Comp 6: Reading, Inquiry & Research Flashcards
Reading to Learn Stage
stage requires students to decode written language, understand the content, and obtain vital information from the content
Scanning a text
a strategy to find a piece of information in text without reading it all
Headings
The identifying letters and numbers for columns and rows. Columns are identified with letters, rows with numbers.
Indices
plural of index, guides
Boldface
Text that is made darker because of significant importance.
Italics
printed in or using characters that slope to the right
Skimming a text
Look for main idea of content using:
Major headings
Table of contents
Bold letters
Graphic materials
Summary paragraphs
SQ4R
survey, question, read, reflect, recite, review (students often use plans such as SQ4R when reading text in content areas)
SQ4R: Survey
Readers examine the headings and major components of the text to develop predictions and generate questions
SQ4R: Question
Students use their questions to establish the purpose for reading.
SQ4R: Read (1st “R”)
Students look for answers to the questions they created while reading.
SQ4R: Reflect (2nd “R”)
Students monitor their comprehension, write a summary.
SQ4R: Recite (3rd “R”)
Students look over what they have learned.
SQ4R: Review (4th “R”)
Students evaluate how much they’ve learned about the content.
Reciprocal Teaching
Approach to teaching reading and listening comprehension in which students take turns asking teacher-like questions of classmates.
Directed Reading/Thinking Activity (DRTA)
A guided reading activity in which the teacher breaks the text into shorter segments, and next facilitates a discussion on the key concepts related to the text topic an thereafter leads the student in predicting, reading silently to confirm predictions, discussing to refine and clarify predictions; and then formulating new predictions about the remainder of the text; this process is repeated until the reading of the text is completed.
Steps of DRTA
- Sample text to develop background
- Make predictions
- Confirm or correct predictions
Strategies to help children (especially ELLs) to read material beyond reading level
- Record selected passages that students can listen to, while reading along with text.
- Pair children with tutor/tutoree or small group; pair children of different linguistic levels & degrees of achievement to create peer support
- Intro technical vocabulary of content area before reading
- Teach content vocabulary through direct, concrete experiences rather than by definitions
- Intro self monitoring, student read a passage and pause to question themselves about its meaning
Linguistic accommodations testing for ELLs and SPED:
- Present info in 2 languages side by side
- Allow test admin to read questions or translate words, phrases, and sentences
- Use dictionaries to find translations
- Allow the use of bilingual or English-language glossaries
- Allow test admin to present info using simple language
- Using visuals and nonverbal communication to make content clear
