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Basic strategies for literacy

1. BASIC STRATEGIES FOR LITERACY Learning how to read may be a challenging endeavor that can frustrate even the most determined students. To help students build LITERACY, both reading fluency and comprehension skills, various strategies should be used . The building blocks for comprehension are 1.recognition; 2.decoding, 3. and fluency .

2. They require comprehension to acquire knowledge or express their ideas, whether through written or spoken words.

3. When Is Comprehension Evident? It’s important to recognize signs of students who have acquired comprehension skills. Readers who understand what they read are able to: Interpret and evaluate events, ideas, dialogue, and information Connect information to ideas they already have and facts they already know Adjust their knowledge to include new ideas

4. It’s important to recognize signs of students who have acquired comprehension skills. Readers who understand what they read are able to: Reframe their knowledge to look at their ideas from a different perspective Determine the most essential details of a passage Understand and describe underlying meanings

5. When students comprehend what they read, they can predict, infer, and seek answers to questions that arise. A reader who comprehends should be able to recognize deeper meanings as they review and re-read portions of text.

6. Types of Comprehension Strategies There are six types of strategies to improve reading comprehension: Making connections Asking questions Visualizing events Determining text importance Making inferences Synthesizing information to make new thoughts

7. 1. Making Connections When readers can connect the topic or certain information to what they already know about themselves or the world, they relate to the text . Some language prompts teachers can use to make connections include: This reminds me of a time when… I know about this topic because… The setting of this text is just like… Another prompt might be:  What’s happening in this book is just like what happened in…

8. 2. Asking Questions Asking questions and searching for the answers is an effective reading comprehension strategy. Readers can ask questions about what they have read, assess their own reactions, and infer the author’s reason for writing the text. Prompts that can be used to encourage thought-provoking questions might be: While I’m reading, I’m trying to figure out… I wonder why… Why did (a certain character) do that? What will happen next?

9. Teachers might also ask for students’ help—for instance, explaining that something doesn’t make sense and stating that they need to re-read it to find an answer.

10. 3 . Visualizing Being able to visualize or imagine events from a text in their minds is very helpful for students. When they can visualize what is happening, it makes the printed word more “real” and easier to comprehend and remember.

11. Prompts to help visualization can include: When the author describes (this), I picture… I can draw a picture of what is being described I can really see what the author is talking about when they… A final prompt could be:  I really can imagine myself in (the setting )...

12. 4. Determining Text Importance It can be difficult for readers to separate what is important to the story vs. what is interesting to them. They must learn to distinguish between fact and opinion, recognize cause-and-effect relationships, and compare ideas and information. In addition, readers must learn to pinpoint conflicts, problems, and solutions, identify steps involved in processes, locate information or answers to questions, and summarize what they have read .

13. Prompts to help determine text importance might be: There is lots of information here, and I need to decide what is important Let me take the big ideas and summarize I know these details are important because they match my purpose for reading, which was to… Teachers might also describe what they believe the author thinks is important and why.

14. 5 . Making Inferences When readers can make inferences, they merge clues within what they have read with prior knowledge they’ve attained. They will be able to answer questions that lead to conclusions regarding underlying themes and ideas.

15. Making Inferences Prompts for inferring details might be: The clues tell me that (this) is what’s really going on I think (something) will happen next because the author said… The author says this but means… Using clues and “reading between the lines” is key when making inferences.

16. 6. Synthesizing When readers can take new information from texts and combine it with their existing knowledge, they can hone their skills in reading comprehension. Using newly attained information as a launchpad or springboard to form their own original ideas can expand to new lines of thinking and new creations.

17. Synthesizing Useful prompts for teachers for encouraging synthesizing during think- alouds can include: My opinion of (this) is… I first thought (this) about (this), but now, I think… The story is about (this), and my views on it are… Teachers can also invite students to share their own opinions and thoughts.

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