Reading Strategies for Struggling Students by Katie Babcock https://padlet.com/katienbabcock/uqd8x63rtrdo en-us 2019-02-28 21:31:38 UTC 2025-12-15 23:22:57 UTC hello@padlet.com Reading strategies for Complex Text katienbabcock https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/236026008 2018-02-27 17:35:21 UTC https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/236026008 Oral CLOZE and Partner CLOZE katienbabcock https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/237224630 2018-03-01 23:13:23 UTC https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/237224630 Repeated Reading jad494 https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/341060447 -This method was originally proposed by S. Jay Samuels with the goal of developing decoding automatically. 

How it Works:

-Step One
  The students will read a passage or text at their level as the teacher follows along and notes mistakes and errors.
-Step Two
The teacher and student look over and discuss errors and mistakes made and corrects them together
-Step Three
The student re reads the same text with goal of eliminating the mistakes.
-Step Four and Five (if needed )
If the student is still not reading fluently the student and teacher will go over errors again.  Student rereads the the text a third time. 
(If the student continues make errors after third time reading then a lower level passage may be more appropriate)




]]> 2019-03-13 19:29:44 UTC https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/341060447 Story Maps (Sequencing) asg266 https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/341133768
  • improve students' comprehension
  • framework for identifying the elements of a story
  • organize information and ideas efficiently.

    • ]]>     2019-03-14 01:04:10 UTC https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/341133768     Reader's theater and choral reading https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/341165752 Alyssa Pfeifer
    ·    Reader’s theater can be used to develop reading fluency. This strategy has students read parts from a script out loud. By rereading their part multiple times it helps the student to develop fluency skills. 
    How it works: 
    -step 1: Choose a story that can be divided into parts or characters.
    -step 2: assign reading parts to each student.
    -step 3: Ask students to read their scripts orally for practice.
    -step 4: Have students read their assigned parts to the audience.
    For students the HI disabilities I would give them the script ahead of time. In addition, I would model for them what it looks like to read the passage or text with expression. To help with reading fluency I would use the strategy of choral reading so that they can hear what fluent reading sounds like.
    Choral reading is reading aloud together with the whole class or a group of students. The strategy of choral reading helps students build fluency, confidence in themselves, and motivation to read. Due to the fact that students are reading aloud together students that may not be the best readers or feel self-conscious about reading  aloud have a built-in support.  Choral reading provides students who are less skilled readers opportunities to practice reading and get support before reading on their own. The strategy of choral reading provides students with a model for fluent reading that students can listen to.
    ·   How it works:
    -step 1: choose a book or passage that works for the reading group.
    Step 2: provide each student with a copy of the text so that they are able to follow along.
    Step 3: read the passage or story aloud and model fluent reading for the students.
    Step 4: ask the students to use a finger to follow along.
    Step 5: rear the passage again and have everyone in the group read the passage aloud together.
    Link to video of Reader's theater:
    https://youtu.be/P-Suvry_pw8 
    Link to video of choral reading:
    https://youtu.be/o_-z8d0sRUA ]]>     2019-03-14 04:05:47 UTC https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/341165752     Word Wall https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/341536357 Chandler Milazzo
    Word walls are universal and can be adapted for each subject. 
    The purpose of a word wall is to create a permanent visual describing words that the students will be required to know/understand in order to successfully grasp the concept they are learning or the text they are reading. 
    ELA: 
    The words can be related to the book or story that is being read, the concept words that are newly introduced, or common words they will see most in text. These words can range from Tier 1 to Tier 3, depending on what the teacher wants to focus on. 
    Science/Math/Social Studies:
    A word wall can be used in any other these subjects, or any subject, and can include words that relate to the particular area section they are studying. Science example could be words such as precipitation, condensation, atmosphere, etc. can be placed on the word wall when studying the water cycle. In math, when the class is studying fractions, words such as numerator, denominator, quarter, part of, etc. are all words that can be placed on the wall. 
    Word walls can be used in any subject to help students comprehend what is being said and gives them a visual to look to when they need clarification

    The teacher and the students should create the wall together. This is important because it ensures that each student is a part of the discussion and can provide input on what should go on the wall and what is not necessary. 

    New words should be added weekly and the word wall should be referenced daily so the students can see their relevance. 

    See site below to view how word walls are used in classrooms


    ]]>     2019-03-14 20:44:33 UTC https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/341536357     Visual Imagery while Reading enw37 https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/341536513 Purpose: This is important because when we create images in our minds, and connect pictures to words, we are able to retain and reproduce information.

    Objective:  Through guided visualization, students learn how to create mental pictures as they read.

    Related Visual Imagery Strategies can be used before, during and after reading in order to create an understanding based upon background knowledge,  build schema (knowledge that is built upon other knowledge in order to categorize and remember information) and to explain their current comprehension levels after reading.
    Process:
    Step One - Teachers should guide their students and model how they themselves create mental images while they read. A story should be read an the teacher should stop several times while reading and think aloud to model what they are picturing in their head that reflects what they just read.
    Step Two - As the teacher thinks aloud and explains what they are thinking to their students, a picture should be drawn to represent the event, character, setting, or incident that has been described and visualized. This way students know what is expected of them while they read.
    Step Three - As a class, the teacher would then read another story, this time filling out the wheel with the students. The teacher would pause at times and ask students to draw something that stood out. The teacher would make sure to talk about how pictures might be different based on how we visualize the story in our head.
    Step Four -  Students will use this strategy on a story of their own, practicing stopping while reading in order to comprehend what they are reading and drawing a picture to represent their thoughts.
    (If they have trouble knowing where to stop, teach them to pick up on main events, descriptions of the character and setting, and identifying the beginning middle and end!)

