Nancy Aracely Romero

Spring 2018
CSU Dominguez Hills

READING STRATEGIES

Strategy Purpose Procedure Classroom Applications

1. Close Opportunity for Students read Reading

Reading multiple reading. once by Comprehension...
Critical thinking. themselves. Multiple Meanings,
Vocabulary Select text by perspective, main
lesson, spelling themselves. idea, cause and
lesson, fluency, Second Reading effect.
inferences, is done with
connections. teacher guidance
for a specific
reason.

2. Read Like Opportunity to Rad the text Reading

a Writer understand the multiple times, Comprehension,
authors purpose. focusing on 1 or main idea, authors
Make 2 strategies: purpose and
connections. inferences, perspective.
connection,
visualize,
predict,
question.

3. Reciprocal Opportunity for You have a Collaborate

Buddy fluency, partner A and conversation, recall
summarizing, information,
Reading critical thinking, partner B. They comprehension,
comprehension. have the same summarizing.
text. Can also be
part of close
reading.

4. Writing Opportunity to Students are able Making

from one use different to focus on the connections, cross
sources for same text but curriculum.
genre to writing types: use different text
another
 informative, type. For
narrative, example, a
argumentative, student may
opinion. write about
Titanic, but
write an
informative text
in one class, and
narrative text in
another class.

5. Literature Encourage Each student has Student

Circles student an active role accountability,
discussion. cooperative
Reading learning, student
comprehension, engagement.
and connections.

6. Read Opportunity for Teacher reads a Fluency,

Aloud fluency, making book either at connections, main
connections, grade level or ideas, cause and
vocabulary, and above grade effect, inferences,
inferences. level to the vocabulary.
students.
Teacher choses
certain pause
points to either
predict, analyze,
make
connections, or
discussion of
academic terms.

7. Think Making Teacher does Teacher can apply

Aloud connections, thinking out this strategy when
inferences, loud in order for book is above or
vocabulary, and student to grade level. To
reading become aware of introduce new
comprehension. the teachers vocabulary or
thinking and begin a lesson in
message. any subject.

8. Shared Opportunity to Students have Teacher can use

reading promote fluency, the same reading this strategy in any
accuracy, and material. subject area with
comprehension. Reading is done same reading
in small groups ability.
 with same
reading level.

9. Using Both Check for Students take Can be used in

sides of the understanding. notes on a two science, history, or
Different column. On one language arts.
brain perspectives. side students
write words
and/or phrases.
On eh other
column, pictures
are drawn.
Students write a
mall summary
usually 2-3
sentences.

10. Handy Differentiation. A visual of a Students can self-

Reading Critical thinking, hand is assess in any
recall and make displayed. Each reading and show
connections. finger is one accountability.
strategy: Does it
make sense?
Think about the
story; check the
picture; Sound it
out; look for
chunks.

11. Guided Differentiation. Students are Use in small

reading opportunity for placed in groups groups and
each student to according to classroom
access texts at their reading rotations.
their reading level. teacher
level. meets with on
groups at a time
to meet a
specific reading
strategy.

12. Inner- Student can use Students are Can be integrated

Outer critical thinking place in two in any subject
areas. Collaborate
Circle skill, Reading circles. Teacher conversation,
comprehension, poses a question critical thinking,
on the board in and recall
information.
 and recall reference of the
information. reading. Partner
A answers the
question, Partner
B summarizes
what Partner A
stated. When
next question is
given, Partner B
answers first. A
time of 1 minute
or less is given
for each
response.

13. Shared Scaffold, create You are having Scaffold and model
writing higher thinking. students for students in any
Share the pen subject area.
participate and
interact with one
another. You are
sharing books
that are at their
level.

14. Journal Comprehension, Student write Summarize to

writing retell, main idea. about the check for
reading or understanding. Can
warm-up be done at the
activity. There is beginning of a
no need to check lesson to check for
for grammar or prior knowledge or
spelling. Student end of lesson to
share out with a check for
partner. understanding.

15. Morning Creative thinking Students begin Great for warmups

Page Communication writing as soon to help students
skills. as class begins. express themselves
and check on their
wellbeing.
16. Reciprocal Promotes student Process of Students can check
teaching accountability, reading for meaning.
language, Produce language.
comprehension. predicting and
summarizing

17. Sprinting Producing. 5 to 10 minutes Students can

Writing Though to write on any continue to
Critical thinking elaborate their
given topic. thinking and
Teacher stated incorporate new
one word and ideas or concepts.
students write
everything they
know about that
world in 1-2
minutes. 5
words per every
1-2 minutes.

18. Round Checking for One student Can be integrated

Robin understanding speaks and share in any subject.
Collaborate
out at a time, conversations and
while the other student
students are accountability.
taking notes of
the speaker.
When one
student is done,
another student
continues.

19. Cloze Reading Parts of a Can be used in

Reading Comprehension. passage are science and history
Can be used to text that is above
scaffold. omitted. grade level.
Students fill in
the blank.

20. Somebody, Retell, reading This strategy can Student can

Wanted, comprehension, be written by the compete the 5-
summarize column graphic
students or in a organizer in ELA
But, So, graphic to give the main
Then organizer. In story and include
main characters.
each column
students are to
write 1 sentence.
Somebody: the
character of the
story. Wanted:
the purpose.
But: conflict.
So: resolution.
Then:
conclusion.
Student then
write each
sentence
producing a
paragraph.