Reading+Strategies+Table

Below is a table that incorporates the main points from our groups discussion about reading strategies. The original discussion can be viewed by visiting the "Reading Strategies Brainstorming" page.

__**Oral Literacy:**__ To speak using appropriate vocabulary in a clear and cohesive manner in order to convey a message, thought or idea. __**Visual Literacy**:__ To interpret meaning "read" from picture, media or action with out text || __**Student-centered activities:**__ **Jigsaw**- helps to divide text that can long and/or complicated to read. **Vocabulary Wizards**- students work with new vocabulary charted on a graphic organizer. They are responsible for finding an antonym or synonym and connecting the vocabulary to prior knowledge. **Think-pair-share-** creates confidence in contributing to class discussion, responses can reflect deeper thinking because students think twice about their answers. || __**Clarifying Bookmark:**__ The bookmark has sentence frames for clarifying understanding of the text when students pause during reading. __**Quick Writes:**__ Students write in literacy journals a Text-to-Self, Text-to-Text and/or a Text-to-World connection. Reading Stop Point Handouts- Student stop and designated points in the text to develop questions. || **__Vocabulary development:__**Teach context clues, Teach word parts- prefix, suffix, roots. Word study (selecting unit vocabulary or common language), Word puzzles, Pictures to words, Vocabulary Context Journal || Predicting, Questioning, Monitoring, Identifying, Clarifying, Commenting, Connecting and visualizing
 * ~ Topic: ||~ Main points from Team C's discussion: ||
 * The major aspects of written, oral, and visual literacy || __**Written Literacy:**__ The ability to effectively organize and communicate thoughts, ideas and emotions using the mechanics of writing: complete sentences, supporting details, transitions and conclusions.
 * How to use reading circles and other student-centered approaches to studying literature || __**Reading/Literature Circles**__: Creates student responsibility by assigning roles with in the group. Note takers, Group Speaker etc. Supports struggling readers and English learners by providing reading and speaking models.
 * Different strategies to help students become reflective readers || __**Double Entry Journal:**__ Students write a question or quote on the front of the page, the back has a reflection or prediction about the quote.
 * Strategies for building comprehension and vocabulary skills in reading || **__Comprehension development:__** __Graphic organizers__- Venn diagram (compare and contrast), Story Map (sequencing events/ character development), Cause and Effect, __Summarizing and answering questions__ in pairs, groups, whole class and individually. Creating a plot mountain.
 * Appropriate meaning-making strategies and forms of critical analysis for understanding text and novels || ** Key concepts to be taught: **

__**K-W-L:**__ //__Know__//-students write what they know about the text, //__Want__// to know-students write questions about what they want to know, //__Learn__//-students write answers to their questions and any addition information they learned. __**"It Says, I Say, And So" chart:**__ students answer comprehension or analysis question by finding evidence in the text (//__It Says__//), make connections or activate prior know (__//I Say//__), conclusion (//__And So__//). ||