Strategy #1 Sequence
Goal of Strategy: Sequence is a strategy used for retelling the story.
Source: Filipenko, Margot, Literacy, Libraries and Learning, Markham, Ont.: Pembroke Publishers, 2005. Description: By using a story map, this strategy helps students develop a sense of the story as they retell the order of events from the text through pictures, words, or phrases. Because it limits the amount of space for writing, it is also useful for summarizing key points. Most often, the story can be introduced, shared, and sequenced in one sitting. Sequencing can be done with fiction and non-fiction.
I call this activity a “story map”, as students “map” out the main events of the story in sequential order.
Target age: Grades 1-6
Preparation: Begin by preparing a frame with 3 spaces (3 rectangles side by side) for primary students, adding 2 more for upper elementary students on letter-sized paper, with the title of the book and author on the top of the page. (I often include a curve that rises in the center to indicate rising action, climax, and falling action for intermediate students).
Implementation: Introduce the strategy by telling the students that every story has a beginning, middle and end, and that they will be illustrating the text structure after the story is read. Model for them how it will be done by reading a simple story (like Clifford) and after discussing the beginning, middle and end of the story, show them a sample you have already completed. Read the story (any fiction title will work) planned for this activity. Again, discuss with the students beginning, middle and end. Primary students (as well as ESL or those with learning challenges) can illustrate the three main parts to the story, and, if they are able, (or with teacher assistance), write underneath a sentence that explains the picture. Older students can add the rising and falling action, if their papers have the 5 frames, again through illustrations and writing. This strategy can be done with picture books, chapters in a novel, or even a whole novel, especially when getting students to think about key points and summarizing.
Extension: Have students make a comic strip of the story. For younger students it could be just the three frames with beginning, middle, and end. For older students it could be five frames, adding the rise and fall of action. Talk about main characters, setting, problem and solution as elements to a story, and have students incorporate these elements into their story maps or comic strips.
Strategy #2 Compare and Contrast
Goal of Strategy: This strategy uses T-tables to sort and categorize information from the story. By physically handling the words and phrases form the text, students can make sense of the information in a visual, systematic way.
Source: Walker, Christine, and Shaw, Sarah, Teaching Reading Strategies in the School Library, Westport, Conn.: Libraries Unlimited, 2004. Lee, Elizabeth A., Literacy, Libraries and Learning, Markham, Ont.: Pembroke Publishers, 2005.Description: Using graphic organizers, such as T-tables and Venn Diagrams to show similarities and differences in text structure. T-tables can be used in a variety of ways, from comparing similarities and differences, matching, yes/no, fact/opinion, and so on. T-tables can be used with both fiction and non-fiction. This strategy can be used during library story time and takes minimal preparation.
Target Age: Grades K-6Preparation: Create a T-table on poster board, with the title and author of the book at the top. Create a word/phrase sheet from the story and cut up the various words. (Walker & Shaw use the book Leaving Home by Collard). For example, since the story is about animals and how they move, (there are your two categories), the words would include all the animals and the different types of movements, such as hawk, fly, rabbit, hop, etc. For non-readers, pictures from the text may work better.
Implementation: Explain to the students what the T-table is for, as it gives the students a reason for reading (Walker, p.95). Read the story. After the story is done, read the words/ phrases aloud and ask volunteers to put it where it belongs on the T-table using sticky-tac. If you would like to do a matching game, put half the words on one side of the T-table, and have students come up and find the matching word/picture, and tack it on the T-table.
Extension: I have also used Venn diagrams when comparing fairytales. (Or for any other comparisons you would like to use in a story.) Before the story, run off copies of a Venn diagram, with the story titles and authors listed on the top. Tell the students that they will be comparing two stories, listening and looking for things that are the same and different. Read the stories. Have the students volunteer similarities and differences, then have the students complete the Venn diagram, independently or in partners. I usually ask for about 5 of each. Those who have difficulty writing can illustrate instead. As closure, have the students share which story they preferred and why.
Strategy #3 Connecting
Goal of Strategy: This strategy promotes reading comprehension by getting students to think while they read. More specifically, it gets students to think about feelings, characters, and places in relation to their own lives.
