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Strategies to use
in reading
REGIONAL EDUCATIONAL
SERVICE AGENCY
If a child pays
little attention
to print in the
world, then:
Help child see purpose of print
•	 Environmental print
•	 Work with names
•	 Reading the room (a form of environmental
print)
•	 Literacy play boxes (journal of play)
•	 Word games
•	 Language experience
•	 One-to-one matching
•	 Directionality
If a child has
little knowledge
of books, then:
Help reader feel comfortable
with text and book handling
•	 Read aloud with child (shared reading
modeled after bedtime reading)
•	 Older reading buddies
•	 Owning books
•	 Library card
If a child has
little knowledge
of the alphabet,
then:
Make learning alphabet interesting
and fun (letters need not be learned in
order)
•	 Songs, nursery rhymes, and choral reading
•	 Alphabet books
•	 Letters in names
•	 Alphabet blocks
•	 Alphabet sound word examples
•	 Magnetic letters and other Everyday
Phonics
•	 Write letters in shaving cream or sand
•	 Handheld games and other Everyday
Phonics
•	 Letter detective
•	 Letters in writing
If a child does
not recognize
word units, then:
Help reader realize that print is made
up of words that match speech
•	 Shared reading
•	 News and announcements chart
•	 Word wall
•	 Writing
•	 Blending sounds into words and word parts
•	 One-to-one matching
Download an electronic copy
An electronic version of this document with links to each
strategy is available online at:
http://www.protopage.com/evans.jennifer
Click the“Reading”tab
EmergentReaders
If a child has
difficulty
matching
letters with
corresponding
sounds, then:
Help reader realize that words are
made up of letters that correspond
with speech sounds
•	 Counting words in speech
•	 Clapping syllables
•	 Sound boxes
•	 Alphabet sound word examples
•	 Word games – match word with beginning
letter
•	 Rhyming
•	 Rhyming books
•	 Everyday phonics (I-spy, alphabet cans,
magnetic letters, etc.)
If a child has
difficulty with
letter-sound
correspondence,
then:
Help reader learn high-frequency
letter-sound correspondence
(consonants) in the context of real
reading situations or as a result
of examining text in real reading
situations
•	 Letters in the context of real reading
•	 Tongue twisters
•	 Nursery rhymes
•	 Flip the sound
•	 Cross checking
•	 Beginning sounds
If a child reads
words letter by
letter, then:	
Model fluent reading
•	 Shared reading
•	 News and announcements
Help child see words as wholes
•	 Word sorts
•	 Word walls
•	 Alphabet books (letter recognition)
•	 Personal dictionary
•	 Word of the day
•	 List-group-share (LGS)
•	 Visual-auditory-kinesthetic-tactile
•	 Tracking
•	 Cloze
•	 Practice common sight words and high-frequency
words
Help child see word patterns
•	 Onset/rime
•	 Structural analysis
•	 Chunk letters together
•	 Blend sounds
•	 Stretch and reread
If a child guesses
at words using
only initial
consonant sound
as cues, then:
Help reader see words as wholes and in the
context of an authentic reading situation
•	 Cloze activities during shared reading
•	 Computer reading programs
•	 Language experience
Help reader use multiple strategies for
decoding
•	 Word families
•	 Word sorts
•	 Cloze
•	 Word banks
•	 Making words
•	 Contextual analysis
•	 Bag words
•	 Writing
•	 Cross-checking – meaning, syntax, visual cues
•	 Monitoring and self-correcting
If a child guesses
at unknown
words, using no
graphic cues,
then:
Help reader pay attention to the visual
aspects of word identification while still
using syntactic and semantic cues
•	 Cloze with initial consonant sound
•	 Finding little words in big words
•	 Structural analysis
•	 Onset/rime
•	 Word sorts
•	 Writing Word Wizards
•	 Picture clues
EarlyReaders
If a child can
decode but
uses only letter
sounds, then:
Help reader see that decoding words involves
multiple strategies such as onsets/rimes, word
within words, structural analysis, context clues
•	 Word sorts
•	 Onset/rime
•	 Cloze
•	 Word bank
•	 Making words
•	 Contextual analysis
•	 Finding little words in big words
•	 Writing
•	 Chunking
If a child has
