Reading Teaching Strategies
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Irma Said:
What are some strategies for teaching difficult reading material to not-so-good high school readers?We Answered:
have them act out the scenes. It gets everyone up and moving instead of sleeping, and you remember things better if you actually do them instead of just reading about it.Mildred Said:
50. Three of the following teaching strategies should promote intrinsic motivation in the classroom. Which on?We Answered:
c. Reminding students how important their grades will be when they apply to college.This answer applies more to extrinsic motivation, behavior that is performed for a reward (good grades).
Carolyn Said:
How to improve cognitive reading strategies used by Hispanic?We Answered:
9 times out of 10, no they do not help because the people making them are not specialists in ESL, but are usually from the field of Education. I don't want to give the impression that ESL has all the answers, but it is plain to see that the field of Education is totally lost. Last I heard, they still study BF Skinner and Behaviorism that have been proven repeatedly to be useless and even detrimental in education.Dustin Said:
What strategies do you think are most effective in teaching reading comprehension to students with LD?We Answered:
direct instruction and always model, they learn from you. always activate prior knowledge; this can be done with the book/chapter walk. put any new vocabulary they will encounter on the board and go over it, talk about what each word means in context to the material.metacognition, being aware of what one is thinking and why, use self initiated strategies to improve and sustain focus on reading....ultimately, we want students to connect with past experiences to what they are reading so that they can remember and recall. important for comprehension. create images of what they are learning....
things like:
take students on a chapter walk. before reading, go thru the chapter. look at all the pictures, maybe discuss. read section headings and get them to make predictions. you may have to prompt them first, but ask them what they think they will be learning. students will get a feeling about what is going to be going on if they get a chapter/book walk and will not be as distracted while doing the reading.
chunk up sections of material/reading. go thru on your own and section off parts of the reading. as you do this, develop questions as to content and ask after reading the 'chunks'. making sure to ask inference (the hardest to teach and learn) and prediction questions.
like others have mentioned graphic organizers:
pre reading: after the book walk, create a simple chart. noting pictures or section headings. under each category, have students write, as a class or individually, predict what that section will be about. or, if a for reading, chose the characters discovered on the book walk and pictures and make a list....predict what they think might happen to them after they have looked at the pictures.
compare and contrast: if for core reading, chose characters from the story, like a main character, and make a chart one side your life, the other the character. have them fill in what was is in their life....i have 2 sisters......characters life.....only child. they will compare and contrast themselves with the book making an EXCELLENT connection.
character perspective chart:
choose two main characters. list who. setting, where did story take place? problem, what is this characters problem? goal, what does this characters goal? attempt, how do they go about solving their problem? outcome, what happens as a result of the attempt? reaction, how does the character feel about the outcome?
literary report card:
choose a character. one side of chart, give characteristics: kind, generous, clever, helpful, reliable. on the other side, have students give the chosen character a grade and comment as to the grade.
any connections to their lives the student can make to the reading will greatly enhance comprehension and recall.
these are some examples but i know you are working with older kids. the top two or three work well with expository material. the more directed the activities the better for students. i dont know if its for them specifically or a program you are in.
Janet Said:
Looking for teaching strategies for reading a long novel aloud in a classroom. Pair sharing is getting old.?We Answered:
I suggest that you don't plow through the book in its entirety. If your finding it boring imagine how the students are feeling. Do a brief overview of the plot then select specific parts of the text to concentrate upon.Cover important aspects such as themes, characters, representations, stereotyoes etc. Use these topics to provide interesting activities that complement the novel. Use ICT, tasks which require critical thinking and creativity. Depending on the students in your class will effect what activities you choose to do.
Break away from reading novel from cover to cover it rarely works within the classroom and it gets old very quickly. Engage the students in order to encourage quality learning.
Jessica Said:
Ideas for teaching 6th grade Reading/Language Arts..?We Answered:
get a list of books for that reading level at your local library or school board.Some ideas for projects are : making a comic strip describing the events, recreate the setting in 3-D, reading response, display board, write a letter to the author, write a journal as if you are the main character, write an alternate ending. Check out www.teachernet.com for more ideas. good luck!