Source: Gear, Adrienne, Reading Power, Markham, Ont, Pembroke Publishers, 2006. Description: This strategy was developed by Adrienne Gear and is fully explained in her book Reading Power. Gear explains how when the reader connects to the text, and relates it to his or her life, the story makes more sense.Target Age: PreK-Grade 6
Preparation: This strategy can be introduced in a single library block, or done collaboratively with the classroom teacher over several library blocks. The preparation time is minimal and each time a new book is introduced and enjoyed with the students. Pick one of the books from Gear’s reading list, appropriate for the age level you wish to focus on. Implementation: This is the example given by Gear :Lesson 1 - Begin by telling the students that each one of them has a story to tell about their own lives. Most people keep their stories in their heads, and when they read a story something from the story can trigger a memory. In this way, they are “connecting” the story with their own life. Read story. (Adrienne Gear gives many suggestions, such as Rondo in C by Paul Fleischman). Ask the students why the characters, even though they all listened to the same music, they all heard something different? Discuss different reasons for this.
Lesson 2- Find a book that has strong connections for you. Model read-aloud/think-aloud, by stopping whenever there are connections. “This reminds me of…” Mark with a sticky note. Gear suggests making sure to cover text, pictures, characters and feelings (p.37).
Lesson 3- Read aloud new book from selected titles. Each student must come up with a “connection” and mark the spot with a sticky note. Continue to model your own connections. Share together.
Lesson 4- Make a large chart and break down the connections into 4 categories: part of the story, a picture, a character, or a feeling. Repeat Lesson 3, but give back the sticky notes and have the students place them on the chart where the connections happened. Model with your sticky note.
Lesson 5- Repeat lesson 4, but have students try to make connections in a different place on the chart. Introduce the difference between “Quick Connections” (“I have one of those skateboards’) and “Deep Thinking Connections” (I was afraid to fall off my skateboard and worried that everyone would laugh at me”).
Lesson 6- Students pick their own books from the selected titles. Using sticky notes, they mark the places where they make connections to the text. (Gear suggests limiting sticky notes to 3 for Grade 1, maybe 6 for Grade 5). Younger students can mark with a “C’ and their names, older students can write the connection. Share. Then trade books with a partner and, using different coloured sticky notes, mark, and share.
Extensions: Gear explains how this reading strategy can be expanded into a writing activity. Students choose one of their connections and write about it, comparing a piece of text to their own life. In the story… This reminds me of… Model on chart paper.
Older students, for independent practice, can find their own connect book, write about it and the connections, and present it to the class.
Strategy #4 Cause and Effect
Goal of Strategy: This strategy explains that a “cause” is an event that makes something else happen, and an effect is an event that happens as a result, or effect, of something else that happened.Source: Gruver, Sara, Reading Skills, Mini Lessons, Westminster, CA, Teacher Created Materials, Inc., 2004.
Description: Teacher will read story and students will identify causes and effects within the story.
Target Age: This lesson can be done in one sitting from primary through the intermediate grades. This strategy can be done with fiction and non-fiction.
Preparation: Pre-read the story and make separate cause and effects phrases from the story on cards. For the “hook”, list the causes on poster board and have the corresponding effects on cards, and have them ready to distribute to the class.
Implementation: Begin by defining what “cause” and “effect” mean, and that you will be reading a story that follows the text structure of cause and effect. (You could use illustration cards for non-readers). Distribute cards to the class and see if they can find the match, and attach it with sticky tac. Read the story. (I read If You Give A Mouse A Cookie by Laura Numeroff). When done, let those who want to change their matching, do so. For fun, give the students an incomplete worksheet that they have to complete, one side titled “Cause”, the other “Effect”. List 2 or 3 causes and effects and have the students write their own matching answers. Share.
Extension: Show students some of Numeroff’s other books and do some predicting from the title, such as listing 10 cause and effects from the title. Then read. After reading, students can decide whose cause and effects they liked better!
Strategy # 5 Descriptive
Goal of Strategy: In this strategy ideas are connected by describing important facts, characteristics, or attributes about something in the text.
