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These free graphic organizers for reading come with filled-in examples. Download them now to help kids with reading comprehension.

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Reciprocal teaching is a cooperative learning strategy that aims to improve students’ reading comprehension skills, with four components: predicting, clarifying, questioning, and summarizing. A group of students take turns acting as the teacher in guiding the comprehension of a text.

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Proficient readers make predictions naturally, without even knowing it. They predict what a book will be about based on the title, they predict why characters act a certain way, and they guess what will happen next when they get to the end of a chapter.

It's important that teachers help teach young students to use this same reading comprehension strategy as well.

But - it takes explicit teaching for students to begin doing this on autopilot.

Predicting helps keep the reader's mind engaged and activated as he or she works through a text. When students actively predict while reading, they stay connected to the text and can reflect upon, refine, and revise their predictions.

Let's dive in to how to model, practice, and assess this reading comprehension strategy with your students.

Pssst... Want a super engaging and interactive way to have students practice predicting?

LINKtivity® Interactive Guides are EXACTLY what you need to make learning fun & accessible for all!

Get access to the Predicting LINKtivity® (+a growing library of LINKtivities!) inside of LINKtivity® Learning - an all-access pass to our entire vault of LINKtivities!

Below are the different categories within this post to help you jump to exactly what you need! Click on each category title to navigate there directly:

what you need to know before teaching the predicting reading strategy:

Predicting requires the reader to do two things: 1) use clues the author provides in the text, and 2) use what he/she knows from personal experience or knowledge (schema). When readers combine these two things, they can make relevant, logical predictions.

When students make predictions, we want them to be able to justify their thinking. In their predictions, we want to hear students drawing from both the text and their own schema. Asking students to justify their predictions, keeps them accountable for their thinking and helps them take their thinking deeper.

Readers should make predictions before, during, and after reading. There are several different kinds of predictions that a reader can make with a text. Readers can:

predict what the book will be about (Reader use titles and cover illustrations, etc.)

predict the author's purpose (Is the author trying to convince us of something? Does the author want to teach us something? etc.)

predict future events in the book (Reader bases these predictions on previous events or character words and actions)

predict why an author included a specific text feature (What does it teach us? What information does it help clarify?)

predict what they will learn from the text or section within a text (Reader uses titles, headings, and subheadings to inform predictions)

predict what would happen next at the end of the book if it were to continue

Predicting involves more than just trying to figure out what will happen next. In fact, predicting requires students to draw on a variety of other secondary skills. As students look for evidence for their predictions, they also ask themselves questions, reread the text, recall information given in the text, infer, and draw conclusions.

Making predictions helps set the stage for students to monitor their own comprehension. Making predictions naturally encourages the reader to want to continue reading in order to find out if their predictions were correct or not. By making predictions and then reading on to see if those predictions were correct helps to let the students know if their thinking was on the right track. Using the prediction strategy correctly, truly will result in comprehending the text more fully.

INTRODUCING THE Predicting reading STRATEGY TO STUDENTS

The concept of predicting will most likely not be new to students. Activating this skill while reading, however, may require some practice. Since students may not be stopping to make predictions as they read, explicit instruction to train students to do so is essential.

You can introduce this reading comprehension strategy with a simple exercise. Tell students that you are going to play a quick game that will require them to guess what you are going to do next in your school day.

Explain that you are going to leave and re-enter the room, providing clues as to what you are going to do next. Here are two example scenarios that you might use:

When you re-enter the room, grab a soccer ball (or other playground equipment), put on your coat, and grab your whistle. Have students predict what you are going to do next (go out for recess).

When you re-enter, go to your desk and pull out your current read-aloud book and have a seat where you normally share your read-aloud with the class. Have students predict what you are going to do next (read-aloud to the class).

In either case, have students share out the clues that they used to make their guesses. Explain that when students made a guess as to what you were doing next, they were making predictions. Tell students that readers make predictions all the time in the books that they are reading by using clues that the author gives them, and by using their own personal knowledge. In the scenarios above, the students used the clues from your actions plus their knowledge from past experiences to make their guesses as to what you were going to do next.

MODELING HOW TO Make Predictions WHILE READING

Once students are in the mindset of making predictions, you can begin modeling through a read-aloud. Picture books work well, even with older students, to help model this strategy from start to finish.

