EDRD 597 – WK # 3 OPENER REVIEW: Pre & During-reading strategies VIDEO READING PARTNERS – Bamford & Day article POST-READING STRATEGIES GUEST SPEAKER & TEACHING DEMOS NEXT WEEK

POST-READING STRATEGIES READING REPONSE LOGS ANTICIPATION GUIDES LITERACY SCAFFOLDS SEMANTIC MAPPING THINK ALOUD READ ALOUD ECHO READING GUIDED READING SILENT SUSTAINED READING

LITERACY SCAFFOLDS Reading and writing activities that give teacher or peer assistance in order for the student to be able to fully participate in on-going classroom procedures

LITERACY SCAFFOLDS PEER TUTORING/CHECKING/MONITORI NG DIALOGUE JOURNALING COMPREHENSION CHECKS: EXIT SLIPS, ORAL OR WRITTEN SUMMARY STATEMENTS

THINK ALOUD What does the title mean? Where does the story take place? How does this compare with other texts we have read? How do you think the story will end? How does this relate to activities in your life?

READ ALOUD INDIVIDUALLY BY ROWS BY TEAMS GIRLS V BOYS HALVES OF THE ROOM PAIRS GROUPS

ECHO READING TEACHER MODELS STUDENT MODELS PAIRS MODEL GROUPS MODEL

GUIDED READING STUDENTS ARE GIVEN UNKNOWN VOCABULARY/GRAMMAR/VERBS, ETC. LENGTH OF TEXT MAY BE REDUCED (SHORTENED) STUDENTS ARE ENCOURAGED TO READ FOR GIST, E.G., UNDERSTANDING

SILENT SUSTAINED READING STUDENTS READ FOR PLEASURE AT DESIGNATED TIME(S) THROUGHOUT THE DAY AMPLE READING SELECTIONS SHOULD BE PROVIDED