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Teaching Reading Praxis > Strategiies > Flashcards

Strategiies Flashcards

1
Q

What strategies assist with teaching Spelling?

A
  • Have- A- Go

- Elkonin Boxes

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2
Q

WHen would the Have-a-Go strategy be best implemented?

A

During and After a lesson in spelling

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3
Q

When would elkonin boxes strategy be best implemented?

A

Before and After a lesson in spelling

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4
Q

What strategies would assist in teaching fluency?

A
  • Repeated readings
  • Readers Theater
  • Choral Reading
  • SSR or DEAR
  • Echo Reading
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5
Q

When would the Fluency strategies be best implemented?

A

During and After a FLuency Lesson

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6
Q

What strategies assist with Vocabulary Instruction?

A
  • Predictogram
  • Semantic and Concept Maps
  • Semantic Feature Analysis
  • Synonym and Antonym Strategies
  • Concept of Definition Word Maps
  • Concept Circles
  • Vocabulary Self-Selection
  • Word Sorts
  • Said Web
  • Semantic Gradient
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7
Q

What Vocabulary strategies can be best implemented before, during, or after?

A
  • Semantic and Concept Maps
  • Semantic FeatureAnalysis
  • Synonym and Antonym Strategies
  • Concept of Definition (CD) Word Maps
  • Concept Circles
  • Word Sorts
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8
Q

What Vocabulary strategy can be implemented before or during a lesson?

A

Predictogram

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9
Q

What vocab strategy can be implemented during or after a lesson?

A

Vocab Self-Selection (VSS)

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10
Q

What vocab strategies can be implemented before and after a lesson?

A
  • Said Web

- Semantic Gradient

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11
Q

What strategies assist in Comprehension?

A
  • Anticipation Guide
  • Story Impression
  • Story Maps
  • Scrambled Stories
  • KWL
  • THink-aloud and Visual Imagery
  • ReQuest
  • DR-TA
  • Reciprocal Teaching
  • QARs
  • QtA
  • Text-to-text, -to-self
  • quickwrite, exploratory write
  • graffiti board and carousel
  • discussion webs
  • exit cards
  • Writing to Learn Prompts
  • Dialogue and response Journal
  • Learning Logs
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12
Q

What form of instruction assists in teaching Word Recognition?

A

-Consonant and Vowel Instruction
-Onsets and Rimes Instruction
-Cluster and Diagraphs Instruction
Language Experience Stories
**Any focus on isolated skills must be a part of while-part-whole instruction

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13
Q

What comprehension strategies work best before the lesson?

A 
Anticipation Guide
Story Impression
Story Maps
Scrambled Stories
KWL
Think-Aloud and Visual Imagery
DR-TA
Quickwrite/Exploratory Writing
Graffiti & Carousel
Writing to Learn Prompts
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14
Q

What comprehension strategies work best during the lesson?

A 
Scrambled Stories
KWL
Think Aloud and Visual Imagery
ReQuest
DR-TA
Reciprocal Teaching
QARS
QtA
Text-to-Text,-to-Self, -to-World-Connections
Dialogue and Response Journal, Learning Logs
Writing to Learn Prompts
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15
Q

What Comprehension Strategies work best after the lesson?

A 
Scrambled Stories
KWL
Think-Aloud and Visual Imagery
REciprocal Teaching 
QARs
QtA
Text-to Text, -to-Self, -to-World-Connections
Graffiti Board and Carousel
Dialogue and Response Journals, Learning Logs
Writing to Learn Prompts
Exit Cards
Discussion Webs
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16
Q

What strategies assist in studying?

A 
Idea Circles
Selective Reading Guides
SQ3R
Three-Level Study Guide
Graphic Organizers
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17
Q

What study strategy assist before the lesson?

A

Graphic Organizers

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18
Q

What study strategy assist during the lesson?