little interest in
reading, then:
Help reader to discuss purposes for reading
in his/her life
•	 Environmental print
•	 Literacy play boxes
•	 Books about me
•	 Interactive reading (reading with students)
•	 Computer stories or reading games
•	 Word games
•	 Reading aloud to child
•	 Shared reading
•	 Owning books
•	 Jackdaws
•	 Career search
•	 Interest Inventory (Motivation to Read Profile)
If a child doesn’t
recognize new
words built on
known words,
then:
Help reader learn that words are not always
individual letters, but often have parts
•	 Structural analysis
•	 Word sorts
•	 Making words
•	 Word games
•	 Rhyming words
•	 Word families
•	 News and announcements chart
If a child has
problems with
sight words,
then:
Help reader build a repertoire of sight words
by connecting words to life/experience for
long-term memory
•	 Word walls
•	 Personal dictionary
•	 Bag words
Demonstrate to reader that sight words are
usually built from reading, not before reading
•	 Word study after reading
•	 Writing
If a child reads
words he knows
but stops at
every new or
unfamiliar word,
then:
Help child realize reading is not just reading
words, help learn to use all three cueing
systems
•	 Cloze activities
•	 Use of prediction before and after reading
•	 Guided reading
•	 Think-alouds
•	 Skip the word then come back
•	 Blend sounds
•	 Stretch and reread
If a child reads
word-by-word,
then:
Present opportunities for rereading
•	 Repeated reading
•	 Reader’s theatre
•	 Environmental print
•	 Read and write about their world
•	 Cut-up sentences
Work on pre-reading so student makes
predictions and reads to confirm or adjust
predictions
•	 Pre-telling
•	 Anticipation guides
•	 Webbing
•	 Activate prior knowledge
•	 Set purpose for reading
Model fluent reading
•	 Shared reading
•	 Paired reading
•	 Read-alouds
•	 Tracking
•	 Adjusting reading rate
If a child has
problems
choosing
appropriate
books, then:
Teach strategies for choosing books based on
interest and ability
•	 Choosing books
•	 Reading buddies
•	 Sharing books
•	 Owning books
•	 Five Finger Rule
•	 Goldilocks strategy
•	 Read appropriate level text
•	 Choose good-fit books
•	 Voracious reading
•	 Ask,“Does this make sense?”
•	 Interest inventories (Motivation to read profile)
If a child has
little confidence
in reading
ability, then:
Help child see him/herself as a reader
•	 Read to younger children
•	 Reading logs
•	 Choosing good-fit books
•	 Language experience  (reading books written by
child)
•	 Choral reading
•	 Shared reading
Emphasize reading strengths
•	 Use strengths/needs list to begin with what students 	
can do
•	 Share strengths/needs list with parents and child
•	 Work on goals together
If a child reads
so slowly that
comprehension
is compromised,
then:
Take time for pre-reading
•	 Activate prior knowledge
•	 Set purpose for reading
•	 Anticipation guides
•	 Frame two/three words at a time
Model fluent reading and attend to meaning
before having student read independently
•	 Think-alouds
•	 Create visual images
•	 Ask student to read like a character (or teacher) would
read it
•	 Slide your finger across the text quickly, masking
when necessary
•	 Questioning strategies
•	 Plan and label
Make sure text is at appropriate level
•	 Choose good-fit books
If a child doesn’t
attend to story
or attention
wanders during
reading, then:
Help reader see reading as a meaningful
activity
•	 Interest inventory
•	 Reading own writing
•	 Choosing good-fit books
•	 DRTA
•	 Reading buddies
If a child has
difficulty
tracking, loses
place, then:
Help child practice reading fluently using aids
that train the eyes to process left to right, line
by line
•	 Computer versions of story with highlighted text
•	 Leap Pad reading games
•	 Tracking with finger
•	 Shared reading
•	 Tracking with a bookmark
•	 Use prior knowledge to connect with text
•	 Ask questions while reading
•	 Make connections to text
•	 SSR with buddy
•	 Think-pair-share
•	 Language experience
•	 Socratic Method
•	Guided instruction
•	KWL
•	Create a scenario
•	DRTA
If a child reads
slowly, but
comprehends,
then:
Present authentic reasons for rereading