To prepare for modeling this strategy, choose a text that works great with making predictions. (see book suggestions at the end of this teacher guide). Preview the text and plan for places that you will stop to model making predictions. If desired, write your predictions on Post-it notes and place them on the pages where you plan to share your predictions.

Create an anchor chart, like shown below, to record your predictions together as a class. (Note: For younger students, you can simplify this chart by putting only writing "reflection" in the 3rd column)

While reading your text to students, stop to discuss your predictions. Write your predictions on your chart (or place up your prepared Post-it notes) for students to see in the "My Predictions" column. Discuss WHY you made each prediction. Then, in the "Text Evidence" column, record evidence from the text that helped inform your predictions. As you read, fill out the "Revise, Refine, and Reflect" section for each prediction to note whether or not your predictions were correct, and how it informed your thinking. Explain that as you reflect on your predictions, sometimes you need to refine (make more clear), or even revise (change) your predictions based on new information that the author may give you. Here's an example using the book Thank You, Mr. Falker by Patricia Polacco:(affiliate link)

When first starting out, it might be helpful to give students some thinking prompts to help guide their predictions. Here are a few examples:

I think ________ will happen because _________

I bet _______

I'm guessing _______

Since ____ happened, I think that _______ will happen

I think the character will ___ because _______

I think I will learn ______

Another thing to focus on with students while making predictions is helping students make logical predictions that make sense. Again, you will need to model this specifically. Model both logical and not logical predictions. For example, when reading Thank You, Mr. Falker a logical prediction might be: "Since Tricia has been staying after school with Mr. Falker, I predict that she will finally learn how to read." A prediction that is not logical would be: "I predict Tricia will read the book ." The second prediction does not use any text clues to form the prediction. Although it is about Tricia reading, nothing in the text suggests that reading The Three Little Pigs The Three Little Pigs would be a logical prediction.

Struggling readers often make predictions that are not logical by simply choosing something remotely related to the topic or event in the book. This is why it is so important to help students rely on text evidence when making predictions as well as reflecting on each prediction. Help students to use phrases such as: " this prediction makes sense because in the text is says..." or "this is a logical prediction because."

Model making predictions in both fiction and nonfiction texts. In fiction texts helps students to make predictions about what the book might be about, what might happen next, or what a character might say or do. In nonfiction, students can predict what they might learn from the text, what information will be included within headings and subheadings, the definition of new content words, or why authors include certain text features.

CHOOSE TEXTS THAT ASSIST IN MAKING PREDICTIONS:

Of course we want students to be able to make predictions regardless or what book they are reading. However, as students have their first experiences working this this strategy, choose books that lend themselves to makgin predictions will help students to have a quick win, and easily see this strategy in action.

Be sure to choose a book that provide obvious opportunities for students make predictions. This will help set students up for success and will train their brains to stop and think about what is going on in the text in order to make logical predictions.

Here are some of my favorites to use when modeling predicting (affiliate links):

PRACTICING PREDICTING:

CREATE SIMPLE VISUALS TO REMIND STUDENTS TO PREDICT

When first using a new reading strategy, students need constant reminders. Visuals such as bookmark to use while reading, or a classroom poster that is displayed on a reading strategy bulletin board work wonderfully to nudge students to make predictions while reading.

Continue to create anchor charts displaying the predictions that you make during read-aloud texts. You can even create a class anchor charts where students post their own predictions about a book that you are reading together as a class.

8 FREE Reading Strategy Bookmarks

Grab these FREE student bookmarks to help your students use reading comprehension strategies while reading.

There are a total of 8 bookmarks that explain reading strategy in kid-friendly language and is the perfect reference for students to use during independent or small-group reading time.

USE LINKtivity DIGITAL LEARNING GUIDES

New to LINKtivities? >> CLICK HERE

If you know me, even just a little bit, then you know I'm about to talk about LINKtivity digital learning guides. Why? Because LINKtivities are interactive, engaging, and so fun for learning and practicing new skills like reading strategies.

I created a LINKtivity® specifically for teaching students how to make predictions while reading. Watch the video below for a sneak-peek!

Here's how it works:

In the Predicting LINKtivity, students first watch a short animated video clip that quickly catches their attention with fun doodles and images. The clip introduces what the strategy is and how readers use it.

From there they read alongside their "virtual reading buddy" to see the strategy applied to a text. While clicking through the digital book, each time the student comes across a thought bubble, they click on it and are brought to a new slide in the LINKtivity guide to see what their reading buddy is thinking!