A 
Idea Circles
Selective Reading Guides 
SQ3R
Three-Level Study Guide
Graphic Organizers
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19
Q

What study strategies assist after a lesson?

A

Idea Circles
Three-Level Study Guide
Graphic Organizers

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20
Q

Alphabet Bingo

A

Letter Recognition

  1. Prepare BINGO- type cards with letters of the alphabet
  2. The content and number of blocks may vary according to
    a. Difficulty level-Young children 2x2 grid, those with more recognition skills use larger grids
    b. Use only upper-case letters, lower case, or mix
    c. Use consonant blends, vowel patterns, consonant diagraphs
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21
Q

Pantomimes

A

Letter Recognition Activity

  1. Children in groups of 2-3 draw a letter from a stack of alphabet cards
  2. The groups practice how to make the letters with their bodies
  3. Each group presents the letter to the large group, and the large group must guess which letter is being formed
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22
Q

Magazine and Newspaper Letters

A

Letter Recognition Activity

  1. Children search through magazines and/or newspapers for the targer letters and cut them out.
    a. Make an alphabet book with them (class/individual book) Either type is an activity that may be extended to a literacy center
    b. Each child may form his/her name with cut-out letters
    c. On a poster-size letter, glue cut-out letters
  2. In magazines and newspapers direct a SEARCH for the target letter. Circle each one found
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23
Q

THe Alphabet by Us

A

Letter recognition activity

  1. SPread white paper on the floor
  2. Have small groups lie on paper in the shape of the letter
  3. Photograph each picture as it is made
  4. Mount each picture on a sheet of construction paper
  5. around picture of letter attach items that begin with that letter
  6. Laminate and bind
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24
Q

tactile and Mosaic letters

A

Letter Recognition Activity
In both of these types og activities, it is important for children to talk with each other about HOW they are forming the letters so that the focus on the visual characteristics of the letters.
1. Children form letters from clay, pipe cleaners, or any materials that are malleable
2. Use beans, buttons, leaves, or any small objects

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25
Q

I Spy

A

Use Alphabet cards both upper and lower case letters
Show letter “this is a lower case t. I spy a lowercase t. Can you find a lower-caset?”
Students look for matching lower case t’s in the room
Children may play in pairs
While in whole group 4-5 students search for given letter
May be a literacy center activity
Increase the number of letters to find a single word
Letter Recognition Activity

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26
Q

Simon Says!!

A

Letter Recognition Activity

  1. Each child has a large card with their name clearly printed
  2. All sit in a circle
  3. Example calls
    a. If you have a C in your name, stand up
    b. If you name begins with an S, point your toes
    c. If your name ends with an N, put hand in the air
  4. Depending on the ability level of the children pick up the pace and move steadily faster
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27
Q

Great Big, Enormous, Giant Trace

A
  1. Write a huge letter on butcher paper or on the whiteboard
  2. A child repeatedly traces over the letter saying its name and sound

Letter Recognition Activity

28
Q

Letter Actions

A

Consonant, Diagraph, Blends Identification

  • Show students lett, they do an action that starts with that letter -m/march j/jump
  • Do action, students say letter
  • Pass out the cards to individual students the child does the action, the class guesses the letter, then everyone does the action
  • Follow the Letter C leader, everyone follows the leader doing the same action
29
Q

Favorite Foods

A

Consonant, Diagraph, Blends I.D.
- Children can make all sorts of lists using consonants as starters. This encourages not only making the association between the consonant and its sound, but also deep thinking about the theme or topic

30
Q

Flip Books

A

Consonant, Diagraphs, Blends I.D.

