T EACHING R EADING THROUGH L ITERATURE Different Reading Strategies to use in the Classroom By Britney Bruce

R EADING ALOUD TO CHILDREN Reading aloud to children has proven to positively correlate with their reading achievement. There are numerous benefits of reading aloud, some include: Stimulating and broadening children’s interest in quality literature in a variety of genres. Allowing children to experience books that are too difficult for them to read independently. Giving children the opportunity to hear excellent literature they might never read for themselves, such as books with slow beginnings or above their reading level. Broadening their background experiences. Introducing children to a wide range of written language, which helps in expanding vocabulary. Encouraging reading because it shows adults enjoy reading.

R EAD ALOUD CONTINUED … It is important for both parents and teachers to read aloud to children on a daily basis. Not every parent is going to be able to do so, so it is vital for the teacher to make sure they include read aloud in their daily agenda. The books or poems be ones that the teacher enjoys, appeals to children, range in genre, and are sometimes chosen with the class’ help. Teachers should use “picture-walks” when reading to their class.

R EADING ALOUD COMPREHENSION QUESTIONS A teacher needs to keep in mind two important guidelines when asking questions to check comprehension. They need to make sure that they avoid asking one-word answer questions. They should avoid asking only memory-level questions. Who, what, when, where, or why… Both of these types of questions require barely any thinking and tell you little about the students’ comprehension.

R EADING ALOUD A CTIVITY Listening-prediction activity Why prediction? Thinking creatively Keep up interest level Whole class None/few have read the story Show cover/title Students make predictions in journal Check throughout Correct Wrong Revise

S USTAINED SILENT READING (SSR) Set time everyday for students to read silently in class. They chose the books Five Finger Model (William Powell) open book near the center to a page with no pictures read it to yourself come to a word that you do not know put up one finger at the end of the page if you have reached five fingers or more the book is too difficult Book reports and comprehension tests are considered harmful to this time

G UIDED S ILENT R EADING Student reads on their own, but the teacher initiates conversation and probes deeper thinking questions. (Activity similar to whole group prediction activity.) Structure: Pre-Read (discussion/predictions) Guided Reading (asking questions/ keep on task) Post-Reading (discussion/conclusions)

I NDIVIDUAL ORAL READING Small group reading with teacher Read silently before Read sections out loud Individual reading with teacher Running records Student’s progress

C UNNINGHAM ’ S SIX GUIDELINES TO ORAL READING Except when assessing, always have a child read a book or passage silently before reading it orally. Oral reading should be done with a book or passage that is fairly easy. Children who are listening should never correct another reader’s mistakes. Ignore errors that do not change meaning. When a reader makes a meaning-changing error, wait. If waiting doesn’t work, give sustaining feedback.

G ROUP ORAL READING Helps involve every student in improving fluency Choral Reading Reading together (or certain parts) works very well with poems or other rhyming works Reader’s Theater Read piece multiple times get in groups pick a passage assign parts choral read read their part privately present their play to the rest of the class works on reading with expression(radio play) Story Theater similar to reader’s theater, but more acting mimes/readers (switch)

R EFERENCE Anderson, N.A. (2006). Elementary Children’s Literature: The Basics for Teachers and Parents (2 nd ed.). Boston, Mass:Pearson.