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CRITICAL READING. Cristina Cano, Marta Henche, and Cristina Moneva

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CRITICAL READING. Cristina Cano, Marta Henche, and Cristina Moneva

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Pupils work on critical thinking because they build their own opinions creating the context of the book.

Phases:

Students deduct the main character through visualizing the cover.

Then they have to wonder on something that is include in the book, and search the information.

Pupils reasoning their answers with the support of the book.

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Question Chart: Improving Reading Comprehension through Questioning

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Students generate and answer questions as they read a story to facilitate deep thinking and comprehension. For more information go to full lesson plan at http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/00060/. Also go to http://www.LitDiet.org for hundreds of additional free lesson plans and for virtual tours of classrooms.

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Sergio Ramirez, Miguel A. Lopez and Martina Strihová. STORY BITS

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Sergio Ramirez, Miguel A. Lopez and Martina Strihová. STORY BITS

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- explaining the tale with pictures

- dividing the story into the beginning, middle and end

- retelling the story

- only one child retelling the story

http://www.youtube.com/watch?v=eS5My-FFtMk&list=PL5178787DB725559D&index=15

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Before, During and after questions. SANDRA ANAYA, GUIOMAR CABALLERO, CLARA I. VILCHES

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Before, During and after questions. SANDRA ANAYA, GUIOMAR CABALLERO, CLARA I. VILCHES

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Motivate children through questions before during and after reading. Children ask question and they want to continue reading to see if something that they expect happens or not. Teacher can see the interest and comprehension of children through these questions.

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

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Students ask questions pertaining to a text before, during and after reading to build comprehension. For more information go to full lesson plan at http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/00189/. Also go to http://www.LitDiet.org for hundreds of additional free lesson plans and for virtual tours of classrooms.

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                                                                                                   Reading comprehension strategy

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                                                                                                   Reading comprehension strategy

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Interactive story retelling

Encourage the students to improve the comprehension of stories through images and an active participation of the students

TECHNIQUES   RESOURCES / MATERIALS

-Repetition (teacher - students) -Pictures of the things that appear in the story

-Teacher speaks slowly  -Big blackboard to paste the image

-Specific intonation -A book to follow the story

-Active participation

Marta G, Itziar and Patricia P.

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Powerful Method for Teaching Reading to Classroom of Students

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Interactive Story Retelling: Encouraging Retelling with Picture Supports

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Students participate in the retelling of a story using pictures to build early comprehension skills and promote oral expression. For more information go to full lesson plan at http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/00118/. Also go to http://www.LitDiet.org for hundreds of additional free lesson plans and for virtual tours of classrooms.

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Marta Muñoz, Tatiana Karyagina, Ester Prieto and Alberto Salcedo. I KNOW THIS CHARACTER: SCAFFOLDING BOOK REPORT WRITING

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Marta Muñoz, Tatiana Karyagina, Ester Prieto and Alberto Salcedo. I KNOW THIS CHARACTER: SCAFFOLDING BOOK REPORT WRITING

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The strategy consists in choosing books with the same character. This way children know more things about his/her life, context and problems and they feel closer to the character.

http://www.youtube.com/watch?v=nTPjoZdAkL0&list=PL5178787DB725559D&index=14

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Pick a corner. Jessica García, Laura Gil and Cristina Llorente. 

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Pick a corner. Jessica García, Laura Gil and Cristina Llorente. 

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Steps of the strategy:

1. Four corners are created, with different opinions for answers.

2. The teacher says the statements-

3. Children think about their own opinion.

4. They share their opinions between the people of their corner.

GOALS:

-communication.

-comprehension.

TECHNIQUES:

-The teacher explains aloud and slow what are the corners.

- Repetitive terms.

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Pick a Corner: Engaging Students and Encouraging Critical Thinking

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Students form opinions about certain issues and demonstrate these opinions by selecting and then moving to a corner. For more information go to full lesson plan at http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/00072/. Also go to http://www.LitDiet.org for hundreds of additional free lesson plans and for virtual tours of classrooms.

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Noelia Barroso, Sara Blanco and Leticia de la Serna

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Noelia Barroso, Sara Blanco and Leticia de la Serna

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GREEDING CAT

The main goal is to retell the story.

1. The teacher introduce the story they are going to read (the same as they have been reading before)

2. The students follow the story with the teacher, who is using the book to tell the story.

3. The teacher guides them, asquing them questions related to the order of the story. They students are the ones who tell the story with their words.

4. They have to think which their favourite part of the story and draw a picture.

5. They are going to put those pictures of the story in the walls of the school so everyone can read it.

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Students retell a story after engaging in a shared reading activity. Go to http://www.LitDiet.org for hundreds of free lesson plans and for virtual tours of classrooms.

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Inma, Patricia Augusto and Daniel: Five Senses Story Reading: Building Reading Comprehension.

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Inma, Patricia Augusto and Daniel: Five Senses Story Reading: Building Reading Comprehension.

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1. To activate the pre-knowledge of the students making questions.

2.To connect the knowledge with the story.

