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A concept sort is a comprehension strategy used to help give students background knowledge with the vocabulary of a new topic or book

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Good way to introduce new vocabulary

Can let you in on how much the students already know and are familiar with the vocabulary

Familiarizes students with the vocabulary of a new topic or book

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Students may not be familiar with the words in the concept sort, it’s best to teach them before this activity

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“A comprehension strategy that guides students in asking questions about a text, making predictions, and then reading to confirm predictions.”

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Can help students with their critical thinking skills

Teaches students to monitor their own understanding

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This activity is a step by step procedure and there is not a lot of room for improvising or extra teaching if the students need it

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An inquiry chart helps students generate questions and a topic and then organize the information for later writings

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Promotes critical thinking

Students are generating meaningful questions

Helps students who may struggle to get their words onto paper or don’t have the tools to organize their thoughts

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This may be too advanced for some students, generating meaningful questions and even organizing it takes practice and patience

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A strategy that engages students with whatever they are reading and encourages them to ask questions throughout the story about the text and author

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Engages students in the text they are reading

Helps students form questions to the author

Lets students be the ones critiquing for once

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It may be a challenge to get all students engaged in the same book and participating

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Strategy used after reading to help students figure out exactly what they are being asked and how to find the answers to these questions. The four types of questions include

Right there questions

Think and search questions

Author and you

On my own

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Can improve reading comprehension

Teaches students how to ask questions about whatever they are reading

Fosters creativity

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Can be time consuming

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“Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying and predicting.”

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Students get to be actively involved

This is a tool that could help them monitor their own comprehension

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This requires a lot of time and practice from the whole classroom

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Students join in as a text is read aloud all while being guided and supported by a teacher.

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Can build sight word knowledge

Helps with reading fluency

Can help students feel a sense of success

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Some students may get left behind while reading

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An activity that helps students segment words into individual sounds or phonemes

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Helps build phonological awareness

Helps with counting phonemes

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Students may segment incorrectly, which can do more harm than good

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R - role of writer
A - audience
F - format
T - topic
"A writing strategy that helps students understand their roles as writers, the audience they will address, the varied formats of writing, and the topic they’ll be writing about.”

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Students can write from different viewpoints

Teaches students writing skills like targeting the audience, coming up with a main idea, and organizing their work

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There is really no disadvantage that I can think of to this literacy teaching skill.

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A way to broaden student vocabulary and deepen their understanding of related words

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Helps broaden vocabulary

"Helps students distinguish between shades of meaning.”

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Students may look to technology to help them with this activity and not think of words themselves

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Before, During and After Questions: Promoting Reading Comprehension and Critical Thinking

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Students Take Charge: Reciprocal Teaching

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Teaching with Shared Reading of a Big Book

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Did it Make You Laugh?: Learning About the Author's Purpose (Virtual Tour)

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To scaffold for English language learners, teachers could use pictures along with the words being taught, and students could work in small groups or pairs

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The reading in the thinking activity could be broken down into smaller chunks, and if the students can read proficiency in their native language the text can be administered that way

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The questions for the inquiry chart should be kept simple, and easy to comprehend

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Teachers can have students work in pairs or small groups for this so everyone gets a chance to express their views and work during the discussion

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Once again, paring the students or putting them in small groups is the best for that one on one discussion

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In these small groups it is best to have students of varying abilities. Using something like the PALS (Peer Assisted Learning Program) and placing low reading students with higher reading students allows for even more peer instruction

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For students who are ELLs and do not feel comfortable reading in English yet, you could give them a copy of the book the class is reading in their native lnaguage

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For Elkonin Boxes you could give the student words in their native language. Instead of dog give them perro

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Give them a topic that they will understand and enjoy. For example, if it’s social studies, the student probably doesn’t know much about American history, but they may know a lot about the history of their home country and could share great information with the class

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Students could draw their own illustrations for each word on the gradient if they wanted to

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https://slideplayer.com/slide/9618996/

http://www.readingrockets.org/strategies

EL317 book