  • Made from sentence strips. 1 strip is used for writing rime. Strips that are 1/2 the size of the larger one are cut for the onsets. Consonants, consonant blends, and consonant diagraphs are written on small cards and then attached to the longer card. Students flip through the booklet, reading each word.
  • Man is changed to can or ran with the flip of a page
31
Q

Elkonin Boxes

A

Segmenting a word into phonemes allows the child to understand that words and speech are made up of individual sounds.
- With a word split into each phoneme on a card. The student moves a coin into each square that contains the phoneme saying the sound

32
Q

Make and Write Words

A

Students use a form sheet to write words. In boxes at the topof the sheet, the students are directed to write a list at the top of the sheet, the students are directed to write a list of specified vowels in one box and consonants in the second box. The teacher dictates words that use the specified letters, and the students draw on the boxes at the top of the page to write the words in additional boxes listed on the form.

33
Q

Hink-Pinks

A

Hink-Pinks are riddles. The answers to the riddles are words that rhyme and contain the same amount of syllables. Use a higher order cognitive skills! Hink Pinks- 1 syllable Hinky-Pinky- 2 syllables Hinkity-Pinkity- 3 syllables

Hink-Pinks - Rhyme
Hinky-Pinky- rhyme
Hinkety-Pinkety- 3 syllables

34
Q

Have-A-Go

A

Students select the words from their writing that has been marked or that they SENSE they have not spelled correctly. Have-A-Go is an organizational tool for writing an uncertain word to SEE if it looks right

35
Q

Word Walls

A

An alphabetic list of high frequency words placed in an accessible place so that they can find them when they need them while reading and writing

  • Add words gradually
  • Practice by chanting and writing
36
Q

Semantic Maps

A

As a prereading activity, Semantic Mapping can be used to activate prior knowledge and to introduce key vocab words. As a postreading activity, words, categories, and new concepts can be added to the original maps to enhance understanding

37
Q

Predictogram

A

Asks students how certain words will be used in the text prior to their reading. In a narrative story the categories are generally the same: Setting, Characters, Action, Problem, and Resolution

38
Q

Said Webs

A
  1. ) As class brainstorm word the students know are related to said. Record the words on the white board.
  2. ) Students offer rationales for why they have chosen certain words. They question each other and come to a consensus about what remains on the board
  3. )Students group words into categories and form a semantic web
39
Q

Semantic Gradient

A

sequential array of words organized according to a meaningful set of criteria

frigid-cold-cool-warm-hot-scorching

40
Q

Concept Circles

A
  1. All of the words in the circle are related and the students must tell how they are related
  2. All of the words in the circle are related except one. The students must identify the unrelated word and explain how the words are related
  3. One or more of the sections is left blank. Students must fill in the blank sections with words that are related to the other words in the cicle and explain why they chose those words
41
Q

Concept of Definition (CD) Word Maps

A

COncept of Definition maps consider words in light of 3 properties or attributes

  • Category- What is it?
  • Properties- What is it like?
  • Illustrations- What are some examples?
42
Q

Vocabulary Self-Selection (VSS)

A

1/ Teams id a word they think is most important for learning content info

  1. the word is written on board with definition according to the context in the textbook
  2. class adds info they can to each definition
  3. class consult glossary, index, and dictionary that is incomplete
  4. students and teachers discuss and narrow down words
  5. students record
43
Q

Super Synonym Stories

A

Challenge students to work in pairs to rewrite favorite childrens stories or fairy tales using synonyms for as many words they can. Big, bad wolf- enormous, naughty wolf

44
Q

OUr class is kind- Synonym Posters

A

Students explore synonyms while creating posters. As a class brainstorm words that describe attributes that students want to see throughout the year, eg. kind, peaceful. Narrow the list to 5 or 6. Challenge students to work in teams searching for synonyms fo the words in magazines and newspaper

45
Q

Synonym Word Search

A

Have class design their own word search puzzle. Use 10 words each and create puzzle. The clues are synonyms for each word

46
Q

Who Am I not?

A

Have students write his or her name and 5 self-descriptive statements on a card. Have students write the opposite statements using antonyms on the other side of the card

47
Q

What’s in the Bag?

