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Erika Phillips CA 1
1. CA1: Flip Chart
(Reading as a Process)
Strategies FEAP #2 – Instructional
Design and Lesson Planning
By: Erika Phillips
Indian River State College
Professor Kinggard
RED4348
2. Reading Strategies
-Based on 6th Grade Non-fiction
text
-“Plants and Food” (2014)
http://teacher.d
epaul.edu/Docu
ments/Plantsan
dFoodnonfictio
n6thgrade.pdf
4. Before Reading:
• Preparing for reading through
completing “frontloading
techniques” helps students
better comprehend what will be
read (Bursuck, 98).
• Not only does it get students’
mind thinking about what will be
read, but it allows them to have
an idea of key components to
look for when reading. This
allows for a more meaningful
and prepared read.
5. Strategy #1:
Activate Prior Knowledge
About:
• Expository text is based on fact rather than
being subjective to opinion or fantasy. Thus,
exposure to the material that is discussed is
helpful in students comprehending the
material. If students do not know about the
particular specifics of the material, try to find
common ground that has some correlation to
what is being covered.
• “Students often have no frame of reference to
the topics or issues in higher level text” (287).
Consequently, it is also crucial for teachers to
explicitly teach as much material as possible.
For most students learn through reading
rather than actual experience.
Pertaining to the 6th grade text:
• Most 6th grade students can list several plants
along with their attributes.
• Have students list what they know in some
sort of graphic organizer.
• Use what students know to tie to more
advanced concepts, like the clove plant.
– Not all students will have knowledge of what a
clove is, but they will be able to comprehend
that it is a plant and has its properties.
(clove plant)
6. Strategy #2: Skim the passage
About:
• Through briefly looking at the structure of the
passage, along with any key figures, students
can get an idea of what the text will be about.
• Students can look at the following before
reading to aid in comprehension:
• Title and subtitles
• Illustrations or images
• Captions
• The main topic of the passage
• Possibly its purpose
Pertaining to the 6th grade text:
• Students will see that the title is “Plants
and Food,” thus they will know what
the passage is going to be about.
– This can activate prior knowledge.
• Students can skim the beginning of
each paragraph to see ideas that
are presented in the text. The first
couple of words of each paragraph
present key ideas and vocabulary
words.
7. Strategy #3:
Discuss vocabulary that is important to understanding
the text
About:
• “Teaching one to two vocabulary words
necessary to understanding the text” is
an extremely useful teaching strategy
to do before reading (299).
• Through students grasping the
concepts that are discussed frequently
in the text (that may be new or
unknown), students can be prepared
before they actually start reading.
Pertaining to the 6th grade text:
• Some of the unknown words are
actually defined in the text both literally
and with context clues, so I would
choose the following vocabulary words
to review before reading:
– Clove(s)
– Essential
• Through students seeing the definitions
and having a thorough understanding
of the meanings of the words, they will
be able to read with ease and
comprehend what is being read.
8. Strategy #4: Think Aloud(s)
About:
• Through the teacher modeling the
thought process of what to look for when
first approaching a passage, students will
be able to see what to do in an error-free
environment.
• Asking questions could be done before
reading the actual passage, where the
teacher asks what the topic is, important
vocabulary words, and/or concepts.
Pertaining to 6th grade text:
• In the case of this text, the teacher can
present the following questions:
– What is the title?
– What is/are the main concept(s)?
– Is this passage meant to
inform/persuade/entertain?
– What do I know that ties to the text(Prior
knowledge)?
– Is this passage appropriate (ability-level)?
– What can I do to break it down, so that I
understand it (context clues, etc.)?
9. Strategy #5: Predict
About:
• Through students taking the limited
information given (before reading) and
using it to think deeper about the text,
there is the possibility of students of
finding connections in the text (later on
when they read it).
• Through predicting before reading,
students tie background knowledge
along with higher order thinking skills
as well.
Pertaining to 6th grade text:
• Asking students to contemplate the
following ideas will aid in
comprehension (before the actual
passage is read):
– What will the passage be about? (Main
idea)
– Do you think you will like reading the
passage? (Student interest)
– What does the title hint towards the
main idea of the passage?
11. During Reading:
• After students have “prepared”
to read the passage, they will be
equipped with some tools to
help them during the process.
• Several different cognitive
processes need to occur during
reading in order to fully
comprehend what is being said
both explicitly and what can be
inferred.