Then, to take their learning to the next level, students read 3 additional high-interest reading passages to practice the strategy on their own. In a similar fashion as they did with their reading buddy, students click through the digital storybook and stop to make predictions along the way.

HAVE STUDENTS KEEP TRACK OF THEIR PREDICTIONS WHILE READING

Having students write down their predictions and then reflect, refine, and revise them as they read, is key when it comes to informing you of their understanding of the strategy. From their written predictions you can see if their predictions are meaningful, relevant, and logical to the story that they are reading.

Writing down their predictions also keeps them accountable for their learning and gives you an informal assessment.

ASSESSING YOUR STUDENTS ON MAking Predictions

Assessment, whether it be formal or informal, drives instruction. For more informal assessments, take notes about a students use of the predicting strategy during reading conferences or in small groups. Considering the following when observing the students' use of the strategy:

Are students making predictions prompted or unprompted?

Can students support their predictions with text evidence?

Do students draw on personal experiences to inform their predictions?

Are students monitoring if their predictions were correct or incorrect?

Are the students' predictions logical? Do they make sense to the story?

Finally, having a rubric written in kid-friendly language is especially helpful when providing feedback to a student on their ability to make predictions. The rubric can provide clear guidelines on how to make predictions while reading.

Resources for making predictions

Want to get your hands on the Predicting LINKtivity®?
Grab our Predicting LINKtivity and start using this ready-to-go resource that includes:

OR - You can get access to the Predicting LINKtivity® PLUS all the other reading comprehension strategies inside of LINKtivity® Learning - an ALL-ACCESS pass to every single LINKtivity® created (INCLUDING all 7 reading strategy LINKtivities!)

Proficient readers make predictions naturally, without even knowing it. They predict what a book will be about based on the title, they predict why characters act a certain way, and they guess what will happen next when they get to the end of a chapter.

It's important that teachers help teach young students to use this same reading comprehension strategy as well.

But - it takes explicit teaching for students to begin doing this on autopilot.

Predicting helps keep the reader's mind engaged and activated as he or she works through a text. When students actively predict while reading, they stay connected to the text and can reflect upon, refine, and revise their predictions.

Let's dive in to how to model, practice, and assess this reading comprehension strategy with your students.

Pssst... Want a super engaging and interactive way to have students practice predicting?

LINKtivity® Interactive Guides are EXACTLY what you need to make learning fun & accessible for all!

Get access to the Predicting LINKtivity® (+a growing library of LINKtivities!) inside of LINKtivity® Learning - an all-access pass to our entire vault of LINKtivities!

Below are the different categories within this post to help you jump to exactly what you need! Click on each category title to navigate there directly:

what you need to know before teaching the predicting reading strategy:

Predicting requires the reader to do two things: 1) use clues the author provides in the text, and 2) use what he/she knows from personal experience or knowledge (schema). When readers combine these two things, they can make relevant, logical predictions.

When students make predictions, we want them to be able to justify their thinking. In their predictions, we want to hear students drawing from both the text and their own schema. Asking students to justify their predictions, keeps them accountable for their thinking and helps them take their thinking deeper.

Readers should make predictions before, during, and after reading. There are several different kinds of predictions that a reader can make with a text. Readers can:

predict what the book will be about (Reader use titles and cover illustrations, etc.)

predict the author's purpose (Is the author trying to convince us of something? Does the author want to teach us something? etc.)

predict future events in the book (Reader bases these predictions on previous events or character words and actions)

predict why an author included a specific text feature (What does it teach us? What information does it help clarify?)

predict what they will learn from the text or section within a text (Reader uses titles, headings, and subheadings to inform predictions)

predict what would happen next at the end of the book if it were to continue

Predicting involves more than just trying to figure out what will happen next. In fact, predicting requires students to draw on a variety of other secondary skills. As students look for evidence for their predictions, they also ask themselves questions, reread the text, recall information given in the text, infer, and draw conclusions.

Making predictions helps set the stage for students to monitor their own comprehension. Making predictions naturally encourages the reader to want to continue reading in order to find out if their predictions were correct or not. By making predictions and then reading on to see if those predictions were correct helps to let the students know if their thinking was on the right track. Using the prediction strategy correctly, truly will result in comprehending the text more fully.

