dictate words to be
reviewed and ask students, individually or in groups, to place the words in
appropriate categories.
30.Missing words. Select a paragraph from
a text and delete selected words. Number the blanks and ask students, in
groups, to write in the correct words.
31.Word/definition matching. In groups,
have students match words from
the reading with
their definitions on separate cards.
32.Two step recycling. Make a set of
cards/slips of paper with one/two sentences from the text with a designated
word missing. In groups have students find the missing word(s) from the text.
33.Categorizing. Have students draw two or
three columns on a sheet of paper. Give them a category from the lesson or
unit. Dictate a series of words that can fit into one of the categories.
34.Customizing the text. From a passage
you propose to use with your class, select a dozen or so words. Write these
down. Then select a sheet of 30-40 different words (not only synonyms) from
which alternatives to those in the text can be chosen. Give the students the
reading passage.
Slowly say the
words you have originally chosen while students underline them in the passage.
Give out the sheet of the 30 – 40 words.
Ask students to
select substitutes from the sheet for the words underlined in the text. In
pairs, have students look at and discuss each other’s choices.
35.Erasing words. Write on the board about
10 words that are difficult to spell and give the class a minute to
‘photograph’ them in their minds.
Point to and
read aloud each word, then erase it. Have students try to write down the list
of words from memory as each word has been erased.
36.Spaghetti technique. Point out and
collect collocations from content texts as students encounter them in their
reading. Periodically use 10 or so pairings and arrange them one-by-one
randomly in a circle. Have student draw lines connecting the original
collocations.
37.Recalling words. Write on the board
between 15-20 words the students have recently learned. Make sure all the words
are understood. Give students a minute to examine them, then erase or conceal
them.
Individually or
in pairs/small groups, have students try to recall and write down as many as
they can.
38.Predicted meanings. Write 8-10
unfamiliar words on the board from a text to be read. Have students take a
sheet of paper and divide it into two columns. Students write the words down on
the left hand column.
On the right
column have students write down 3-4 words suggested by each word. Then have
students, in groups of 3-4, compare what they have written. Then refer students
to the text where the original words are located.
39.Writing definitions. Review what
students have been studying. Select up to 20 words you wish them to remember.
On this list be sure to select five words each from different parts of speech
or all 20 from the same part of speech.
Ask them to write definitions for each word but not to mention the word they
are defining. They should be analytical definitions, not simply synonyms. Have
groups exchange definitions and guess each other’s words.
40.Making groups. Select a lexical
category for review and ask students to call out the words they know related to
the category. Have two students write the words on the board. Ask the students
to think of as many ways to subgroup the words.
41.Vocabulary notebook. Have students
write down unfamiliar words from a content unit. Encourage them to write
meanings, parts of speech, and sentence context.
42.Ghost definitions. Choose a text and
underline 8-10 words and phrases in it. At the bottom of the page, write
definitions of these words in random order, together with definitions of 2-4
other words not in the text. Make a copy for each student in the class. Explain
how you prepared the definitions. Ask the students to match the definitions to the
underlined words, then to find the words to suit the remaining definitions. Ask
students to look at the work of two or three other students in the class.
43.A to Z vocabulary. Periodically assign
each student a letter from the alphabet. Tell each to find two words that begin
with their assigned letter and related to the content being taught. They must
then copy the sentences in which the words occur and write two original
sentences using the words in their correct context. Bring students together in groups
of four, selectively or at random. Have them exchange words and definitions and
have each student use at least four of the words from their exchanges in a
paragraph.
44.Rivet. Select 8-10 words. Write numbers
and draw blank lines on the board for each letter of a word that is chosen.
Fill in the letters of each word one at a time as students watch. Encourage
them to guess what the word is as it is beginning to be completed.
45.Memory association. Have students take
turns to try to name all the words they know in a category. Anyone who cannot
think of a word immediately drops out.
46.Find the page. Dictate a series of
content words the students have recently learned. They then look through the
dictionary to find the page number where each word appears.
47.Semantic feature analysis. Design a
grid with featured vocabulary according to content or word category on the
vertical axis and according to features/characteristics on the horizontal axis.
Have students mark a √, -, or a ? to determine if the category/feature is
possible, not possible, or questionable under certain conditions.
Comprehension
48. Sticky notes. With sticky (post it)
notes, have students write down “I wonder if. . .” or “This reminds me of. . .”
prompts to demonstrate possible questions or thoughts which could emerge from
the text as it connect with personal knowledge.
49.Reverse text sequencing. Before
automatically assignin g a reading passage or chapter, do selected
applications/activities of the text topic in class; discuss the material with
students by introducing and expanding vocabulary items; assign selected
questions for students to answer by skimming the text; and then have student
read the text.
50.Text skimming. In order to have
students understand a passage or chapter, ask them to read the first sentence
or paragraph carefully; look at the beginning of each paragraph; read a few
words; skip some paragraphs;’ read the last paragraph carefully; look back for
clarification, if necessary.
51.Reconstructed jumbled text. Cut an
excerpt from the text into paragraphs or sentences. Have students reconstruct
the text in the correct order and explain why they have chosen that order.
52.GIST. With difficult texts, place on a
screen for the entire class to view in detail. For each paragraph or section,
help students underline ten or more words or concepts that are considered most
important for understanding the text.
List the words on the board and together write a summary statement or two with
those words. Repeat for each paragraph.
53.Boiling it down. This activity requires
different size sticky notes. Ask students to provide a summary of a reading on
the largest size of the sticky note. With the next largest size, ask students
to provide another summary of the summary. Continue in this manner with each
small size sticky note, making sure students write with the same size
lettering.
54.Precis. With a reading passage sum up
each paragraph in one sentence; sum up the sentences into one sentence; and sum
up the sentence into one word.
55.Content review. Type a sheet with at
least 50 content vocabulary words in pre-measured blanks on multiple sheets of
paper. Include enough function words to make sentences, In addition have a
handful of blanks wit nothing written on them. Cut the sheet into individual
piece and place them into separate bags to distribute to groups of students.
Ask students to make five complete sentences as review of content with the
separate words.
56.Tarzan/Jane summary. In a text with
multiple paragraphs, number each and have available sticky notes. With each
sticky note numbered for each paragraph, have students provide a very short,
few word summary for each paragraph. Have students then gather the sticky notes
together and arrange sequentially (they are numbered). In groups, have students
provide expanded oral and written summary for each paragraph.
57.Anticipation guide. Create a pre- and
post- reading series of sentences, some factual, some untrue, based on what the
students will read.
Students answer
True or False for each statement during the prereading; they them review the
sentences after the reading to determine if their initial guesses were correct.
Fluency
58.Phrasing markers. Mark phrases in a
text with slant lines. Have students practice reading the text aloud then silently
according to the phrasing markers.
59.Timed individual reading. Time students
individually as they read a passage, asking them to mark exactly where they
stop in the passage after a one minute interval, two minute interval, three,
etc.
60.Timed pair reading. Partner students
and have each take turns reading the same passage aloud to each other for one
minute. Each in turn marks where he/she stops. They repeat the same reading
three times, each taking turns (each time they read they will cover more words
in their reading).
Оригінал тут:
60 Reading Strategies and activities.pdf