3. To evaluate the understanding of the students related to the story.

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GRE Reading Comprehension & Analytical Writing

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Five Senses Story Reading: Building Reading Comprehension

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Students gain a deeper understanding of a story by using their five senses to experience each part. For more information go to full lesson plan at http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/00089/. Also go to http://www.LitDiet.org for hundreds of additional free lesson plans and for virtual tours of classrooms.

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Patricia Avila, Marina Barrera, Cristina Garcia and Maria Martinez/ Mind Pictures: Promoting Comprehension through Visualization

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Patricia Avila, Marina Barrera, Cristina Garcia and Maria Martinez/ Mind Pictures: Promoting Comprehension through Visualization

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The strategy consist of students have to imagine the images of the story in their heads as a mind picture. Students then will memorize any of the images that they have liked of the story. The method used is MIND PICTURE.

At the end of the reading, the teacher ask them to remember any of the images of the story and draw a picture of it.

Strategies and techniques used:

1. Remembering used for catching the attention during the storytelling.

2. Use of visual intelligence by transforming the text into mental images.

3. Ability of selecting mind pictures making them think critically ellaborating their own criteria.

4. Sharing through drawings by promoting communication with the rest of the class.

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Mind Pictures: Promoting Comprehension through Visualization

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Visualizing events from a story extends students' understanding of what they are reading and helps them retell important events and characters. For more information go to full lesson plan at http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/00144/. Also go to http://www.LitDiet.org for hundreds of additional free lesson plans and for virtual tours of classrooms.

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Gonzalo Romanillos, Luis Miguel Sebastian & Kike Palacios

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Gonzalo Romanillos, Luis Miguel Sebastian & Kike Palacios

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The teacher advices the students to build a poster with four spaces to develop differents skills:

Main Characters: of the story that they have read

Problems: that appears in the plot

Solutions: they will solve the problems of the end of the story

summary: thay have to create a list of interesting things

LINK:

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Summary Map: Scaffolding Summary Writing

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Students build essential skills in comprehension and develop a greater understanding of the structural features of a summary by creating a poster of a summary map. For more information go to full lesson plan at http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/00094/.

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Let's Make Predictions: Building Reading Comprehension(Rebeca, Nuria Eduardo and Alberto)

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Let's Make Predictions: Building Reading Comprehension(Rebeca, Nuria Eduardo and Alberto)

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The main objective of this reading strategy is to encourage the students

to improve their comprehension through predictions. The teacher enhance

curiosity in children making gestures and sounds in order to predict what

is going to happen.

Link: http://www.youtube.com/watch?v=pbzrNofgm7I&list=PL5178787DB725559D

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Let's Make Predictions: Building Reading Comprehension

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Predicting what will happen next in a story builds students' comprehension skills. For more information go to full lesson plan at http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/00136/. Also go to http://www.LitDiet.org for hundreds of additional free lesson plans and for virtual tours of classrooms.

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Lucia Fernández, Carla Hernández and Sonsoles Torres/ Tricky Words Strategies 

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Lucia Fernández, Carla Hernández and Sonsoles Torres/ Tricky Words Strategies 

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http://www.youtube.com/watch?v=AIkj0Tmnbb0&list=PL5178787DB725559D&index=9

What can I do when I do not understand a meaning of a word?

1. REREAD: you should ask yourself "Does it look right?, Does it sound right? Does it make sense?

2. LOOK AT THE PICTURES: they may give you a clue

3. SLIDE THROUGH THE WHOLE WORD: keep reading even you do not understand a word

4. CHUNK THE SOUNDS TOGETHER

5. SKIP HARD WORDS AND THEN GO BACK: once you have read all the text pay special

attention to does word you did not understand

These steps are sticked on the blackboard and also, students have their own in little cards.

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Andrea Sáez, Rocío Martínez and Clara García

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Andrea Sáez, Rocío Martínez and Clara García

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This reading strategy uses a graphic organizer concretely a four squares retelling. It based on organize the four main actions of the chapter that the teacher had read to the pupils, then they have to complete the stem sentences and draw what they have written.

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Four Square Retelling: A Graphic Organizer for Retelling Narratives

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Retelling a story by writing important events in a four square chart helps students consolidate their understanding of the main events of the story and practice organizing their ideas for writing. For more information go to full lesson plan at http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/00188/.

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Natalia Leon, Javier Gallego and Maria Salazar. Sentence Starters: Making Text-to-Self Connections

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Natalia Leon, Javier Gallego and Maria Salazar. Sentence Starters: Making Text-to-Self Connections

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Schema is the techinque used in this video.It is a mental representation of what we read.Everybody schema is completely different because of our point of view.

http://www.youtube.com/watch?v=bDgiZ79KKK0&list=PL5178787DB725559D

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Students build essential skills in reading comprehension by using sentence starters to help them make text-to-self connections to books they are reading. For more information go to full lesson plan at http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/00096/. Also go to http://www.LitDiet.org for hundreds of additional free lesson plans and for virtual tours of classrooms.