INTRODUCING THE Predicting reading STRATEGY TO STUDENTS

The concept of predicting will most likely not be new to students. Activating this skill while reading, however, may require some practice. Since students may not be stopping to make predictions as they read, explicit instruction to train students to do so is essential.

You can introduce this reading comprehension strategy with a simple exercise. Tell students that you are going to play a quick game that will require them to guess what you are going to do next in your school day.

Explain that you are going to leave and re-enter the room, providing clues as to what you are going to do next. Here are two example scenarios that you might use:

When you re-enter the room, grab a soccer ball (or other playground equipment), put on your coat, and grab your whistle. Have students predict what you are going to do next (go out for recess).

When you re-enter, go to your desk and pull out your current read-aloud book and have a seat where you normally share your read-aloud with the class. Have students predict what you are going to do next (read-aloud to the class).

In either case, have students share out the clues that they used to make their guesses. Explain that when students made a guess as to what you were doing next, they were making predictions. Tell students that readers make predictions all the time in the books that they are reading by using clues that the author gives them, and by using their own personal knowledge. In the scenarios above, the students used the clues from your actions plus their knowledge from past experiences to make their guesses as to what you were going to do next.

MODELING HOW TO Make Predictions WHILE READING

Once students are in the mindset of making predictions, you can begin modeling through a read-aloud. Picture books work well, even with older students, to help model this strategy from start to finish.

To prepare for modeling this strategy, choose a text that works great with making predictions. (see book suggestions at the end of this teacher guide). Preview the text and plan for places that you will stop to model making predictions. If desired, write your predictions on Post-it notes and place them on the pages where you plan to share your predictions.

Create an anchor chart, like shown below, to record your predictions together as a class. (Note: For younger students, you can simplify this chart by putting only writing "reflection" in the 3rd column)

While reading your text to students, stop to discuss your predictions. Write your predictions on your chart (or place up your prepared Post-it notes) for students to see in the "My Predictions" column. Discuss WHY you made each prediction. Then, in the "Text Evidence" column, record evidence from the text that helped inform your predictions. As you read, fill out the "Revise, Refine, and Reflect" section for each prediction to note whether or not your predictions were correct, and how it informed your thinking. Explain that as you reflect on your predictions, sometimes you need to refine (make more clear), or even revise (change) your predictions based on new information that the author may give you. Here's an example using the book Thank You, Mr. Falker by Patricia Polacco:(affiliate link)

When first starting out, it might be helpful to give students some thinking prompts to help guide their predictions. Here are a few examples:

I think ________ will happen because _________

I bet _______

I'm guessing _______

Since ____ happened, I think that _______ will happen

I think the character will ___ because _______

I think I will learn ______

Another thing to focus on with students while making predictions is helping students make logical predictions that make sense. Again, you will need to model this specifically. Model both logical and not logical predictions. For example, when reading Thank You, Mr. Falker a logical prediction might be: "Since Tricia has been staying after school with Mr. Falker, I predict that she will finally learn how to read." A prediction that is not logical would be: "I predict Tricia will read the book ." The second prediction does not use any text clues to form the prediction. Although it is about Tricia reading, nothing in the text suggests that reading The Three Little Pigs The Three Little Pigs would be a logical prediction.

Struggling readers often make predictions that are not logical by simply choosing something remotely related to the topic or event in the book. This is why it is so important to help students rely on text evidence when making predictions as well as reflecting on each prediction. Help students to use phrases such as: " this prediction makes sense because in the text is says..." or "this is a logical prediction because."

Model making predictions in both fiction and nonfiction texts. In fiction texts helps students to make predictions about what the book might be about, what might happen next, or what a character might say or do. In nonfiction, students can predict what they might learn from the text, what information will be included within headings and subheadings, the definition of new content words, or why authors include certain text features.

CHOOSE TEXTS THAT ASSIST IN MAKING PREDICTIONS:

Of course we want students to be able to make predictions regardless or what book they are reading. However, as students have their first experiences working this this strategy, choose books that lend themselves to makgin predictions will help students to have a quick win, and easily see this strategy in action.

Be sure to choose a book that provide obvious opportunities for students make predictions. This will help set students up for success and will train their brains to stop and think about what is going on in the text in order to make logical predictions.

