During Reading Strategies
Outside establishing a purpose for reading and reviewing discussion questions, these strategies can help increase student understanding and engagement.
Annotate the text using Questions, Comments, and Vocabulary
Annotation
Using annotation to interact with text is crucial to comprehension. Use this PowerPoint slide to show students how simple this can be. When reading, ask students to write pertinent Questions in the margins, make connected Comments in the margins and circle unknown Vocabulary for further discussion. Let's keep it simple and engaging!
Character Trait Chart
One of my favorite resources is the Character Trait Chart by Education Oasis. It can be used in a variety of ways, with any grade level and in any content area. Here are just some examples of the ways I have used it.
Check your predictions; answer your questions
Question-Answer-Relationship
This iconic strategy created by Dr. Taffy Raphael, offers universal design in its approach to inquiry. There are several ways to utilize the Q-A-R model; ultimately scaffolding based on student need. The "Right There" Questions are found directly in the text. The "Think and Search" are inference-based questions. Finally, the "Author and Me" Questions or "On My Own" Questions encourages students to interact with the text on a personal level.
Create a vocabulary list of unfamiliar words and define
Six Square Vocabulary Strategy
The iconic Frayer Model vocabulary strategy was developed by Dorothy Frayer in 1969. In this version, I’ve added another layer of student support making it even more explicit. Consider modifying this strategy by making it your own!
Preview the text
How Well Do I Know These Words?
Think of using this vocabulary graphic organizer in pairs as students determine the words they think they know and the ones they actually know. Doing this activity as a pair gives students the opportunity to talk about words and how words benefit their learning.
Focus on specific skill-building
Main Idea and Detail
After students have completed their Annotations (Questions, Comments and Vocabulary), their next step is to locate the Main Idea with Details. It is likely they have already found the Main Idea (usually the topic sentence of a paragraph) because they have (most likely) asked a question or made a comment about it. It is also highly probable that their annotations have asked questions or made comments; therefore becoming the details. Use this chart as a thinking placeholder for their annotations.
Cause-Effect
Cause-effect can be a difficult skill for many students. I suggest using Cause-Effect backwards. Begin with the Effect…What happened? Then, find out the reason for why it happened, or the Cause.Using Cause-Effect backwards will support students in understanding and applying this challenging skill.
Inference
Inference is a higher-level critical thinking skill. Asking students to “read between the lines” is a conceptual request, that for some, is difficult to grasp. Consider using the other skills that students have practiced – annotation, main idea/details, and summary to move toward inference.