•	 Readers’theatre
•	 Writing text for struggling readers
•	 Rereading
Model fluent reading
•	 Shared reading
•	 Echo reading
•	 Read-alouds
•	 Adjusting reading rate
Present opportunities for student to read fluently
with support
•	 Choral reading
•	 Computer reading
•	 Paired reading with fluent readers
•	 Tape-recorded reading
•	 Games such as Leap Pad
•	 Tracking
•	 Repeated readings
•	 Reader’s Theatre
•	 Listening center
•	 Speed drills
If a child
memorizes text
during repeated
readings, then:
Help child pay attention to words in text
•	 Working with words using a familiar story, personal
dictionary, and so on
•	 Scrambled sentences
•	 Tracking with finger
•	 Computer versions of story with highlighted text
•	 Computer games such as Leap Pad that use pencil for
tracking
If a child reads
quickly but
inaccurately
and with limited
comprehension,
then:
Help child read at a pace that supports
comprehension; help child read for meaning
•	 DRTA
•	 Comprehension strategy framework with marginalia
•	 Questioning
•	 QAR
•	 Create visual images
•	 Plan and label
•	 Fix-up strategies
•	 Anticipation guide
•	 Socratic Method
•	 Guided reading
•	 Think-pair-share
•	 Reciprocal teaching
•	 Practice fluency strategies
•	 Adjust and apply different reading rates to match text
•	 Use phrasing, use punctuation
•	 Cross check
•	 Chunk letters together
TransitionalReaders
If a child reads
fluently but can’t
retell, then:
Make sure student understands how to retell
•	 Retelling
•	 Summarize – headline it
•	 Webbing/mapping
•	 Modeling
•	 Think-alouds
•	 Interpretive questions
•	 Scoratic Method
•	 Story frames
•	 Semantic webbing
Make sure student is constructing meaning while
reading
•	 Imagery
•	 Predicting
•	 Questioning
•	 Determine important ideas
•	 Prior knowledge – exclusion brainstorming
•	 Guided Reading
•	 Reciprocal teaching
•	 DRTA
•	 Plan and label
•	 Adjust and apply different reading rates to match text
If a child reads
fluently but can’t
(or sometimes
doesn’t) identify
main idea or
purpose, then:
Help reader bring meaning to text, connect to
experience and previous knowledge, and organize
the elements of the text during and after reading
•	 Story mapping
•	 Literature circles
•	 Compare and contrast charts
•	 Write and share
•	 Imagery
•	 Questioning
•	 Determine importance in text – final word
•	 Artful artist
•	 Plan and label
•	 Paraphrasing
•	 Socratic Method
•	 Asking for help
•	 Venn diagram
•	 Response logs
•	 Summarizing / retelling
•	 Connecting – conscious to unconscious
•	 Column notes
If a child reads
fluently but
misses many
details, then:
Help reader see that he should examine text and
reread when necessary
•	 Mapping
•	 Webbing
•	 Reciprocal teaching
•	 Context clues, rereading, and skipping
•	 Self-questioning (if reader can’t identify main idea or
purpose)
•	 Coding
•	 Phrasing, using punctuation
•	 Voracious reading
•	 Plan and label
•	 Check for understanding – Importance in text
•	 Make a picture or mental image – KID
•	 Recognize literary elements
Discuss story/text with others and revisit texts
during discussion
•	 Literature circles
•	 Pair-think-share
•	 Linguistic roulette
•	 Figurative language
•	 Artful artist
•	 Write and share
•	 Retell or summarize
•	 5-3-1 summarizing activity
•	 Determine importance using theme, main ideas, and
supporting details using List Group Label
If a child reads
only one genre,
or one type of
book, then:
Help child to broaden interests and experiences
with books, while respecting choice and interest
•	 Read aloud from various genres
•	 Share books
•	 Introduce books through book talks
•	 Recommend or suggest a book similar but one step
removed
•	 Interest Inventory
If a child has
difficulty
reading for
information,
then:
Help child develop techniques for reading
nonfiction, which is different from reading text with
a story grammar
•	 Think-alouds
•	 Reciprocal teaching
•	 Anticipation guides
•	 Determine important ideas
•	 Questioning
•	 Minute comprehension
•	 Imagery – CSI
•	 KWL
•	 Webbing
•	 Plan and label
•	 Jackdaws
•	 Use text features (title, caption, etc.)