Source: Filipenko, Margot, Literacy, Libraries and Learning, Markham, Ont, Pembroke Publishers, 2005.
Description: This strategy works well with non-fiction, especially when introducing research. I use this strategy when doing research on animals.
Target Age: Grades 1- 5
Preparation: On a large chart or poster board, create a large rectangle with 4 frames, and label them, Appearance, Food, Habitat, and Lifecycle.
Implementation: Tell the students you’ll be reading about an animal and they need to listen for information on each of the four characteristics about the animal. (Show chart). Pick a book about one animal. Read aloud. Pause when information about the animal is given and write on the chart. (Older students can take turns writing the descriptions themselves). After the story is done, look at the chart and talk about how the information was collected.
Extensions: Collect a variety of non-fiction books on animals at a variety of reading levels. Have students choose an animal to “research” (or they can work in pairs). Give students a worksheet with the 4 main characteristics labeled on the top, have them try to find 3 or more descriptions of each characteristic and record them on the sheet. Non-readers can collect information from pictures, draw them on the chart, or a teacher or older student (maybe buddy?) can scribe. You could even add a lesson on bibliographies at this point, having students cite the book they are using for their research.
This strategy can be taken even further with older students. Once they have listed the characteristics, they write them into sentences, forming paragraphs, and then a report. Lessons on topic sentences could be taught here. These extensions probably need to be done in collaboration with a classroom teacher.
Strategy #6 Summarizing
Goal of the Strategy: To summarize information focusing on the main idea.
Description: Using an interesting text, have students choose the “most important information” or main ideas from paragraphs.
Audience: K-5 depending on the level of the book
Source: Doiran, Ray and Marlene Asselin. Literacy Libraries and Learning: Using Books and Online Resources to Promote Reading, Writing, and Research, Markham, Ontario: Pembroke Publishers Limited, 2005.
Preparation: Choose an interesting non-fiction text with fairly clear main ideas in paragraphs.
Implementing the Strategy: Read students a paragraph from the text. The teacher will then model how to give a summary. Then read other paragraphs and ask the students: “What is the most important idea in this paragraph?” or “What is the most important thing the author wants us to know?”. Have students pair and share what they think the main idea is, and then discuss it as a group. This can be difficult for students. Continue practicing this with more paragraphs.
Strategy #7 Questioning
Goal of the Strategy: To help students retain information by linking their background knowledge to the text to lead to deeper understanding of the text.
Description: Teaching students there are at least three different types of questions: literal, think and search, and personal response.
Audience: K-5
Sources: Jefferson, Tanya et al. Reading 44: A Core Reading Framework, Vancouver: School District No. 44, 1999.
Preparation: Choose a text that lends itself well to the three different types of questions.
Implementing the Strategy: Teacher tells students there are at least three types of questions. They are “right there” or literal, “think and search” or inferential, and “on my own” or personal response. Begin by reading a picture book to the students and model the three different types of questions. Students can sort the type of questions in one of the three categories. Next have all the students read the text and come up with “right there” questions. The class will need to find the answer to these questions right in the text. Next read another chunk of text together and have students come up with “think and search” questions. Repeat the procedure with “on my own questions”. On chart paper have the three types of questions listed. Notice the “right there” questions often begin with words like: What did. . .? Who did. . .? How many. . .? “Think and search” questions look like: How do you. . .? What happened to. . .? What happened before. . .? “On my own” questions may begin: Have you ever. . .? If you could. . . ? Do you agree. . .? How do you feel . . .?
Extensions: Use graphic organizer from page 110 of Reading 44 and have students record their questions in the three categories as they read text on their own.
Strategy #8 Using Signal Words to Provide Clues to Text Structure
Goal of the Strategy: To teach students to identify signal words that help identify the text structure to build students understanding of non-fiction structure.
Description: Students learn to look for signal words to help them understand whether the structure of the text is sequential, descriptive, comparative, or cause and effect.
Audience: Grades 2-5
Source: Doiran, Ray and Marlene Asselin. Literacy Libraries and Learning: Using books and Online Resources to Promote Reading, Writing, and Research, Markham, Ontario: Pembroke Publishers Limited, 2005.
