STRATEGIES IN

DEVELOPING READING
SKILLS
Prepared by:
Mrs.Marites S. Tenedor
Pre-reading activities:

 looking at pictures, maps, diagrams, or graphs

 reviewing vocabulary or grammatical structures
 reading something relevant
 constructing semantic webs (a graphic

arrangement of concepts or words showing how

they are related)
 predicting the content of the text
 going over the directions or instructions for the

activity
 doing guided practice
Activating Prior Knowledge

 Help your students be good readers: those

who constantly try to make sense out of
what they read by seeing how it fits with
what they already know.
Graphic Organizers
 Venn Diagram
Fish bone
Character Map
Story map
Family Tree
Semantic Web
Running Records

 A running record is a way to assess a

student's reading progress by creating a
graphic representation of a student's oral
reading, identifying patterns of effective
and ineffective strategy use.
Think Aloud Strategy

 The think-aloud strategy asks students to

say out loud what they are thinking about
when reading, solving math problems, or
simply responding to questions posed by
teachers or other students.
Literacy Centers

 At literacy centers, students work alone or

interact with one another using instructional
materials to explore and expand their
learning.
  
Using "KWL" in the Classro
om
 KWL ("Know", "Want to Know", "Learned")
charts encourage students to use prior
knowledge and personal curiosity while
researching a subject or a topic.
Questions Before, During, and After Reading

 To encourage critical reading, teachers

should ask students questions about the
text before, during, and after they read.
Directed Reading-Thinking Activity

 Directed Reading-Thinking Activity (DR-TA)

is a teaching strategy that guides students
in making predictions about a text and then
reading to confirm or refute their
predictions.
Inferences

 Making an inference involves using what

you know to make a guess about what you
don't know, or reading between the lines.
Teaching your students to use this
technique will encourage more critical
reading and better understanding and
enjoyment of the text.
Question-Answer Relationships

 Question-Answer Relationships, or QAR, is a

reading comprehension strategy developed
to encourage students to be active,
strategic readers of texts.
Establishing the Main Idea

 An important task of reading

comprehension is to determine the
importance and meanings of individual
words, sentences, paragraphs, sections,
chapters, and entire texts. This article will
help you teach your students about finding
the main idea while they are reading.
Focused Mini Lessons

 Teach your students smaller concepts with

focused mini lessons; they will later be able
to relate this smaller idea to a larger
concept or skill.
Predicting

 Predicting involves thinking ahead while

reading and anticipating information and
events in the text. After making predictions,
students can read through the text and
refine, revise, and verify their predictions
Reading Aloud

 When we read aloud to students, we

expand their imaginations, provide new
knowledge, support language acquisition,
build vocabulary, and promote reading as a
worthwhile, enjoyable activity.
Reading Buddies

 Set up a "reading buddies" program with

your students by pairing older and younger
students together to read aloud to each
other, benefiting both students' reading and
listening skills
Reading Carnival

 Host a reading carnival at your school -- it

will give your students a chance to
demonstrate the reading skills they've
acquired and their parents a chance to be a
more integral part of their education.
Reading Workshop

 This strategy gives students the opportunity

to choose the books they read and to
discuss their reading individually and in
small groups
 Repeated Reading
 Use a variety of repeated reading activities

to improve reading skills.

 Sequencing
 Sequencing refers to the identification of

the components of a story, such as the

beginning, middle, and end. Learn here how
to apply the concept of sequencing when
teaching.
Sequencing
 Sequencing refers to the identification of

the components of a story, such as the

beginning, middle, and end. Learn here how
to apply the concept of sequencing when
teaching
Story Elements
 The ability to identify the elements of a

story (plot, characters, setting, and theme)

aids in reading comprehension, leads to a
deeper understanding and appreciation of
stories, and helps students learn to write
stories of their ow
 Summarizing
 Summarizing is more than retelling; it

involves analyzing information,

distinguishing important from unimportant
elements and translating large chunks of
information into a few short cohesive
sentences
 Visualizing
 Visualizing refers to our ability to create

pictures in our heads based on text we read

or words we hear. It is one of many skills
that makes reading comprehension
possible.
 Cause and Effect
 A cause and effect analysis is an attempt to

understand why things happen as they do.