12. Strategy #1: Visualize
About:
• Creating a mental picture allows students
to picture what is being read.
Descriptions and specific details can aid
in creating such an image, which
students can tie to their prior knowledge.
• Through being able to tie what is being
learned to background knowledge,
students add to the schemas that they
already possess, thus creating a larger
“mental bank” that they can pull from.
Pertaining to the 6th grade text:
• The selected passage does not contain
any physical images, so students will
have to create mental ones.
• The following descriptions can aid in the
thought process and tie to students’
background knowledge:
– “At one time, people feared the tomato,
because they believed it to be poisonous.
They thought it was dangerous because
it grows on a vine that looks like a
poisonous plant called nightshade.”
– Even though most students have not
seen nightshade, they can imagine what
it looks like due to prior knowledge of
what a tomato looks like. Most people
have had some sort of experience with a
tomato.
13. Strategy #2: Make inferences
About:
• “Making an inference is using clues from the text
and your own knowledge and experience to
figure out what the author is trying to tell you”
(307).
• Inferences should be based off what is displayed
in the text but is not necessarily explicitly stated.
The process allows students to read and take
what is being said to see what will result. Higher
order thinking skills occur when students come
up with inferences, for they have to use a higher
tier of thinking skills.
• It is considered one of the more difficult
comprehension strategies, so students need to
have a full grasp on basic reading strategies
(physically reading, answering questions, using
prior knowledge, etc.) to be able to move onto a
more complex strategy.
Pertaining to the 6th grade text:
• When looking at the passage, there is
information explicitly said in the passage that is
easy to comprehend. When looking at creating
inferences, there needs to be more when
considering the thought process. The following
questions are based on information in the text,
but not explicitly mentioned. The context of the
content hints towards possibilities of different
answers for the following questions:
• How do you think people found out certain plants
are safe or not?
• Is there supporting information hinted in the
text?- Yes
• Why do you think it is important for people to
make sure food is safe to eat?
– Is there supporting information hinted in the text?-
Yes
14. Strategy #3:
Monitor Comprehension
About:
• Students need to check their understanding of what
they are actually reading (context).
• To do this, students need to be aware of the
physical words and phrasing that they are reading.
“Proficient readers are aware when they do not
know a word or when the text does not make sense,
and they know how to apply the fix-up strategies,
deciding which ones will help them with specific
problems” (305).
• According to page 306 of the text book, these
include:
– Relating what is read to what the student know
– Deciding the importance of information read
– Looking up definitions of unknown words or
concepts
Pertaining to the 6th grade text:
• Students may find the content of the passage
“Plants and Food” to not be interesting, resulting in
students’ interest to decline. Consequently, students’
attention to what is being said may also decline. To
help students properly attain the material, re-reading
important information may have to occur (especially
the beginnings of each paragraph).
• If students did not know the meanings of the
following words, they could look them up in the
dictionary as well:
– Nightshade
– Eugenol
– Antiseptic
– Distinguish
15. Strategy #4: Question Asking
About:
• “When questions are strictly factual in
nature and are left for after reading,
students fail to learn to apply
comprehension strategies or use
inferences to answer questions” (298).
• Thus, asking frequent and tiered
questions while reading is proven to
make students think more critically.
• Through students answering questions,
prior knowledge is activated, along with
thought processes of inferring and
analyzing the text.
Pertaining to the 6th grade text:
• Based on the text, students can answer
the following questions to improve
reading comprehension:
– What did you think as you read the
paragraph (pertaining to cloves)?
– Were there any unknown words in the
paragraph?
– Why do people need to know what plants
are safe?
16. Strategy #5: Make Connections
About:
• “Making connections between ideas,
concepts, and characters in the text”
can aid in comprehension (299).
• Through students connecting the text
to background knowledge, the reader
can tie the content read to their self.
• Making connections allow the reader to
make more difficult concepts more
relatable, thus allowing for more
content to be learned.
Pertaining to the 6th grade text:
• When looking at the text, students can
make connections to three different
components as they read:
• Self: I can relate to the various plants due
to prior experiences with enough plants
that I have a schema of plants.
• Text: I read have read other books on
plants and people trying things, so I can
relate the two.
• World: I now know new plants of cloves
and nightshade, perhaps I can research
different types of plants or see who was
the first person to find out that nightshade
was poisonous.
18. After Reading:
• Once the passage has been read,
students are far from done with it.