Preparation: Prepare a chart listing the common signal words in the four categories: sequence, description, comparison, and cause-effect (found on page 77 of our text).
Implementing the Strategy: Have the chart shown on page 77 of Literacy Libraries and Learning showing common signal words copied on a chart. Model the strategy by describing your morning and writing it on the board. Circle sequence signal words such as: before, first, finally, now, when, then, etc. Next, as a group, have students describe a field trip they went on and circle the signal words.
Extensions: Do the same activity with description, comparison, and case-effect signal words. During other reading times model through think-alouds how signal words are being used in your readings. For example, “The fire grew because” . . (stop reading at “because” and say “I think this is a cause and effect since I see the word ‘because’”). Cut a story or news article into four sections. Have students put back together and see how signal words help them.
Strategy #9 Judging a Book by It’s Cover
Goal of strategy: Understanding media and identifying conventions of a book cover.
Discussing what helps you choose a book you will like.
Description: Use book covers to discuss what the title and picture tell you.
Audience: Grades 1-3
Source: McKenzie, Jennette, Transparencies for Teacher Modeling, Australia: Thomson
Nelson. 2008.
Preparation: Use a colour photocopier to copy the covers of a variety of books (fiction and non-fiction) on transparencies. (Or you could just hold the books up).
Implementing the strategy: Tell students that many people use the cover of the book to decide what book they will choose. Put one of the transparencies of a book cover on the overhead. Ask students what they notice first about the cover. Point out that the title will tell them about the text inside. The title and picture may give information what the book is about as in Robert Munch’s Mud Puddle. It can also give hints of whether the book is fiction or non-fiction. Another thing we notice on the cover is the author’s name. Ask students if they would like to take this book out judging by the cover. Ask why or why not? Put other transparencies on the overhead and discuss. Give a few examples of great books that have unappealing covers and discuss the saying “you can’t judge a book by it’s cover” and what this phrase means in other situations.
Extensions: Have students make a cover for their favorite storybook. Or read a good story with an unappealing book jacket and have students recreate a “selling” book jacket.
Strategy #10 Book in a Bag (Building from Clues)
Goal of the Strategy: To peak students interest in a book and encourage reading. To have students give this alternative book talk. To have students predict.
Description: The teacher takes actual objects from a story in a bag. One by one pull the objects out and have the students discuss what the story may be about. Teacher tells parts of the story with out giving too much away using the objects.
Audience: Grades K-5 depending on the level of the book being promoted.
Source: Adapted from. Jefferson, Tanya et al. Reading 44: A Core Reading Framework. Vancouver: School District No. 44, 1999.
Preparation: Choose a book and collect several items that remind you of or relate to the book.
Implementing the Strategy: Take a book you know students will enjoy, such as Marty Chan’s Mystery of the Frozen Brain. Collect items such as a toque to represent the cold Alberta weather, a few groceries to represent the grocery store his parents owned and lived in, a model of a brain to represent the frozen brain he found in his freezer, etc. Ask students to use the items to predict what this book is about. Share parts of the book as they relate to the items you brought. Encourage students to read the book and find out.
Extensions: Have students choose one of their favorite books. Tell them to collect items in a bag that remind them of their story and have them book talk through “a book in a bag” the following week.
Bibliography
Doiran, Ray, and Asselin, Marlene, Literacy Libraries and Learning: Using books and
Online Resources to Promote Reading, Writing, and Research, Markham,
Ontario: Pembroke Publishers Limited, 2005.
Gear, Adrienne, Reading Power, Markham, Ont, Pembroke Publishers, 2006.
McKenzie, Jennette. Transparencies for Teacher Modeling, Australia: Thomson
Nelson. 2008.
Gruver, Sara, Reading Skills, Mini Lessons, Westminster, CA, Teacher Created Materials,
Inc., 2004.
Jefferson, Tanya et al. Reading 44: A Core reading Framework, Vancouver: School District No.
44, 1999.
Walker, Christine, and Shaw, Sarah, Teaching Reading Strategies in the School Library,
Westport, Conn.: Libraries Unlimited, 2004.