    ]]>     2019-03-14 20:45:07 UTC https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/341536513     Anticipation Guides meg_gunderson13 https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/341562459 Purpose:
    Anticipation Guides are a great tool to tap into students' prior knowledge, stimulate interest in the topic or story, spark discussion, and support comprehension.
    Steps:
    1. Create the Anticipation Guide: Depending on the subject, type of text, and the level of your students you can modify the guide to fit you lesson. 
    2. Model: Demonstrate expectations, introduce the text, and show students how to respond to the statements. 
    3. Instructions: Read aloud each statement and ask students to discuss whether they agree or disagree with the statement. 
    4. Read: Either read the text aloud or have students read independently. If you read aloud, be sure to pause at points in the text that correspond with the statements. 
    5. Review/Discuss: Review the statements again and encourage discussion.
    Anticipation Guides can be used across subjects.
    Source: http://www.readingrockets.org/strategies/anticipation_guide

    ]]>     2019-03-14 22:43:02 UTC https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/341562459     Reading Comprehension https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/341606459 Cumorah Richardson
    Matching newspapers articles to the titles that match.

    How it works:
    Teacher cuts out articles from a newspapers. The teacher  cuts the title off of the title. Learners have to read the articles and match the titles to the articles they have have read. 

    -helps learners improve their reading comprehension
    -helps learners identify summaries

    ]]>     2019-03-15 02:43:14 UTC https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/341606459     ABC, easy as Mama and Me! (Annie Sampogna - ESE 450) katienbabcock https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/341606817 This strategy is asking students to help the Mama animals find their baby animals. This game is all about matching! The students will match the uppercase letters (Mama animals) with their lowercase letters (baby animals). 

    A fun way to scaffold this strategy for the students who are getting it quickly is to have the cards flipped over and matching them by flipping two cards at a time and seeing if they get a pair. They would keep going until all their cards are flipped with the animals showing. 

    A way to modify this activity for students with HI is giving them four cards and having them match them. Once the students are able to match the four cards the teacher gives them with 100% accuracy the teacher can increase the number of cards given. 

    ]]>     2019-03-15 02:46:08 UTC https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/341606817     Hide-& GLO! (Yvonne Walker ESE 450) katienbabcock https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/341606845 Within this strategy, the children will practice writing their ABC's, work in collaborative groups, find their ABC's with a flashlight, and actively work on phonemic awareness in which focuses on and begin to manipulate individual sounds.  

    HI Modifications:  This strategy would engage the learner in the classroom I am in currently.  This would be a way to scaffold their learning, meet their IEP goals and expose them to a different technique of phonemic awareness.  


    Fluency
    Objective
    The student will gain speed and accuracy in letter recognition.
    Materials
    Large box
    Black bulletin board paper
    Line the box with the black paper.
    Glow-in-the-dark chalk
    Write upper and lowercase letters on the back wall of the box.
    Flashlight
    Black construction paper
    For student use
    White chalk
    Activity
    Students use a flashlight to quickly identify letters of the alphabet.
    1. Place box (turned on its side) and flashlight at the center. Provide each student with
    black paper and chalk.
    2. Working in pairs, student one shines the light on a letter.
    3. Student two quickly names the letter.
    4. Continue the activity naming all the letters.
    5. Reverse roles and repeat the activity.
    6. Practice writing the letters with chalk on a piece of black paper.
    7. Peer evaluation
    F.003 Letter Recognition
    Glow Go]]>     2019-03-15 02:46:18 UTC https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/341606845     Anticipation Guide (Victoria) katienbabcock https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/341615298 The teacher should begin the anticipation guide by writing four to six statements about key ideas in the text; some true and some false. Include columns following each statement, which can be left blank or can be labeled Yes, or No (Maybe can also be used). Introduce the text or reading material and share the guide with the students. Model the process of responding to the statements and marking the columns. Read each of the statements and ask the students if they agree or disagree with it. Provide the opportunity for discussion. The emphasis is not on right answers but to share what they know and to make predictions. Read the text aloud or have students read the selection individually. If reading aloud, teachers should read slowly and stop at places in the text that correspond to each of the statements. Bring closure to the reading by revisiting each of the statements.


    ]]>     2019-03-15 03:46:22 UTC https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/341615298     Vocabulary Word Maps tlj56 https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/351040618 A word map is a visual organizer that promotes vocabulary development. Using a graphic organizer, students think about terms or concepts in several ways. Most word map organizers engage students in developing a definition, synonyms, antonyms, and a picture for a given vocabulary word or concept. Enhancing students' vocabulary is important to developing their reading comprehension.

    Why use word maps?
    • They're useful for helping students develop their understanding of a word.
    • They help students think about new terms or concepts in several ways by asking the following questions:
    • "What is it?"
      "What is it like?" and
      "What are some examples?"
    • They help student build upon prior knowledge and visually represent new information.

    How to use word maps
    1. Introduce the vocabulary word and the map to the students.
    2. Teach them how to use the map by putting the target word in the central box.
    3. Ask students to suggest words or phrases to put in the other boxes which answer the following questions: "What is it?" "What is it like?" and "What are some examples?"
    4. Encourage students to use synonyms, antonyms, and a picture to help illustrate the new target word or concept.
    5. Model how to write a definition using the information on the word map.
    6. Have students use their word maps to create a personal dictionary to use in class.

    http://www.readingrockets.org/strategies/word_maps

    ]]>     2019-04-12 04:18:45 UTC https://padlet.com/katienbabcock/uqd8x63rtrdo/wish/351040618