Reading Strategies drta

Download 106.58 Kb.
Size106.58 Kb.
  1   2   3   4   5   6   7   8   9   ...   12

Reading Strategies

DRTA: Make prediction, read part of text, confirm or revise prediction, make new prediction

3-Minute Pause: Pause during lesson. Give 3 minutes every 10 minutes to

  1. Summarize learning

  2. ID what was interesting

  3. Ask questions about confusing information

  4. Make a prediction about what you will learn next

Question the Author:Look at the author’s intent, craft, clarity, organization, is the author clear.

Read a few paragraphs and then answer these questions:

  1. What’s the author trying to tell you?

  2. Why’s he telling you that?

  3. Does he say it clearly?

  4. How could he have said it more clearly?

  5. What would you do differently if you were the author?

Reciprocal Teaching: Teaching 4 key reading strategies: 1) Summarize main content 2) formulate questions 3) clarify ambiguities 4) Predict

Model first, then together, then students lead discussion. Alternate student leaders.

Conclusion-Supported Notes: Helps students use evidence to develop and support arguments. (Divide paper in half, write thesis/conclusion on left and evidence on right.)

It Says, I Say, and So:


It Says

I Say

And So

Write a question

Find information in text to answer

What you know about information

Combine text information w/ prior knowledge to make conclusion

Why did Goldilocks break Baby Bear’s chair?

She sits in it but it is not a baby chair.

Baby chairs are little. She is bigger and heavier b/c she’s not a baby.

She is too heavy for it so it breaks.

Say Something:

  1. Assign partner.

  2. Ss read portion of text.

  3. When finished, turn to partner and say something about what they just read. (Have chart to remind them of what to talk about.)

    1. Predict what’s next.

    2. Ask a question.

    3. Clarify a misunderstanding.

    4. Make a comment.

    5. Make a connection.

  4. When finished, keep reading.

GIST: Answer who, what (what happened), where, when why. Then use to write a 20-word paragraph.


  1. Read 3-5 paragraphs.

  2. Summarize w/ 20 words or less.

  3. Repeat with next paragraphs, combining old and new info but sticking to 20 words or less.

Possible Sentences (vocabulary or content instruction):

Activate and evaluate knowledge of a topic

  1. Write a list of 10 words related to a lesson (some familiar and some unfamiliar)

  2. Ss create 5 possible sentences by using 2 words in each sentence until all words are gone.

  3. Teach the lesson.

  4. After instruction, students go back and evaluate accuracy of sentences by placing a + or – or ? next to sentences.

  5. Correct inaccurate sentences.

Probable Passages (Previewing Text):

  1. Write 8-14 words/phrases about characters, setting, problem, outcome, vocabulary on board.

  2. Worksheet- place words in the category you think they tell about.

  3. Write prediction statement and “To Discover Questions”

  4. Groups share predictions aloud.

  5. As class: Brainstorm what they want to discover while reading.

  6. Read text.

  7. Discuss into what categories author would have placed words.

Somebody Wanted But So (Goal/Outcome):









Tailgate Party (Preview text):

Write an interesting quote from a story on a notecard. Each kid should have a card. Walk around and share cards with as many classmates as possible in 3 minutes. Share card. Then discuss predictions based on what it says.

After share time, Ss get in group and use what they heard from cards to write a “We think” statement, making predictions about the story.

Story Frame:


In this story the problem starts when…

After that…



The problem is finally solved when…

The story ends when…

Sketch to Stretch:

Read selection, draw several pictures to represent events, reactions, connections, visualization. Can include captions.

  1. Allow discussion of events (using another strategy such as 3- minute pause)

  2. Ss represent understanding with sketches after discussion

1-Sentence Summary:

  1. Read a selection of text.

  2. Put aside, write 4 or 5 keywords from reading.

  3. Use words to make 1-sentence summary

  4. Read summary and delete unnecessary words.

  5. Reflect: How did putting the book aside and making the list help you write a 1-sentence summary.

Concept of Definition Map (Templates are online.)

Word in middle of map. Around word, write properties, category the word is in, comparison to another word, examples.

Read, Cover, Remember, Retell

Share with your friends:
  1   2   3   4   5   6   7   8   9   ...   12

The database is protected by copyright © 2017
send message

    Main page
mental health
health sciences
gandhi university
Rajiv gandhi
Chapter introduction
multiple choice
research methods
south africa
language acquisition
Relationship between
qualitative research
literature review
Curriculum vitae
early childhood
relationship between
Masaryk university
nervous system
Course title
young people
Multiple choice
bangalore karnataka
state university
Original article
academic performance
essay plans
social psychology
psychology chapter
Front matter
United states
Research proposal
sciences bangalore
Mental health
compassion publications
workplace bullying
publications sorted
comparative study
chapter outline
mental illness
Course outline
decision making
sciences karnataka
working memory
Literature review
clinical psychology
college students
systematic review
problem solving
research proposal
human rights
Learning objectives
karnataka proforma