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Say Something Reading Strategy

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Becky Risedorph

on 13 February 2013

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Transcript of Say Something Reading Strategy

Say Something Works Cited Elizabeth Cotter
Kaye Sandborn
Vince LoPiccolo
Rebecca Risedorph The Say Something reading strategy compels students to interact with texts in the midst of the reading rather than after reading. Readers work with a partner or in a group of three to examine a text, stopping regularly to "say something" about the material. Partners respond and the reading carries on. Say Something can be utilized to make predictions, clarifications, raise questions, or establish connections as well as encourage readers to clarify, identify, and create mental pictures. Description Consistent and constant interaction with text prevents students from simply reading to get through an assignment. Eyes may touch every word, but comprehension is lacking, especially for reluctant readers. When students are required to "say something," they must take time to think about what is being read--teaching reading comprehension through practice and student-student-text interaction. This interaction will ultimately yield meaning as they see reading comprehension as an intentional practice. They will also feel less threatened and embarrassed as they work with peers in small groups rather than exposing their uncertainty dealing with texts in front of the whole class.. Rationale Implementation It is important to model the Say Something strategy in the classroom more than once. Dependent readers will need extra guidance. Start with shorter texts so students become comfortable with the strategy and build confidence working with texts. Post the Rules for Say Something in the classroom, demonstrate with a colleague, and practice often! Students will learn to comprehend texts as they experience reading comprehension tangibly. http://www.page1book.com/
www.youtube.com; Using Reciprocal Teaching Strategies
http://www.readinglady.com Video of Implementation READ SAY READ SAY ACTIVE READING "Say Something" encourages readers to talk
to the text while they read. "Proficient readers often carry on a running monologue in their heads while reading. The self-conversation may include what the readers understand, what they agree / disagree with, what they do not yet understand, and what they wonder about as the text unfolds.

Teaching developing readers to carry on this type of active, ongoing response to their reading will increase and deepen their comprehension of the texts they read. " (Laura Kump, The Reading Lady) Step Inside a Classroom
"Say Something" In a Marketing and Advertising class, the Say Something reading strategy was used to analyze a article on the importance of the right song or music for a television commercial. The strategy was presented with the rules and starters documents in the Implementation slide. Students were given two specific points in the text to stop reading and "Say Something". Students recorded their statements on a Graphic Organizer after the discussion with their partner. Next we will review a sample of the recorded responses from the students statements. Students stated that they enjoyed the activity. Comments included "It helped to slow the process down and really think about what we were reading." and "I guess I do this whenever I read something new. It was fun to see what usually happens in my head on paper." Conclusion Say Something is a reading strategy that can be helpful to students of various reading abilities. It is ideal to first use this strategy on short texts so the students will learn the process. All students will need specific instructions as to when to stop reading and "Say Something". Students will also learn from each other while developing interpersonal and communication skills.
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