Here are some of my favorites to use when modeling predicting (affiliate links):

PRACTICING PREDICTING:

CREATE SIMPLE VISUALS TO REMIND STUDENTS TO PREDICT

When first using a new reading strategy, students need constant reminders. Visuals such as bookmark to use while reading, or a classroom poster that is displayed on a reading strategy bulletin board work wonderfully to nudge students to make predictions while reading.

Continue to create anchor charts displaying the predictions that you make during read-aloud texts. You can even create a class anchor charts where students post their own predictions about a book that you are reading together as a class.

8 FREE Reading Strategy Bookmarks

Grab these FREE student bookmarks to help your students use reading comprehension strategies while reading.

There are a total of 8 bookmarks that explain reading strategy in kid-friendly language and is the perfect reference for students to use during independent or small-group reading time.

USE LINKtivity DIGITAL LEARNING GUIDES

New to LINKtivities? >> CLICK HERE

If you know me, even just a little bit, then you know I'm about to talk about LINKtivity digital learning guides. Why? Because LINKtivities are interactive, engaging, and so fun for learning and practicing new skills like reading strategies.

I created a LINKtivity® specifically for teaching students how to make predictions while reading. Watch the video below for a sneak-peek!

Here's how it works:

In the Predicting LINKtivity, students first watch a short animated video clip that quickly catches their attention with fun doodles and images. The clip introduces what the strategy is and how readers use it.

From there they read alongside their "virtual reading buddy" to see the strategy applied to a text. While clicking through the digital book, each time the student comes across a thought bubble, they click on it and are brought to a new slide in the LINKtivity guide to see what their reading buddy is thinking!

Then, to take their learning to the next level, students read 3 additional high-interest reading passages to practice the strategy on their own. In a similar fashion as they did with their reading buddy, students click through the digital storybook and stop to make predictions along the way.

HAVE STUDENTS KEEP TRACK OF THEIR PREDICTIONS WHILE READING

Having students write down their predictions and then reflect, refine, and revise them as they read, is key when it comes to informing you of their understanding of the strategy. From their written predictions you can see if their predictions are meaningful, relevant, and logical to the story that they are reading.

Writing down their predictions also keeps them accountable for their learning and gives you an informal assessment.

ASSESSING YOUR STUDENTS ON MAking Predictions

Assessment, whether it be formal or informal, drives instruction. For more informal assessments, take notes about a students use of the predicting strategy during reading conferences or in small groups. Considering the following when observing the students' use of the strategy:

Are students making predictions prompted or unprompted?

Can students support their predictions with text evidence?

Do students draw on personal experiences to inform their predictions?

Are students monitoring if their predictions were correct or incorrect?

Are the students' predictions logical? Do they make sense to the story?

Finally, having a rubric written in kid-friendly language is especially helpful when providing feedback to a student on their ability to make predictions. The rubric can provide clear guidelines on how to make predictions while reading.

Resources for making predictions

Want to get your hands on the Predicting LINKtivity®?
Grab our Predicting LINKtivity and start using this ready-to-go resource that includes:

OR - You can get access to the Predicting LINKtivity® PLUS all the other reading comprehension strategies inside of LINKtivity® Learning - an ALL-ACCESS pass to every single LINKtivity® created (INCLUDING all 7 reading strategy LINKtivities!)

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Reading Comprehension Strategy Series: How To Teach Students to Make Predictions While They Read - THE CLASSROOM NOOK

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Love podcasts? Check out this post in form of a podcast episode on The Classroom Commute

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Enhance Reading Comprehension With Graphic Organizers » Britannica

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Unearth the magic of graphic organizers in vocabulary and unlock tools that amplify lessons, elevate comprehension, and make words stick.

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Teacher Modeling Reading Comprehension (Saul R. Resendis)

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Teacher Modeling Reading Comprehension (Saul R. Resendis)

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5 Research-Based Reading Comprehension Strategies to Use in Your Classroom

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Effective reading instruction is dependent on many factors, some of which are not within a teacher’s control. But what about those that are?