Goal of Strategy: Sequence is a strategy used for retelling the story.
Source: Filipenko, Margot, Literacy, Libraries and Learning, Markham, Ont.: Pembroke Publishers, 2005. Description: By using a story map, this strategy helps students develop a sense of the story as they retell the order of events from the text through pictures, words, or phrases. Because it limits the amount of space for writing, it is also useful for summarizing key points. Most often, the story can be introduced, shared, and sequenced in one sitting. Sequencing can be done with fiction and non-fiction.
I call this activity a “story map”, as students “map” out the main events of the story in sequential order.
Target age: Grades 1-6
Preparation: Begin by preparing a frame with 3 spaces (3 rectangles side by side) for primary students, adding 2 more for upper elementary students on letter-sized paper, with the title of the book and author on the top of the page. (I often include a curve that rises in the center to indicate rising action, climax, and falling action for intermediate students).
Implementation: Introduce the strategy by telling the students that every story has a beginning, middle and end, and that they will be illustrating the text structure after the story is read. Model for them how it will be done by reading a simple story (like Clifford) and after discussing the beginning, middle and end of the story, show them a sample you have already completed. Read the story (any fiction title will work) planned for this activity. Again, discuss with the students beginning, middle and end. Primary students (as well as ESL or those with learning challenges) can illustrate the three main parts to the story, and, if they are able, (or with teacher assistance), write underneath a sentence that explains the picture. Older students can add the rising and falling action, if their papers have the 5 frames, again through illustrations and writing. This strategy can be done with picture books, chapters in a novel, or even a whole novel, especially when getting students to think about key points and summarizing.
Extension: Have students make a comic strip of the story. For younger students it could be just the three frames with beginning, middle, and end. For older students it could be five frames, adding the rise and fall of action. Talk about main characters, setting, problem and solution as elements to a story, and have students incorporate these elements into their story maps or comic strips.
Strategy #2 Compare and Contrast
Goal of Strategy: This strategy uses T-tables to sort and categorize information from the story. By physically handling the words and phrases form the text, students can make sense of the information in a visual, systematic way.
Source: Walker, Christine, and Shaw, Sarah, Teaching Reading Strategies in the School Library, Westport, Conn.: Libraries Unlimited, 2004. Lee, Elizabeth A., Literacy, Libraries and Learning, Markham, Ont.: Pembroke Publishers, 2005.Description: Using graphic organizers, such as T-tables and Venn Diagrams to show similarities and differences in text structure. T-tables can be used in a variety of ways, from comparing similarities and differences, matching, yes/no, fact/opinion, and so on. T-tables can be used with both fiction and non-fiction. This strategy can be used during library story time and takes minimal preparation.
Target Age: Grades K-6Preparation: Create a T-table on poster board, with the title and author of the book at the top. Create a word/phrase sheet from the story and cut up the various words. (Walker & Shaw use the book Leaving Home by Collard). For example, since the story is about animals and how they move, (there are your two categories), the words would include all the animals and the different types of movements, such as hawk, fly, rabbit, hop, etc. For non-readers, pictures from the text may work better.
Implementation: Explain to the students what the T-table is for, as it gives the students a reason for reading (Walker, p.95). Read the story. After the story is done, read the words/ phrases aloud and ask volunteers to put it where it belongs on the T-table using sticky-tac. If you would like to do a matching game, put half the words on one side of the T-table, and have students come up and find the matching word/picture, and tack it on the T-table.
Extension: I have also used Venn diagrams when comparing fairytales. (Or for any other comparisons you would like to use in a story.) Before the story, run off copies of a Venn diagram, with the story titles and authors listed on the top. Tell the students that they will be comparing two stories, listening and looking for things that are the same and different. Read the stories. Have the students volunteer similarities and differences, then have the students complete the Venn diagram, independently or in partners. I usually ask for about 5 of each. Those who have difficulty writing can illustrate instead. As closure, have the students share which story they preferred and why.
Strategy #3 Connecting
Goal of Strategy: This strategy promotes reading comprehension by getting students to think while they read. More specifically, it gets students to think about feelings, characters, and places in relation to their own lives.