Use this resource to help your students
understand the effects of various events
and actions, so they have a better grasp on
the way the world operates.
 Annolighting
A Text
 This active reading strategy links concept of

highlighting key words and phrases in a text

and annotating those highlights with
marginal notes.  
 AnnotatingA Text
 Annotating a text is an effective strategy to

promote active and critical reading skills;

this strategy provides a number useful
acronyms that students can use to
remember different elements of writer's
craft when reading and annotating a text.
 Anticipation
Guide
 Anticipation guides are typically used as a

pre-reading strategy and help to engage

students in thought and discussion about
ideas and concepts that they will encounter
in the text.
 Checking out the Framework
 This strategy provides students with

suggestions for previewing texts of different

genre in order to read strategically based
on their purposes for reading the text.
 Collaborative Annotation
 This strategy engages students in a process

of co-constructing their interpretations of a

text through a collaborative annotation
activity.
 Conversations
Across Time
 This reading strategy helps students to

develop deeper insights by making

connections between and across texts from
different time periods in response to a
common topic, theme, or essential
question.
 Dense Questioning
 The dense questioning strategy can be used

to help students pose increasingly dense

questions as they make text-to-text, text-
to-self, text-to-world connections.
 Conversations
Across Time
 This reading strategy helps students to

develop deeper insights by making

connections between and across texts from
different time periods in response to a
common topic, theme, or essential
question.
 InteractiveNotebook
 This highly adaptable strategy encourages

students to use a two-column note-taking

strategy.  In the right column, they take
notes to synthesize essential ideas and
information from a text, presentation, film
etc.; in the left-hand column, they interact
with the content in any way they choose
(personal connections, illustrations, etc.).
 Key Concept Synthesis
 The key concept synthesis strategy helps

students to identify the most important

ideas in a text, put those ideas into their
own words, and then make connections
between among these important ideas
 Listening to Voice
 This strategy helps students to analyze and

interpret writer's voice through the

annotation of a passage, with particular
emphasis on dictions, tone, syntax, unity,
coherence, and audience.
 Dense Questioning
 The dense questioning strategy can be used

to help students pose increasingly dense

questions as they make text-to-text, text-
to-self, text-to-world connections.
 Conversations
Across Time
 This reading strategy helps students to

develop deeper insights by making

connections between and across texts from
different time periods in response to a
common topic, theme, or essential
question.
 Metaphor Analysis
 This adaptable strategy teaches students how

to analyze a complex metaphor and

substantiate interpretive claims using textual
evidence.
 ParallelNote-taking
 The parallel note-taking strategy teaches

students to recognize different organizational

patterns for informational texts and then
develop a note-taking strategy that parallels
the organization of the text.
 QAR:Question-Answer Relationships
 The QAR strategy helps students to identify

the four Question-Answer Relationships

that they are likely to encounter as they
read texts and attempt to answer questions
about what they have read.  These include
"right there" questions, "think and search"
questions, "author and you" questions, and
"on my own" questions. 
 Questions Only
 The questions only strategy teaches students how to

pose questions about the texts they are reading and

encourages them to read actively as they work to
answer the questions they have posed. 
 RAFT
 This is a flexible post-reading strategy that helps

students to analyze and reflect upon their reading

through persona writing.  Based on suggestions
provided by the teacher or generated by the class,
students choose a Role, an Audience, a Format, and a
Topic on which to write in response to their reading.
 RAFT
 This is a flexible post-reading strategy that helps students
to analyze and reflect upon their reading through persona
writing.  Based on suggestions provided by the teacher or
generated by the class, students choose a Role, an
Audience, a Format, and a Topic on which to write in
response to their reading.
 Reciprocal
Teaching
 The reciprocal teaching strategy enables students to
activate four different comprehension strategies -
predicting, questioning, clarifying, summarizing - which
they apply collaboratively to help each other understand a
text they are reading.
 Sociograms
 A sociogram is a visual representation of

the relationships among characters in a

literary text.  Students can make use of
pictures, symbols, shapes, colors, and line
styles to illustrate these relationships, to
understand the traits of each character, and
to analyze the emerging primary and
secondary conflicts.
 Think Aloud
 Skillful readers unconsciously use a range of

strategies to make meaning from text.  The

think aloud strategy involves modeling
these strategies by "thinking aloud" while
reading and responding to a text.  By
making explicit for students what is implicit
for more expert readers, it becomes
possible for students develop and apply
these strategies themselves.


Writer's Craft Seminar

 This reading strategy teaches students how

to analyze text through close reading in

order to formulate a interpretive thesis that
is supported through assertions and textual
evidence.  Students present their
interpretations to the class through a
seminar format.