Engaging Students in Reading
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Transcript Engaging Students in Reading
Guiding Reading
Comprehension
Chapter 7
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Frame of Mind
How do think-alouds, reciprocal teaching, QARs, and
QtAs model reading/thinking/learning strategies for
students as they interact with text in a discipline?
Describe the procedures associated with each of
these instructional strategies: KWL, directed readingthinking activity (DR-TA), Guided Reading Procedure
(GRP), Intra-Act, and Discussion Web. How do these
instructional strategies support thinking and learning
with text? Which of these strategies may be
particularly useful when adapted to your content
area?
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Frame of Mind
Why and when should teachers use reading
guides?
How can you modify and adapt three-level
reading guides to meet the conceptual
demands of your discipline?
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Key Terms
DR-TA
QAR
Discussion web
QtA
Guided Reading
Reciprocal Teaching
Procedure (GRP)
Intra-Act
KWL
Metadiscourse
Modeling
Scaffolding
Semantic map
Think-aloud
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Instructional Strategies for Reading
Engagement
KWL
Intra-Act
Guided Reading Procedure (GRP)
Discussion Webs
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Using Think-Alouds
Select passage that contains points of
difficulty, ambiguities, contradictions, or
unknown words
Have students listen as you model thinking
aloud
Have students practice with partners
Have students practice independently
Encourage students to transfer the process to
other reading
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Think-Alouds
Develop hypotheses by making predictions
Develop images
Share analogies
Monitor comprehension
Regulate comprehension
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Question–Answer Relationships (QARs):
Where are answers to questions found?
In the Text:
Right There
Think and Search
In Your Head:
Author and You
On Your Own
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Questioning the Author
(QtA)
Identify major understandings and potential
problems with a text prior to its use.
Segment the text into logical stopping points
for discussion.
Develop questions, or queries, that model
and demonstrate how to “question the
author.”
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Guiding the QtA Discussion
Marking
Turning back
Revoicing
Modeling
Annotating
Recapping
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Procedures for KWL
Introduce the KWL strategy in conjunction
with a new topic or text selection.
Identify what students think they know about
the topic.
Generate a list of student questions.
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Procedures for KWL
Anticipate the organization and structure of
ideas that the author is likely to use in the
text selection.
Read the text selection to answer the
questions.
Engage students in follow-up activities to
clarify and extend learning.
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Procedures for the Discussion Web
Prepare your students for reading by
activating prior knowledge, raising
questions, and making predictions about the
text.
Assign students to read the selection and
then introduce the discussion web by having
them work in pairs to generate pro and con
responses to the question.
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Procedures for the Discussion Web
Combine partners into groups of four to
compare responses, work toward
consensus, and reach a conclusion as a
group.
Give each group three minutes to decide
which of all the reasons given best supports
the group’s conclusion.
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Procedures for the Discussion Web
Have your students follow up the whole-
class discussion by individually writing their
responses to the discussion web question.
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Guided Reading Procedure (GRP)
Prepare students for reading.
Assign a reading selection.
As students finish reading, have them turn
books face down.
Help students recognize that there is much
that they have not remembered or have
represented incorrectly.
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Guided Reading Procedure (GRP)
Redirect students to their books and review
the selection to correct inconsistencies and
add further information.
Organize recorded remembrances into
some kind of an outline.
Extend questioning to stimulate an analysis
of the material and a synthesis of the ideas
with previous learnings.
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Guided Reading Procedure (GRP)
Provide immediate feedback, such as a
short quiz, as a reinforcement of short-term
memory.
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Procedures for Intra-Act
Comprehension
Relating
Valuation
Reflection
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Directed Reading–Thinking Activity
(DR–TA)
Begin with the title or a quick survey of the
material. Ask, “What do you think this will be
about?” and “Why do you think so?”
Ask students to read silently to a
predetermined logical stopping point.
Repeat questions as suggested in step 1.
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Directed Reading–Thinking Activity
(DR–TA)
Continue silent reading to another suitable
point.
Continue in this way to the end of the
material.
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Reading Guides
Three levels of comprehension
Literal level
Interpretive level
Applied level
Three-level comprehension guides
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