Transcript Reading Strategies

Reading Strategies
Jessica Benfield
&
Angela Overfield
Which reading strategy is the
best?
Whole Class Reading
Ability Grouping
Reading Centers
Weaver Reading
Partner Reading
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Whole Class Reading
• Teachers can read aloud to the students using books that
the children wouldn’t necessarily read on their owns
• Teachers can use Big Books so the entire group can see
the words and the pictures easily
• Teachers should finger point while reading so students can
follow along with the words
• If it is a short story it can be read several times so the
students can memorize the words and then successfully
finger point later on their own
• Have students come up and point to different words on the
page
• The teacher should ask the students questions as he/she is
going through the book to make sure the students are
understanding the material and to keep them involved
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Whole Class Reading
• Pros:
 When a teacher reads aloud to the students a wider
range of vocabulary is made available to students
 Reading aloud to children expands their experiences
beyond their immediate surroundings
 Reading aloud acquaints children with the style rhythm
and structure of written language
 Finger pointing allows the students to see the words as
they hear them read
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Whole Class Reading
• Cons:
 Whole class reading needs to be used as an add on with other
reading activities
 Students may not pay attention while the teacher is reading and
thus not gain anything from it
 Does not provide a way for students to learn to sound out words by
themselves
 Students who are visual learners would be impaired if big books
aren’t used
 Individual attention is not given to students
 There is no way to pick a book that is on the same reading level of
every student
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Ability Grouping
Pros:
• Allows students who have similar reading skills to
read stories and study word patterns at the level
the whole group is at.
• Small groups have more time to work with the
teacher.
• The teacher is able to observe students a little
easier and determine how much material the
students understand.
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Ability Grouping
• Cons:
• It can decrease one’s self-esteem for lower level
reading groups.
• Students who are placed in a lower lever reading
group for several grade are likely to be far behind
their peers in reading.
• It can be difficult for teachers to organize and
manage.
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Creating Centers
• Centers must be organized and clearly labeled.
• They must have a main focus and change
periodically.
• Students must receive explicit guidelines on
behavior and expectations of what is to be done at
each center. Directions need to be understood by
the students so there is no miscommunication.
• Assignments should be as open-ended as possible
to allow students to achieve a higher thinking level.
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Creating Centers
• All materials needed should be supplied at the
center, but it is not suggested to have too many
materials at one center.
• Do not have more centers than needed.
• Each center must be introduced one at a time.
The teacher demonstrates and practices each
center with the students so that there is no
confusion.
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Types of Centers
- Art and Writing
Writing can be integrated by having students tell a
story about the art piece, or write about what they
did and why.
- Science
Observation logs and category charts can be used.
- Reading
Selected books that are out for students to read
alone or quietly to each other.
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Types of Centers
- Word Pattern Study
Have different cards with pictures or and letters and
put them in the correct category.
- Dress Up and Drama
Place book about food, menus, charts, not pads,
cook books, and more that students could use
when playing in this center.
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Weaver Reading Teaching Components
•
•
•
•
•
K-6 leveling system
Assessments based on the stages
Hundreds of literature titles
Integration w/ other subject areas
Continuous staff development
 Does not rely on specific textbooks or published
reading programs
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Weaver Reading
• Uses reading aloud, shared reading, guided reading,
independent reading and independent writing
 Reading aloud: introduces children to a wide variety of vocabulary
through the teacher reading stories, also introduces children to
books that they might not read on their own and it develops listening
skills and comprehension
 Shared reading: allows students to read with comfort and assistance
from the entire class reading at once
 Guided reading: students take turns reading in a small group and
the teacher is able to ask thought provoking questions to get
students thinking about the literature
 Independent reading and writing: allow students to become
proficient in sounding out words in order to read and write on their
own
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Weaver reading
• Pros:
 Children are able to learn about reading and writing at
the same time
 The assessments are specific and cover both reading
and writing
 There are many books made available to the students
 Students are able to learn reading recovery strategies
 The instruction is focused specifically to each level
 Teaching students with a variety of instructional
techniques caters to the learning styles of many students
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Weaver reading
• Cons:
 Teachers need to have some training on this
program before they can be successful using it
The leveled criteria is mostly subjective
The teacher must have access to many different
leveled books
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Partner Reading
• Having children partner up to read to each other.
• Older children help younger children read or older
children can read to younger children.
• Children of the same ability level can read to each
other.
• Higher reading level students can read with lower
reading level students of the same age.
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Partner Reading
• Pros:
All students can be successful whether they are
helping another student or getting help from
another student
Motivates students to do better
Provides positive and productive peer
interaction
Allows lower performing students to lead and
teach
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Partner Reading
• Cons:
One student might end up doing all of the
reading
The two students might not get along
The students might become frustrated because
one can read the words and the other can’t
If both students can’t read the words they aren’t
any help to each other and they will both
become frustrated
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Partner Reading
• Tips to make it work:
 Only use Partner Reading for a small part of the
school day
 Set it up in a way that makes sure that the student
who is helping gets something out of it, as well as
the student who is being helped.
 Monitor the class to make sure both students are
reading and understanding the literature
 Choose level appropriate literature for the students
to read
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Sources
- Guided Reading: Making It Work, By Mary
Browning Schulman and Carleen daCruz Payne,
Scholastic Professional Books, 2000
- Guided Reading: Good First Teaching for All
Children, by Irene C. Fountas and Gay Su Pinnell,
Heinemann 1994
- Every Child Reading by Darrell Morris and Robert
E. Slavin, Pearson Education Inc. 2003
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Sources
- http://www.literacytrust.org.uk/Pubs/topping2.html
- http://kc.vanderbilt.edu/pals/
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