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6th Grade Reading Strategies Presentation

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Miranda Straatmann

on 27 August 2015

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Transcript of 6th Grade Reading Strategies Presentation

Reading Strategies: 6th Grade
Good readers ask questions before, during, and after reading to better understand the author and the meaning of the text. These questions are not yes/no questions. They begin with
Who, What, Where, When, Why, or How.
Make a connection about the story I just read aloud. Make sure you tell me what kind of connection it is!
Why use reading strategies:
Reading strategies will help increase your involvement with a textbook or other reading assignment and should result in improved comprehension and retention.
Some strategies you should be doing on your own, as you read:

Make Inferences
Making Connections
Good readers notice pieces of text that relate to or remind them of their own lives, books they have read, movies/TV shows they have seen, and/or events, people, or issues happening around the world.
Strategic Readers do the following:
Actively interact with the text
Connect information in the text with pre-existing knowledge
Know a number of strategies and when to use them
Stop to reflect on what they have read
Thinking wall:
Without talking, write your reading strategies on the white board. Anything you have heard of before, or you are familiar with would be fine. Do you have any strategies you have developed on your own, as a student?
Text to Self
Text to Text
Text to World
Types of Connections
Good readers create pictures in their minds while they read. While they are reading, they notice places in the text where you get a clear picture in your mind that helps you understand the text. It is like a movie in your mind.
As you are visualizing, think about your senses. What can you see, hear, smell, taste, or feel as you are reading.
Good readers make inferences based on their schema (background knowledge) and clues they find in the text.
Inferring is NOT stating the obvious.
Inferring is NOT what the text says.
Making Inferences
The girl is wearing
a frilly dress and holding flowers.
Because the
girl is wearing
a fancy dress
and holding flowers,
she must be a
flower girl in a
A summary is a short retelling of something. for example, a story or an article.
Determine which events or ideas were the most important and why.
The movie The Titanic is over three hours long. If someone asked you to talk about the movie, would you talk for three hours? Of course not! What would you do?
Highly personal connections that a reader makes between the text and the reader's own experiences or life.
Example: "This story reminds me of a vacation we took to my grandfather's farm.
You are reminded of other things you have read, other books by the same author, stories from a similar genre, or the same topic.
Example: "This character has the same problem that I read about in a story last year.
We learn things through television, movies, magazines, and newspapers.
Example: "I saw a program on television that talked about things described in this article.
5 W and H
Before you start reading, use the title, illustrations, and text features to make predictions.
During reading, stop and predict what you think will happen next.
After reading, determine if your predictions were correct.
Confirm your predictions by reading!
Stop to review and check your understanding of what you are reading.
What is your opinion of what you read?

Form opinions about what you read, both while you are reading and after you've finished.

Develop your own ideas about:
the author's craft
the ending
Make predictions about what the story might be about based on the title and book cover.
Clarification could sound like this:
I did not understand the part where________________.
I need to know more about__________.
The section about __________ is confusing.
Good readers are able to put it all together as they read.
Synthesizing sounds like this:
At first I thought...
But now I think...
Now I understand why...
Synthesis is when individual parts come together.
New ideas are formed as new information comes in.
Synthesis occurs when there is a "Eureka!" or "Aha!" moment.
Sometimes clarifying requires going to an
outside source

such as a dictionary, the internet, or friend
when the text does not provide the answers for you.
As we read the story, write down other questions that come to mind.

Are you using any of these?
And then, as if the lens of a camera had sharpened its focus, the faces cleared. They were boys, all of them--some young, some older. Thomas didn't know what he'd expected, but seeing those faces puzzled him. They were just teenagers. Kids. Some of his fear melted away, but not enough to calm his racing heart.

Someone lowered a rope from above, the end of it tied into a big loop. Thomas hesitated, then stepped into it with his right foot and clutched the rope as he was yanked toward the sky. Hands reached down, lots of hands, grabbing him by his clothes, pulling him up. The world seemed to spin, a swirling mist of faces and color and light. A storm of emotions wrenched his gut, twisted and pulled; he wanted to scream, cry, throw up. The chorus of voices had grown silent, but someone spoke as they yanked him over the sharp edge of the dark box. And Thomas knew he'd never forget the words.

"Nice to meet ya, shank," the boy said. "Welcome to the Glade."
She could see New Pretty Town through her open window. The party towers were already lit up, and snakes of burning torches marked flickering pathways through the pleasure gardens. A few hot-air balloons pulled at their tethers against the darkening pink sky, their passengers shooting safety fireworks at other balloons and passing parasailers. Laughter and music skipped across the water like rocks thrown with just the right spin, their edges just as sharp against Tally's nerves.
Read the following passage.
Quickly sketch a picture in your notebook.
(feel free to use colors to help visualize)
Share your picture with two other students.
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