A

Have the students place an item i na bag and describe it to the class while they try to guess what it is

48
Q

OPen Word Sort

A

Give students 5-8 minutes to group a list of words. Then ask volunteers to explain groupings and reason

49
Q

Closed word sort

A

Teacher provides categories students then group words under correct category

50
Q

Visual Imagery

A

Students read a passage and then create visual images. They creat mental movies. Students visualize the scenery, characters, and actions

51
Q

KWL

A

an instructional reading strategy to guide students through text. They begin by brainstorming what they KNOW about a topic and put it in the K column. THey then create a list of questions of what they WANT TO KNOW placing these in the W column. The info they have LEARNED goes in the L column

52
Q

Story Impressions

A
  1. Students given a list of words
  2. they are asked to create a short story using words given in order
  3. stories shared with class
  4. assigned text to read
  5. open discussion comparing the text to class creations
53
Q

Directed Reading- THinking Activity DR-TA

A

centered on open-ended questions about reading. Helps recognize predictions, judgements, and evidence verification.

  • Independent thinking is encouraged
  • Have students skim a selection prior to reading and have them predict the content and why they reached these conclusions
  • 1/2 way have students evaluate predictions and refine. If they change have the students explain why.
54
Q

REciprocal QUESTioning ReQuest

A

Help students to

  • Formulate their own ?’s about the text they are reading
  • Develop an active inquiring attitude toward reading
  • Acquire purpose for reading
  • Develop independent comprehension abilities

After reading teacher/student alternate asking about the text

55
Q

Reciprocal Teaching

A

Students become teachers

  • split students into groups of 4 assigning each a job: summarizer, questioner, clarifier, and predictor
  • Summarizer- highlight key ideas
  • Questioner- pose ?’s on unclear parts, puzzling info, connections, to concepts learned, motivation of character
  • clarifier- attempt to answer ?’s
  • predictor- offer guesses on that happens next
56
Q

Survey, Question, Read, Recite, Review SQ3R

A

-Skim selesction pay attention to intro, titles, pics
-question the chapters content, predict
-read the selection, answering questions they came up with as they go
-Recite students share their findings
Review

57
Q

Question the Author

qta

A

This strategy encourages students to think beyond the words and consider the authors intent.

  • What is the author trying to tell you?
  • Why is the author telling you that?
  • Does the author say it clearly?
  • How could the author have said things more clearly?
  • What would you say instead?
58
Q

Question-Answer Relationships (QARs)

A

strategy that equips students to tackle questions more effectively by recognizing different types of ?’s

  • 1st 2 types of questions are text-based
    1) Right There-words taken from text
    2) Think and Search- think about info they read and o search passage to find info that applies
  • 2nd 2 types are knowledge based
    1) Author and Youp read text and understand ?’s. Answers not in text
    2) On my own- answers come from background knowledge
59
Q

Anticipation Guide

A

2 primary purposes 1- Elicit students knowledge 2- set purpose for reading
Procedure 1) choose text 2) create statements on topic
3) Have students discuss if they agree or disagree with statements 4) class discussion 5) read text 6) class discussion (Are we correct)

60
Q

Summary Poem

A
  • List 10 key words from assigned text
  • Do free verse poem with words you highlighted
  • Write a summary of the reading based on the words highlighted
61
Q

Question Stems

A

I believe that _______ because _______.

I am confused by________.

62
Q

3-2-1-

A

3 things you found out
2 interesting things
1 question

63
Q

Frayer Model

A

way to categorize words. WOrd in the center with four squares surrounding it. 4 categories are definition, characteristic, examples and nonexamples

64
Q

Vocabulary Quilt

A

Creat 25 square grid

  • Place 1 letter in each square
  • put key words in each square that start with that letter
65
Q

Words Worth Chart

A

A chart listing from least to greatest words. The lower the number the easier it is

66
Q

T-Notes

A

divide paper in half

  • left side key points
  • right side definitions

Teaching Reading Praxis (2 decks)

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