Reading Strategies Public Schools of Robeson County February 15, 2011.

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Presentation transcript:

Reading Strategies Public Schools of Robeson County February 15, 2011

Auditory Learners Recall what they hear Follow spoken instructions Learn by listening and speaking Learn to read best with: Phonics Choral Reading Listening to stories and recordings of books Discussing stories and reading orally

Choral Reading Arrangements: 1. Echo reading: The leader reads each line, the group then repeats the line just read. 2. Leader and chorus reading: The leader reads the main part of the poem, and the group reads the refrain or chorus in unison. 3. Small group reading: The class divides into two or more groups and each group reads one part of the poem. 4. Cumulative reading: One student or group reads the first line or stanza and then another student/group joins in as each line is read.

Visual Learners Recall what they see Follow written or drawn directions Learn by observing Learn to read best with: Sight methods—word recognition Dissimilar words such as: love and hate Silent reading Words accompanied by pictures, slides or videos

Interactive Summary Report

Interactive Summary Report

Tactile Learners Recall what they touch Follow instructions they write or touch Learn by touching or manipulating objects Learn to read best with: Writing/tracing methods Playing games or reading instructions Making something after completing the reading

Kinesthetic Learners Recall their experiences Follow instructions that they perform or rehearse Learn by touching or manipulating objects Learn to read best with: Pantomiming—telling a story without words Performing, acting in plays Recording and reading instructions, then build and do

Thematic Visualization This activity embraces all four (4) modalities: AVTK. It is motivational and enhances comprehension. – Complete reading assignment – Answer teacher made questions by drawing (no words) – Reassemble class, students will have 5 minutes to silently share their pictures with at least 3 classmates (initial back of picture viewed) – Put pictures away and students must describe one picture they viewed (artist speaks next—giving additional info) – Pictures are taken out, sorted and taped to the wall in sequential order – The visual map serves as a prewriting activity

Great Literacy Websites learn/ learn/