• In order to assure that
comprehension of the material has
completely occurred, important
strategies must ensue.
• Students will usually complete
some form of assessment, along
with answering questions and
reiterating key points from the text
as well.
19. Strategy #1:
Summarize the key points
About:
• “Summarizing helps students evaluate their
understanding of what is read, tell
important and unimportant information
apart, and better remember what they have
read” (303).
• Summaries should be given with detail and
entirety to ensure full comprehension
occurs. Pertaining to expository text, the
“main idea and supporting details of related
paragraphs need to be covered” (303).
• This strategy needs to be continuously
practiced to ensure effective use of it.
Pertaining to the 6th grade text:
• The main idea will be reviewed as
students give their answers.
– Students will need to write their
response with specific details.
– The first sentence of “Plants and Food”
is actually the main idea. It states, “The
more you know about plants and foods,
the healthier you will be”(2014).
– Supporting details could discuss would
be the beginning sentences of each
paragraph, for they summarize the
ideas of each proceeding paragraph.
20. Strategy #2:
Look back through the text
About:
• Sometimes in efforts of students focusing
on different reading elements
(vocabulary, syntax, etc.) certain parts of
the text are not fully comprehended.
• After reading, comprehension can be
evaluated through students being able to
answer questions. If students cannot
answer certain questions due to lack of
comprehension of the passage, then
they can look through the text again to
clarify and uncertainty. Sometimes
smaller details are harder to remember
when looking at a passage as a whole.
Pertaining to the 6th grade text:
• When concerning the following question:
– What other plant did tomatoes resemble?
Students may not remember the name or
the specific details pertaining to it, so
looking back through the text for the
context would be useful. Students need
to be aware of how to use this strategy,
where they do not have to read the entire
passage again for the answer, but rather
skim for key words. This will save
students time and effort.
When looking back at the text, students
can look for key words of tomatoes and
plants. The answer according to the
passage “Plants and Food” would be
“nightshade- a poisonous plant (2014).
21. Strategy #3:
Retellings- Expository Texts
About:
• This is where the student recalls information
from the text and states what they read in
their own words.
• Specific details are useful when recalling
information when dealing with main points
from the text. This also helps students
differentiate between important and
unimportant information as well.
• If the student is not specific enough in
retelling what is read, more details can be
asked of the student.
Pertaining to the 6th grade text:
• The text is rather detailed, thus retelling the
story can involve quite a few different points.
Example(s):
• Some plants can help or hurt you.
• Nightshade is a poisonous plant, while
tomatoes and cloves are safe plants to
consume.
• Storing plants/food properly is also important
in keeping it safe to eat.
• Scientists have studied plants and their
properties to ensure which ones are safe and
not safe to eat.
22. Strategy #4:
Clarify the Outcomes of Inferences
About:
• Creating inferences is a higher order
thinking skill. The validity of the
inference must also be checked to
ensure that the student is gathering the
right information to back his/her
comprehension.
• Through using strategies like referring to the
text (looking at key words) and using context
clues, the validity of inferences can be
checked.
Pertaining to the 6th grade text:
• Looking at the previous inferences made,
there needs to be some sort of proof hinted
towards in the text. The answers do not need
to be literally stated, just given the initial idea
of.
• How do you think people found out certain
plants are safe or not?
– People attempted to find ways to preserve
foods
– People died from certain foods and survived
with others
• Why do you think it is important for people to
make sure food is safe to eat?
– To prevent harm and/ or death if consumed
23. Strategy #5: Reflect
About:
• Pause after reading to think about what was
presented.
• Answer any self-questions that were brought
up and not yet answered.
• Think critically about the topic of the passage
and any inferences that were made.
• Ask yourself if there are any unanswered
questions or areas of confusion. If so, re-read
areas of concern.
• Metacognition skills are activated and used
during this process.
Pertaining to the 6th grade text:
• In regards to the passage, students may take
what they have learned about plants and their
ability to be food(s).
• The following ideas can be presented to allow
students to critically reflect on what they had
read (after they have finished reading):
– What vocabulary/ new concepts did I learn?
What do they mean?
– Clove, nightshade, antiseptic, etc.
– If I found an unknown plant, how could I find
out if it is safe to eat or not?
– What did I learn from the passage?
– “The more you learn about plants, the
healthier you will be.” Tasty foods can be
added to my diet and dangerous plants
can be avoided from consumption,
resulting in me to be a healthier individual.
