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The five stages of reading

Stage 5: Applying

  • Construct projects.
  • Students can create project pertaining to the text that the class have covered.
  • The student can write another chapter for the text.
  • Read related books. Read another book by the same author.
  • Evaluate the reading experiences. Share your reading experiences about a text with others

Stage 1: Pre-reading

Stage 4: Exploring

Stage 3: Responding

  • Reread all or parts of the text.
  • When a student read a text, he or she will have a different understanding about what she reads the first time.
  • Learn new vocabulary words.—When reading we are introduced to new works and their meanings.
  • Participate in mini lessons on reading strategies and skills---The teachers have the opportunity to introduce information while connecting the students to the topic.

  • Write in response logs.
  • Readings are important.
  • Students have the opportunity to write, to draw, to creature, and to express their reading logs.
  • Participate in grand conversations or other discussions.
  • The students have the opportunity to share and to asked their class about their thoughts about the story.
  • They may ask others about how and what they think the author could have done differently.

  • To prepare to read
  • When a discussion takes place before reading begin.
  • Ms. Jones and her students may select and discuss a book of choice before actually reading it.
  • Building the knowledge and vocabulary---A story or a trip in our community may be shared by the class. Words that the students may not be familiar with will be explained.

The five stages of reading consist of:

  • Stage 1: Pre-reading
  • Stage 2: Reading
  • Stage 3: Responding
  • Stage 4: Exploring, and Applying

Stage 2: Reading

  • Reading independently, with a buddy, or listening or reading to text aloud.
  • When a student reads independently, he or she does not receive as much support from the teacher.
  • The students have the opportunity to read and reread the story. Whereas, the buddy-reading system allows a student to share the reading
  • Buddy-reading allows the students to take turns reading with their buddy and to discuss the story.

Stage 1-Continue

  • Set purpose—Quiz the students by asking questions about the story that they read, what were some of the important factors, and what did they learn after reading the story.
  • Introduces key words—Have the students to list words that they thought to be important in the story.
  • Make predictions—Once the students have shared their finding about the story, decide if the children are prepared for testing.
  • Preview the test- Have the students share information that they have learned about the story. The students should be able to provide information about the story.

Stage 2: Continue

  • Applying reading strategies and skills. ---The teacher provides scaffolding.
  • Teacher monitors student's reading. The teacher issues the appropriate reading text to her students.
  • Examine illustration, chart, and diagrams. Discuss the writing or drawing that the text includes to the students.
  • Make sure that the students read the text from the beginning to the end in order to get a full understanding about what they have read.
  • Take notes. --- Students should jot down important information.

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