Source: Gear, Adrienne, Reading Power, Markham, Ont, Pembroke Publishers, 2006. Description: This strategy was developed by Adrienne Gear and is fully explained in her book Reading Power. Gear explains how when the reader connects to the text, and relates it to his or her life, the story makes more sense.Target Age: PreK-Grade 6
Preparation: This strategy can be introduced in a single library block, or done collaboratively with the classroom teacher over several library blocks. The preparation time is minimal and each time a new book is introduced and enjoyed with the students. Pick one of the books from Gear’s reading list, appropriate for the age level you wish to focus on. Implementation: This is the example given by Gear :Lesson 1 - Begin by telling the students that each one of them has a story to tell about their own lives. Most people keep their stories in their heads, and when they read a story something from the story can trigger a memory. In this way, they are “connecting” the story with their own life. Read story. (Adrienne Gear gives many suggestions, such as Rondo in C by Paul Fleischman). Ask the students why the characters, even though they all listened to the same music, they all heard something different? Discuss different reasons for this.
Lesson 2- Find a book that has strong connections for you. Model read-aloud/think-aloud, by stopping whenever there are connections. “This reminds me of…” Mark with a sticky note. Gear suggests making sure to cover text, pictures, characters and feelings (p.37).
Lesson 3- Read aloud new book from selected titles. Each student must come up with a “connection” and mark the spot with a sticky note. Continue to model your own connections. Share together.
Lesson 4- Make a large chart and break down the connections into 4 categories: part of the story, a picture, a character, or a feeling. Repeat Lesson 3, but give back the sticky notes and have the students place them on the chart where the connections happened. Model with your sticky note.
Lesson 5- Repeat lesson 4, but have students try to make connections in a different place on the chart. Introduce the difference between “Quick Connections” (“I have one of those skateboards’) and “Deep Thinking Connections” (I was afraid to fall off my skateboard and worried that everyone would laugh at me”).
Lesson 6- Students pick their own books from the selected titles. Using sticky notes, they mark the places where they make connections to the text. (Gear suggests limiting sticky notes to 3 for Grade 1, maybe 6 for Grade 5). Younger students can mark with a “C’ and their names, older students can write the connection. Share. Then trade books with a partner and, using different coloured sticky notes, mark, and share.
Extensions: Gear explains how this reading strategy can be expanded into a writing activity. Students choose one of their connections and write about it, comparing a piece of text to their own life. In the story… This reminds me of… Model on chart paper.
Older students, for independent practice, can find their own connect book, write about it and the connections, and present it to the class.
Strategy #4 Cause and Effect
Goal of Strategy: This strategy explains that a “cause” is an event that makes something else happen, and an effect is an event that happens as a result, or effect, of something else that happened.Source: Gruver, Sara, Reading Skills, Mini Lessons, Westminster, CA, Teacher Created Materials, Inc., 2004.
Description: Teacher will read story and students will identify causes and effects within the story.
Target Age: This lesson can be done in one sitting from primary through the intermediate grades. This strategy can be done with fiction and non-fiction.
Preparation: Pre-read the story and make separate cause and effects phrases from the story on cards. For the “hook”, list the causes on poster board and have the corresponding effects on cards, and have them ready to distribute to the class.
Implementation: Begin by defining what “cause” and “effect” mean, and that you will be reading a story that follows the text structure of cause and effect. (You could use illustration cards for non-readers). Distribute cards to the class and see if they can find the match, and attach it with sticky tac. Read the story. (I read If You Give A Mouse A Cookie by Laura Numeroff). When done, let those who want to change their matching, do so. For fun, give the students an incomplete worksheet that they have to complete, one side titled “Cause”, the other “Effect”. List 2 or 3 causes and effects and have the students write their own matching answers. Share.
Extension: Show students some of Numeroff’s other books and do some predicting from the title, such as listing 10 cause and effects from the title. Then read. After reading, students can decide whose cause and effects they liked better!
Strategy # 5 Descriptive
Goal of Strategy: In this strategy ideas are connected by describing important facts, characteristics, or attributes about something in the text.
