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Main > Teachers3 > wheatleyb 
BE SURE TO SCROLL DOWN TO GET THE MANY DIFFERENT STRATEGIES AND ACTIVITIES.
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Comprehending what you read through the SQ3R method:
FCAT Express explains:
Survey~Question~Read~Recite~Review
SURVEY~Look at the parts of a chapter or article.
QUESTION~Actually read the questions you will need to
answer or create your own if none are provided.
READ~all important information including captions with
pictures and graphs, etc.
RECITE~Take notes on important points in your own words.
Answer the questions.
REVIEW~skim through the article or chapter to
review. Also review your own notes. Check to see
that you have answered the questions correctly and
completely. |
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One-Sentence Summaries
A link showing some patterns:
Sometimes you need to be able to tell specific information and/or details in one sentence.
One way is to tell the character or characters and what happened during the event. This is what I usually ask for in the homework reading log.
Example: Brian was sprayed by the skunk when it was looking for the buried turtle eggs.
Here are other ways to do one-sentence summaries. They are suggestions from Project CRISS (CReating Independence through Student-owned Strategies.)
Description:
A ____ is a kind of _____ that...
Compare/ Contrast:
___X___ and __Y__ are similar in that they both …, but __X__... while __Y__ …
Sequence:
________begins with …, continues with…,and ends with….
Problem/Solution:
_______wanted ..., but..., so...
Cause/Effect:
__________ happens because ....
__________ causes.... |
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RAFT
Great explanation from "Greece Central School System" webpage"
A RAFT is written from a viewpoint other than that of a student, to an audience other than the teacher, and in a form other than the standard theme.
R= Role of writer: Who are you?
A= Audience: to whom is it written?
F= Format: What form will it take? letter, speech, conversation, etc.
T= Topic: The topic plus a strong verb
For example, the student could be an animal interviewing an author to grumble about how it was treated in the book. |
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KWL Plus
K-W-L explained on FCAT Express:
Students brainstorm what they know (K), record what they want to know (W), and then list what they learned (L) in a three column graph.
The "What I Know part" is usually done before reading a selection and brings out the students' background knowledge of the topic or subject.
The "What I Want to Know" (What I Expect to Find Out) column is to record questions students may have before reading.
The last column "What I Learned" is used to list information in categories, if possible, about what students learned from reading the selection.
PLUS: The students can summarize the LEARNED information into a few sentences. |
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Preparing to SUMMARIZE
"Gist Strategy" explained on "Read~Write~Think"
Research indicates that helping students learn how to summarize has a positive effect on comprehension and recall of text (Pearson & Fielding, 1991)
However just telling students "to summarize" is not enough.
Here at Kennedy, we use a pre-reading strategy that helps students to remember to look at titles, boldfaced headings, pictures and captions. Then they are to read the first and last paragraphs.
Students also should notice key vocabulary words, discussion questions, repetition of ideas, and transition words that indicate main points to help find main ideas.
Taking notes during this process helps students to prepare to summarize. |
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Venn Diagram
Printable Venn Diagram Here:
This graphic organizer is used to help students organize their thoughts and compare and contrast the characters, events, ideas, objects, books, or stories we have covered.
Compare is to examine two or more objects, ideas, or people in order to note similarities and differences.
Contrast is to compare in order to show unlikeness or differences.
DIRECTIONS:
Differences are written in the outer part of the circles, and similarities are written in the center where the two circles overlap. |
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T.H.I.E.V.E.S (pre-reading strategy)
Click Here:
To help students remember how to do the pre-reading strategy, they can go through the letters that spell T.H.I.E.V.E.S.
T is for the title and topic.
H is for the headings
I is the introduction and opening paragraph
E is for every first sentence in a paragraph.
V is for vocabulary/visuals including photographs, drawings, maps, charts, graphs.
E is end-of-chapter questions and/or end of paragraph
S is summary |
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Think-Pair-Share
Click here:
Select a topic.
THINK about the topic and write down what you know.
PAIR with another student to check your ideas.
SHARE your ideas with the whole class. |
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Highlighting and Underlining
Know your purpose. Read a paragraph before marking. Re-read to highlight or underline.
Remember these guidelines:
~Be selective (mark key words, NOT sentences)
~Use symbols * ! ? + = >
~Add Power Numbers
~Write in the margins
However, do NOT mark in textbooks or on any copies of reading selections UNLESS you have the teacher's permission. |
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Pattern Puzzle
1. Make a copy of your notes, a section of text, science
or mathematics process, the events in a story, etc.
2. Cut the copy into sentences, steps, or events.
3. Mix up the pieces.
4. Learn the information or process by putting the pieces in the correct order.
5. Compare your solution to the original.
6.Try again!
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YES~NO~WHY Activity
Decide whether the sentences using vocabulary words or new words make sense. Pay attention to any underlined, bold, or italicized words in the sentences.
If the sentence makes sense, write YES in the space to the left, then explain why it is logical.
If the sentence does not make sense, write NO and explain why.
Now discuss this with a partner, small group, or larger group.
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FCAT Reading Test Tips
Always follow the teacher's directions and do not begin the test until you are told to do so. Look at the title of the reading selection. Then look at any pictures or graphs, etc. Read any captions, words, sentences or phrases near them.
BEFORE you read the selection, read the questions carefully. Make sure you understand exactly what the question is asking. Look for keywords such as: who, what, when, where, why, and how. You see them so often that you may not even notice which one is really in the question. Now look for other important words to help you find the best answer.
Now read the selection. When you find an answer, circle it, underline it, or put a star or number by it. You are allowed to write these marks on the reading selection, BUT DO NOT MAKE ANY STRAY MARKS ON THE ACTUAL ANSWER SHEET. Remember to place the ACTUAL answer on the ANSWER SHEET AFTER the CORRECT NUMBER. |
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