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Iowa Reading Research Center - The University of Iowa

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Asking Questions Graphic Organizer (PreK-Grade 4)

This organizer helps readers develop comprehension skills by learning how to ask questions and look for the answers in a text.
Asking Questions Graphic Organizer (PreK-Grade 4)
Asking Questions Graphic Organizer (Grades 5-12)

This organizer helps readers develop comprehension skills by learning how to ask questions and look for the answers in a text.
Asking Questions Graphic Organizer (Grades 5-12)
Book vs. Movie - Compare and Contrast

This graphic organizer helps children organize their thoughts about the similarities and differences between a book and a movie telling the same story. Comparing books and their movie adaptations can help motivate students to read and dig deeper into some elements of the text.
Book vs. Movie - Compare and Contrast
Cause and Effect Graphic Organizer

Students can be taught to use this graphic organizer to identify and record events that occur in a text (effect) and the reason why that event occurred (cause).
Cause and Effect Graphic Organizer
Compound Word Meaning

With this graphic organizer, children can identify and define the two words that were combined to make a compound word and use that information to define the compound word. This can help develop morphological knowledge, or the ability to identify and manipulate the smallest units of meaning within a word.
Compound Word Meaning
Context Clue Graphic Organizer

Students can identify and keep track of context clues using this graphic organizer by writing down the unfamiliar word, the type of context clue, and the word meaning. Context clues help readers determine the meaning of new words.
Context Clue Graphic Organizer
Forming Opinions

This tool helps users organize their thoughts and learn to form opinions about their reading.
"Forming Opinions" graphic organizer
Improve Your Writing Using Mentor Texts

Questions about a mentor text can guide discussion, help students organize their thoughts, and identify techniques and approaches from the example of good writing that students can use. The organizer can be used in a group or individual setting.
Improve Your Writing Using Mentor Texts
K-W-L Chart

This chart can be filled out by children when reading at home in order to support activation of background knowledge about the topic of a text they are reading. This is intended to help them better understand the text.

Making and Evaluating Predictions

This graphic organizer helps students write down evidence they find in a text, make a prediction based on that evidence, write down any new evidence they find, and evaluate the prediction they made. Making predictions is a way for students to better comprehend a given text.
Making and Evaluating Predictions
Making Inferences

Using two prompts, users will be able to use this organizer to practice inferencing skills, which are critical for reading comprehension.
"Making Inferences" graphic organizer
POSSUM Graphic Organizer

Educators can use this graphic organizer in the classroom to structure vocabulary learning and help students work through all six elements of the POSSUM approach. Caregivers may also use this resource to support vocabulary learning while reading with their children at home.
POSSUM Graphic Organizer
Problem-Solution Text Structure Resources

The Problem-Soultion Text Structure Map is a graphic organizer that students can use to organize the structure of a text. This also includes a rubric for educators.
Problem-Solution Text Structure Resources
Sequencing Graphic Organizer

Children can use this graphic organizer for recording the characters, settings, and events of a story. This graphic organizer can be used to help your child identify the elements while reading or listening to a story.
Sequencing Graphic Organizer
Story Map

Students can be taught to use this graphic organizer as a part of a comprehension strategy to show the elements of a narrative text and check themselves for understanding of those elements.

Suffix Dictionary

A graphic organizer to record the meaning of suffixes in words by writing down the word ending, whether the word is an adjective or a noun, and the meaning of the suffix.
Suffix Dictionary
Theme Development Tracker

Adolescents can use this resource to identify themes in literary texts and record textual details that introduce and develop the themes.
Theme Development Tracker
What Am I Thinking Organizer

Users of this tool are encouraged to write down their thoughts about a text in four different ways (opinion, reaction, connection, and visualization) and provide reasons from the text for their thoughts.
"What Am I Thinking" graphic organizer
Word Box Template

A graphic organizer designed to help students determine which letters represent the sounds heard in a given word. A graphic representing the word is provided with blank spaces for each sound to be filled in. Both a three-space and six-space word box are included.
Word Box Template
Writing an Objective Summary

With this resource that includes a graphic organizer, children follow a step-by-step set of instructions that leads them to write an objective summary of a text. The summary does not include any opinions or judgments.
Writing an Objective Summary

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IRRC Resources Reading Graphic Organizer

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Author Taylor Lester Publish Date 2023-10-13

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High Engagement Practice: Graphic Organizers for Reading