Source: Filipenko, Margot, Literacy, Libraries and Learning, Markham, Ont, Pembroke Publishers, 2005.
Description: This strategy works well with non-fiction, especially when introducing research. I use this strategy when doing research on animals.
Target Age: Grades 1- 5
Preparation: On a large chart or poster board, create a large rectangle with 4 frames, and label them, Appearance, Food, Habitat, and Lifecycle.
Implementation: Tell the students you’ll be reading about an animal and they need to listen for information on each of the four characteristics about the animal. (Show chart). Pick a book about one animal. Read aloud. Pause when information about the animal is given and write on the chart. (Older students can take turns writing the descriptions themselves). After the story is done, look at the chart and talk about how the information was collected.
Extensions: Collect a variety of non-fiction books on animals at a variety of reading levels. Have students choose an animal to “research” (or they can work in pairs). Give students a worksheet with the 4 main characteristics labeled on the top, have them try to find 3 or more descriptions of each characteristic and record them on the sheet. Non-readers can collect information from pictures, draw them on the chart, or a teacher or older student (maybe buddy?) can scribe. You could even add a lesson on bibliographies at this point, having students cite the book they are using for their research.
This strategy can be taken even further with older students. Once they have listed the characteristics, they write them into sentences, forming paragraphs, and then a report. Lessons on topic sentences could be taught here. These extensions probably need to be done in collaboration with a classroom teacher.
Strategy #6 Summarizing
Goal of the Strategy: To summarize information focusing on the main idea.
Description: Using an interesting text, have students choose the “most important information” or main ideas from paragraphs.
Audience: K-5 depending on the level of the book
Source: Doiran, Ray and Marlene Asselin. Literacy Libraries and Learning: Using Books and Online Resources to Promote Reading, Writing, and Research, Markham, Ontario: Pembroke Publishers Limited, 2005.
Preparation: Choose an interesting non-fiction text with fairly clear main ideas in paragraphs.
Implementing the Strategy: Read students a paragraph from the text. The teacher will then model how to give a summary. Then read other paragraphs and ask the students: “What is the most important idea in this paragraph?” or “What is the most important thing the author wants us to know?”. Have students pair and share what they think the main idea is, and then discuss it as a group. This can be difficult for students. Continue practicing this with more paragraphs.
Strategy #7 Questioning
Goal of the Strategy: To help students retain information by linking their background knowledge to the text to lead to deeper understanding of the text.
Description: Teaching students there are at least three different types of questions: literal, think and search, and personal response.
Audience: K-5
Sources: Jefferson, Tanya et al. Reading 44: A Core Reading Framework, Vancouver: School District No. 44, 1999.
Preparation: Choose a text that lends itself well to the three different types of questions.
Implementing the Strategy: Teacher tells students there are at least three types of questions. They are “right there” or literal, “think and search” or inferential, and “on my own” or personal response. Begin by reading a picture book to the students and model the three different types of questions. Students can sort the type of questions in one of the three categories. Next have all the students read the text and come up with “right there” questions. The class will need to find the answer to these questions right in the text. Next read another chunk of text together and have students come up with “think and search” questions. Repeat the procedure with “on my own questions”. On chart paper have the three types of questions listed. Notice the “right there” questions often begin with words like: What did. . .? Who did. . .? How many. . .? “Think and search” questions look like: How do you. . .? What happened to. . .? What happened before. . .? “On my own” questions may begin: Have you ever. . .? If you could. . . ? Do you agree. . .? How do you feel . . .?
Extensions: Use graphic organizer from page 110 of Reading 44 and have students record their questions in the three categories as they read text on their own.
Strategy #8 Using Signal Words to Provide Clues to Text Structure
Goal of the Strategy: To teach students to identify signal words that help identify the text structure to build students understanding of non-fiction structure.
Description: Students learn to look for signal words to help them understand whether the structure of the text is sequential, descriptive, comparative, or cause and effect.
Audience: Grades 2-5
Source: Doiran, Ray and Marlene Asselin. Literacy Libraries and Learning: Using books and Online Resources to Promote Reading, Writing, and Research, Markham, Ontario: Pembroke Publishers Limited, 2005.
