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Active Reading Strategies
Transcript of Active Reading Strategies
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!
Reading strategies designed to increase a student's involvement with a textbook or other reading assignment that should result in improved comprehension and retention.
Some strategies you should be doing on your own, as you read:
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
On your worksheet, list some reading strategies you have heard of before, or you are familiar with. 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.
NOT AN INFERENCE:
The girl is wearing
a frilly dress and holding flowers.
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
Make predictions about what the story might be about based on the title "Powder."
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
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.