•	 Determine and analyze author’s purpose and support with
text
Self-ExtendingReaders
If a child isn’t
able to make
inferences
(recalls literally),
then:
Help reader realize that when making meaning she must put
pieces of information together to make sense of text; help
reader see not everything is stated directly
•	 Think-alouds
•	 Comprehension strategy framework
•	 Literature circles
•	 Socratic Method
•	 Inferential strategy
•	 Imagery
•	 Write and Share
•	 Response logs
•	 Say something
•	 Summarizing/retelling Jigsaw
•	 Connecting
•	 Infer and support with evidence
•	 Ask questions while reading PQRST
•	 Predict what will happen – read to confirm
If a child needs
or wishes
to develop
vocabulary,
then:
Help student devise methods of adding new words she
encounters in context of reading to her reading/writing
vocabulary
•	 Words maps
•	 Contextual analysis
•	 Fix-up strategies
•	 Questioning
•	 Determine important ideas – Toughie chart
•	 A-B-C graffiti
•	 Word games
•	 Explicit instruction
•	 Context-structure-sound-reference
•	 Tune to interesting words
•	 Reread to clarify the meaning of a word
•	 Linear array
•	 Concept definition mapping
•	 Word trees
If a child
has trouble
expanding
meaning, then:
Help student search for and use connections to the knowledge
they have gained from personal, world, and text experiences
•	 Understand/develop purposes for reading texts
•	 Connect knowledge of topic, plot, characters, or setting to personal
experiences and their knowledge of the world and other texts
•	 Bring background knowledge to their reading of a text
•	 Interpret texts using personal experience and background knowledge
•	 Make connections between and among texts they have read, seeing
similarities and differences
•	 Figurative language
Help students go beyond the literal meaning of a text to derive
what is not there but is implied or to infer
•	 Construct theories that explain how characters behave or plots unfolds
•	 Have empathy for fictional or historical characters
•	 Use background knowledge and information from the text to form
tentative theories as to the significance of the events
•	 Create sensory images related to character, plot, setting, theme, or topic
•	 Understand what is not stated but is implied in the text
Help students put together important information while reading
or to summarize
•	 Relate important ideas, events, details, or other information related to
comprehending the whole text
•	 Continually organize information extracted from print
•	 Distinguish between summarizing important information and
remembering/retelling all the details of a text
•	 Select important information after reading and bring together in a concise
report
Help students synthesize by putting together information from
the text and from personal, world, and literary knowledge to
create new understandings
•	 Relate important ideas to each other
•	 Develop schema with Anticipation Guide
•	 Deepen understanding of an idea, concept, or topic by integrating new
knowledge with prior knowledge
•	 Expand personal understandings by incorporating the“lived through”
experiences from texts
•	 Figurative language
•	 Socratic Method
Help students analyze by closely examining elements of a text to
achieve greater understanding of how it is constructed
•	 Recognize plot development based on knowledge of text structure
•	 Recognize and use text characteristics related to genre
•	 Discover the underlying organization of a text related to topic, genre, or
theme
•	 Recognize the author’s use of language to communicate meaning and
emotions in various ways
•	 Analyze elements of a fiction or nonfiction text to gain an understanding of
how the author communicated meaning
•	 Recognize and use graphic features of texts to expand understanding
•	 Analyze the whole text to determine how illustrations, text and format
communicate meaning in an integrated way
continued on next page
AdvancedReaders
Help students critique by judging or evaluating a text based on
personal, world, or text knowledge
•	 Assess whether a text is consistent with what is known through life
experiences
•	 Judge whether a text is authentic in terms of plot or setting
•	 Evaluate the writer’s craft in light of appropriateness of genre, use of
language, or other criteria
•	 Judge the accuracy of information
•	 Judge the qualifications of the writer to produce an authentic fiction or
nonfiction text
•	 Examine and discover bias in texts
•	 Appreciate the aesthetic qualities of a text   
•	 Critical and Analytical Thinking Skills
Building an Effective Reading Process Over Time
Emergent
Readers
[Levels A–B]
•	 Become aware of print
•	 Read orally, matching word-by-word
•	 Use meaning and language in simple texts