Preparation: Prepare a chart listing the common signal words in the four categories: sequence, description, comparison, and cause-effect (found on page 77 of our text).
Implementing the Strategy: Have the chart shown on page 77 of Literacy Libraries and Learning showing common signal words copied on a chart. Model the strategy by describing your morning and writing it on the board. Circle sequence signal words such as: before, first, finally, now, when, then, etc. Next, as a group, have students describe a field trip they went on and circle the signal words.
Extensions: Do the same activity with description, comparison, and case-effect signal words. During other reading times model through think-alouds how signal words are being used in your readings. For example, “The fire grew because” . . (stop reading at “because” and say “I think this is a cause and effect since I see the word ‘because’”). Cut a story or news article into four sections. Have students put back together and see how signal words help them.
Strategy #9 Judging a Book by It’s Cover
Goal of strategy: Understanding media and identifying conventions of a book cover.
Discussing what helps you choose a book you will like.
Description: Use book covers to discuss what the title and picture tell you.
Audience: Grades 1-3
Source: McKenzie, Jennette, Transparencies for Teacher Modeling, Australia: Thomson
Nelson. 2008.
Preparation: Use a colour photocopier to copy the covers of a variety of books (fiction and non-fiction) on transparencies. (Or you could just hold the books up).
Implementing the strategy: Tell students that many people use the cover of the book to decide what book they will choose. Put one of the transparencies of a book cover on the overhead. Ask students what they notice first about the cover. Point out that the title will tell them about the text inside. The title and picture may give information what the book is about as in Robert Munch’s Mud Puddle. It can also give hints of whether the book is fiction or non-fiction. Another thing we notice on the cover is the author’s name. Ask students if they would like to take this book out judging by the cover. Ask why or why not? Put other transparencies on the overhead and discuss. Give a few examples of great books that have unappealing covers and discuss the saying “you can’t judge a book by it’s cover” and what this phrase means in other situations.
Extensions: Have students make a cover for their favorite storybook. Or read a good story with an unappealing book jacket and have students recreate a “selling” book jacket.
Strategy #10 Book in a Bag (Building from Clues)
Goal of the Strategy: To peak students interest in a book and encourage reading. To have students give this alternative book talk. To have students predict.
Description: The teacher takes actual objects from a story in a bag. One by one pull the objects out and have the students discuss what the story may be about. Teacher tells parts of the story with out giving too much away using the objects.
Audience: Grades K-5 depending on the level of the book being promoted.
Source: Adapted from. Jefferson, Tanya et al. Reading 44: A Core Reading Framework. Vancouver: School District No. 44, 1999.
Preparation: Choose a book and collect several items that remind you of or relate to the book.
Implementing the Strategy: Take a book you know students will enjoy, such as Marty Chan’s Mystery of the Frozen Brain. Collect items such as a toque to represent the cold Alberta weather, a few groceries to represent the grocery store his parents owned and lived in, a model of a brain to represent the frozen brain he found in his freezer, etc. Ask students to use the items to predict what this book is about. Share parts of the book as they relate to the items you brought. Encourage students to read the book and find out.
Extensions: Have students choose one of their favorite books. Tell them to collect items in a bag that remind them of their story and have them book talk through “a book in a bag” the following week.
Bibliography
Doiran, Ray, and Asselin, Marlene, Literacy Libraries and Learning: Using books and
Online Resources to Promote Reading, Writing, and Research, Markham,
Ontario: Pembroke Publishers Limited, 2005.
Gear, Adrienne, Reading Power, Markham, Ont, Pembroke Publishers, 2006.
McKenzie, Jennette. Transparencies for Teacher Modeling, Australia: Thomson
Nelson. 2008.
Gruver, Sara, Reading Skills, Mini Lessons, Westminster, CA, Teacher Created Materials,
Inc., 2004.
Jefferson, Tanya et al. Reading 44: A Core reading Framework, Vancouver: School District No.
44, 1999.
Walker, Christine, and Shaw, Sarah, Teaching Reading Strategies in the School Library,
Westport, Conn.: Libraries Unlimited, 2004.
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