Reading Support Class - Before and During Reading Strategies - 1 views

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  #1 Lauren Scherr on 22 Feb 12

   

  My student teaching right now is predominately in 6th grade Language Arts classrooms. In addition to these, I am in a 6th grade reading support class and a 7th-8th grade reading support class. I think that the strategies that my host teacher uses for reading support align perfectly with what we've been learning in this class. She really tries to give students those critical skills for reading that they missed somewhere along the way so they can keep up with the rest of their classmates in other classes such as Social Studies.
  
  Two strategies that we really harped on from the beginning of the year are before reading strategies and during reading strategies.
  
  Some of the before reading strategies we teach are:
  
  Prior Knowledge
  Preview
  Predict
  
  Some of the during reading strategies are:
  Question
  Clarify
  Visualize
  
  
  The basic concept is that we can't just glean all of the vital information we need from a text, especially informational text, by just skimming or doing a surface reading. We ask students to fill out graphic organizers using these reading strategies to really engage them with the text and make them think about what they are reading.
  
  First students look at the text, the pictures, and the title (preview). Then they make a prediction of what they think the text or story might be about based on what they've seen. The third tool we use, prior knowledge, is probably the most crucial, because it's the tool that our students seem to lack the most. We have to ask pointed questions to assess what they already know about the topic, then use this to fill in any blanks in vocabulary and background knowledge that are necessary for understanding the reading.
  
  During the reading we use strategies similar to those we used in class with the story about the groundhogs. We stop and have students ask questions about words, phrases, or concepts that are unfamiliar to them to clarify. We make them visualize particular scenes. We then have them question the how's and why's of the story.
  
  While a lot of these seem like very basic skills, few students seem to use them, and this is not limited to the students in my support classes. One of the keys to being a good reader is being diligent, not lazy, and taking the time to think about reading. These are really skills that can be used in any of the content areas using questions and graphic organizers, and they work really well.

   

  <div class="cArrow"> </div><div class="cContentInner">My student teaching right now is predominately in 6th grade Language Arts classrooms. In addition to these, I am in a 6th grade reading support class and a 7th-8th grade reading support class. I think that the strategies that my host teacher uses for reading support align perfectly with what we've been learning in this class. She really tries to give students those critical skills for reading that they missed somewhere along the way so they can keep up with the rest of their classmates in other classes such as Social Studies. <br /> <br /> Two strategies that we really harped on from the beginning of the year are before reading strategies and during reading strategies. <br /> <br /> Some of the before reading strategies we teach are: <br /> <br /> Prior Knowledge <br /> Preview <br /> Predict <br /> <br /> Some of the during reading strategies are: <br /> Question <br /> Clarify <br /> Visualize <br /> <br /> <br /> The basic concept is that we can't just glean all of the vital information we need from a text, especially informational text, by just skimming or doing a surface reading. We ask students to fill out graphic organizers using these reading strategies to really engage them with the text and make them think about what they are reading. <br /> <br /> First students look at the text, the pictures, and the title (preview). Then they make a prediction of what they think the text or story might be about based on what they've seen. The third tool we use, prior knowledge, is probably the most crucial, because it's the tool that our students seem to lack the most. We have to ask pointed questions to assess what they already know about the topic, then use this to fill in any blanks in vocabulary and background knowledge that are necessary for understanding the reading. <br /> <br /> During the reading we use strategies similar to those we used in class with the story about the groundhogs. We stop and have students ask questions about words, phrases, or concepts that are unfamiliar to them to clarify. We make them visualize particular scenes. We then have them question the how's and why's of the story. <br /> <br /> While a lot of these seem like very basic skills, few students seem to use them, and this is not limited to the students in my support classes. One of the keys to being a good reader is being diligent, not lazy, and taking the time to think about reading. These are really skills that can be used in any of the content areas using questions and graphic organizers, and they work really well.</div>

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