•	 Hear sounds in words
•	 Recognize name and some letters
•	 Use information from pictures
•	 Connect words with names
•	 Notice and use spaces between words
•	 Read orally
•	 Match one spoken word to one printed word while reading 1 or 2 lines of text
•	 Use spaces and some visual information to check on reading
•	 Know names of some alphabet letters
•	 Know some letter-sound relationships
•	 Read left to right
•	 Recognize a few high frequency words
Approximate Grades: K-1 Texts: Simple stories with 1–2 lines
Early Readers
[Levels B–H]
•	 Know names of most alphabet letters and many letter-sound relationships
•	 Use letter-sound information along with meaning and language to solve words
•	 Read without pointing
•	 Read orally and begin to read silently
•	 Read fluently with phrasing on easy texts; use punctuation
•	 Recognize most easy, high frequency words
•	 Check to be sure reading makes sense, sounds right, looks right
•	 Check one source of information against another to solve problems
•	 Use information from pictures as added information while reading print
Approximate Grades: 1-2 Texts: Longer books with high frequency words and supportive illustrations
Transitional
Readers
[Levels H–M]
•	 Read silently most of the time
•	 Have a large core of known words that are recognized automatically
•	 Use multiple sources of information while reading for meaning
•	 Integrate sources of information such as letter-sound relationships, meaning, and
language structure
•	 Consistently check to be sure all sources of information fit
•	 Do not rely on illustrations but notice them to gain additional meaning
•	 Understand, interpret, and use illustrations in informational text
•	 Know how to read differently in some different genres
•	 Have flexible ways of problem-solving words, including analysis of letter-sound
relationships and visual patterns
•	 Read with phrasing and fluency at appropriate levels
Approximate Grades: 2-3 Texts: Texts with many lines of print; books organized into short chapters; more difficult
picture books; wider variety of genre
ReadingProcess
continued on next page
Transitional
Readers
[Levels M–R]
•	 Read silently; read fluently when reading aloud
•	 Use all sources of information flexibly in a smoothly orchestrated way
•	 Sustain reading over texts with many pages, that require reading over several
days or weeks
•	 Enjoy illustrations and gain additional meaning from them as they interpret texts
•	 Interpret and use information from a wide variety of visual aids in expository texts
•	 Analyze words in flexible ways and make excellent attempts at new, multi-syllable
words
•	 Have systems for learning more about the reading process as they read so that
they build skills simply by encountering many different kinds of texts with a
variety of new words
•	 Are in a continuous process of building background knowledge and realize that
they need to bring their knowledge to their reading
•	 Become absorbed in books
•	 Begin to identify with characters in books and see themselves in the events of the
stories
•	 Connect texts with previous texts read
Approximate Grades: 3-4 Texts: Wide reading of a variety of long and short texts; variety of genre
Advanced
Readers
[Levels R–Y]
•	 Read silently; read fluently when reading aloud
•	 Effectively use their understandings of how words work;  employ a wide range
of word solving strategies, including analogy to known words, word roots, base
words, and affixes
•	 Acquire new vocabulary through reading
•	 Use reading as a tool for learning in content areas
•	 Constantly develop new strategies and new knowledge of texts as they
encounter greater variety
•	 Develop favorite topics and authors that form the basis of life-long reading
preferences
•	 Actively work to connect texts for greater understanding and finer interpretations
of texts
•	 Consistently go beyond the text read to form their own interpretations and apply
understandings in other areas
•	 Sustain interest and understanding over long texts and read over extended
periods of time
•	 Notice and comment on aspects of the writer’s craft
•	 Read to explore themselves as well as philosophical and social issues
Approximate Grades: 4-6 Texts: Wide reading of a variety of genre and for a range of purposes
Compiled from: What’s After Assessment by Kathleen Strickland; Guiding Readers & Writers by Irene Fountas
and Gay Su Pinnell; Mosaic of Thought by Ellin Oliver Keene and Susan Zimmermann; CORE Teaching Reading
Sourcebook by Bill Honig, Linda Diamond, and Linda Gutlohn ; Strategies That Work by Stephanie Harvey and Anne
Goudvis; The Next Step in Guided Reading by Jan Richardson; Café by Gail Boushey and Joan Moser; Research-Based
Strategies by Ruby K. Payne and various websites.