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Reading is a skill that we assume most of our students have, but the truth of the matter is that they often need support to ensure they’re reading critically and not passively. Purpose for reading In order to offer supports for students when it comes to their reading task, we first need to identify the purpose for reading. In order to do so, we can ask ourselves several questions before we assign a reading task: What is meant to be gained from the reading? In other words, is this an informational text to provide students with background information on a topic? Will students need to analyze this text in the form of a literary or rhetorical analysis? Is this one of many readings for a synthesis assignment? Thinking about what the students will get out of the reading will help determine how to support them.How does their purpose for reading intersect with your purpose as the instructor?What next steps will you take in the course after students have read this text? How does this reading support your goals as the instructor? Thinking about your module/unit-level and course-level learning objectives as you assign readings will help you determine how a reading will move the goals of your course forward.How does the purpose for reading intersect with the author’s purpose for writing?Why was the piece written? At what time were they writing the text? What other events were happening around the time of the piece being written? These questions can help determine places where a student may need more support in order to understand this foundational question; knowing what kind of text their reading will allow them to dig deeper into it. Once these purposes have been identified, we can ask ourselves, “what support would a student need in order to achieve this purpose for reading?” Those supports can come in the form of graphic organizers. Types of organizers Depending on what is meant to be gained from the reading, try some of these organizers: KWL Chart: This is a three-column organizer that allows students to consider their prior knowledge and interests before reading, typically for informational purposes. Each letter of KWL stands for:K: What students KNOW already (before reading)W: What students WANT to know about the topic (before reading)L: What students LEARNED about the topic (during/after reading)Frayer Model: This organizer is typically used for vocabulary acquisition. The word needing to be defined as a result of reading is at the center, and then students fill out four sections:Definition of the term in their own wordsCharacteristics of the termExamples of the termNon-examples of the termThough the Frayer Model is typically used in this way, it can be modified for different purposes. For example, if you want students to take a foundational document and make more modern connections, consider having the text at the center of the organizer, and have students make four kinds of connections:Text-to-Self: how does this text connect to me/my life?Text-to-Itself: how does something I’ve read in this text connect to earlier parts of the text? How is the idea developed?Text-to-Text: how does this text connect to other texts I’ve read/watched/listened to?Text-to-World: how does this text connect to world events, past or present?The Point Loma Nazarene University Center for Teaching and Learning has a number of examples of reading graphic organizers for download. These organizers typically follow set steps:What key points are being made in the text?What page number is that information found on?What insights can be gained from these key points?How can I apply these insights?Note: There are versions of these organizers that are modified for research and/or peer review!Minnesota State University has a number of graphic organizers available for download across many disciplines and for a variety of purposes. Some of these organizers include:Compare and contrast: looking and two texts and noting similarities and differencesDialogue journals: putting the text in conversation with your own thoughts and ideas about itSkimming text organizers: looking for keywords, headers, etc. to gain some insights before diving right into the textDiagram a process: based on the reading, create a timeline, flowchart, diagram, etc. Luna, Villalón, Martínez-Álvarez, and Mateos (2022) also studied students who were using graphic organizers in a collaborative way, building towards an argumentative synthesis. Through their study, they found that, while students made improvements to their written products with and without the organizers, they made “more in the process intervention.” These organizers could take the form of groups working together to make connections, discussing a text with one another, or taking a section of a text and building off each other. Impact of using graphic organizers When graphic organizers are simple and used often, they can improve the ways in which students engage with texts in their courses. Graphic organizers cause students to slow down their reading process, taking reading from being a more passive activity to an active engagement. Depending on the purpose for reading, students can tap into their prior knowledge to build confidence; reflect on their reading before, during, and after reading; and perform high-level metacognitive work. Using reading graphic organizers doesn’t just improve outcomes when reading; organizers can improve the outcomes of discussion activities and writing tasks–especially writing requiring synthesis of sources. Lastly–and perhaps most importantly–using reading graphic organizers is a learner-centered approach to assessing students’ reading comprehension and understanding. It gives them the opportunity to create an artifact that they can revisit and build on throughout their time in the course, while still providing the instructor with the opportunity to assess students and hold them accountable for the reading they’re doing. As always, we would love to see how you’re using graphic organizers for reading in your courses! Feel free to email COLRS at colrs@uis.edu to share what you’re doing with your classes. And if you want to implement these strategies into your own course and need help doing so, reach out to our office anytime!

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"During Reading" Activities (Erica Aguillon)

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"During Reading" Activities (Erica Aguillon)

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14 Activities That Increase Student Engagement During Reading Instruction - Reading Horizons

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Research shows that students whose teachers spend too much time talking are less likely to be engaged during classroom instruction. Luckily, reading instruction can be so much more than lecture,Continue reading “14 Activities That Increase Student Engagement During Reading Instruction”

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Glenda Cotton