REGIONAL EDUCATIONAL SERVICE AGENCY
499 Range Road, PO Box 1500, Marysville, MI 48040
(810) 364-8990 www.sccresa.org
6/2014

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Strategies to use in reading

  • 1. Strategies to use in reading REGIONAL EDUCATIONAL SERVICE AGENCY
  • 2. If a child pays little attention to print in the world, then: Help child see purpose of print • Environmental print • Work with names • Reading the room (a form of environmental print) • Literacy play boxes (journal of play) • Word games • Language experience • One-to-one matching • Directionality If a child has little knowledge of books, then: Help reader feel comfortable with text and book handling • Read aloud with child (shared reading modeled after bedtime reading) • Older reading buddies • Owning books • Library card If a child has little knowledge of the alphabet, then: Make learning alphabet interesting and fun (letters need not be learned in order) • Songs, nursery rhymes, and choral reading • Alphabet books • Letters in names • Alphabet blocks • Alphabet sound word examples • Magnetic letters and other Everyday Phonics • Write letters in shaving cream or sand • Handheld games and other Everyday Phonics • Letter detective • Letters in writing If a child does not recognize word units, then: Help reader realize that print is made up of words that match speech • Shared reading • News and announcements chart • Word wall • Writing • Blending sounds into words and word parts • One-to-one matching Download an electronic copy An electronic version of this document with links to each strategy is available online at: http://www.protopage.com/evans.jennifer Click the“Reading”tab EmergentReaders
  • 3. If a child has difficulty matching letters with corresponding sounds, then: Help reader realize that words are made up of letters that correspond with speech sounds • Counting words in speech • Clapping syllables • Sound boxes • Alphabet sound word examples • Word games – match word with beginning letter • Rhyming • Rhyming books • Everyday phonics (I-spy, alphabet cans, magnetic letters, etc.) If a child has difficulty with letter-sound correspondence, then: Help reader learn high-frequency letter-sound correspondence (consonants) in the context of real reading situations or as a result of examining text in real reading situations • Letters in the context of real reading • Tongue twisters • Nursery rhymes • Flip the sound • Cross checking • Beginning sounds
  • 4. If a child reads words letter by letter, then: Model fluent reading • Shared reading • News and announcements Help child see words as wholes • Word sorts • Word walls • Alphabet books (letter recognition) • Personal dictionary • Word of the day • List-group-share (LGS) • Visual-auditory-kinesthetic-tactile • Tracking • Cloze • Practice common sight words and high-frequency words Help child see word patterns • Onset/rime • Structural analysis • Chunk letters together • Blend sounds • Stretch and reread If a child guesses at words using only initial consonant sound as cues, then: Help reader see words as wholes and in the context of an authentic reading situation • Cloze activities during shared reading • Computer reading programs • Language experience Help reader use multiple strategies for decoding • Word families • Word sorts • Cloze • Word banks • Making words • Contextual analysis • Bag words • Writing • Cross-checking – meaning, syntax, visual cues • Monitoring and self-correcting If a child guesses at unknown words, using no graphic cues, then: Help reader pay attention to the visual aspects of word identification while still using syntactic and semantic cues • Cloze with initial consonant sound • Finding little words in big words • Structural analysis • Onset/rime • Word sorts • Writing Word Wizards • Picture clues EarlyReaders
  • 5. If a child can decode but uses only letter sounds, then: Help reader see that decoding words involves multiple strategies such as onsets/rimes, word within words, structural analysis, context clues • Word sorts • Onset/rime • Cloze • Word bank • Making words • Contextual analysis • Finding little words in big words • Writing • Chunking If a child has little interest in reading, then: Help reader to discuss purposes for reading in his/her life • Environmental print • Literacy play boxes • Books about me • Interactive reading (reading with students) • Computer stories or reading games • Word games • Reading aloud to child • Shared reading • Owning books • Jackdaws • Career search • Interest Inventory (Motivation to Read Profile) If a child doesn’t recognize new words built on known words, then: Help reader learn that words are not always individual letters, but often have parts • Structural analysis • Word sorts • Making words • Word games • Rhyming words • Word families • News and announcements chart If a child has problems with sight words, then: Help reader build a repertoire of sight words by connecting words to life/experience for long-term memory • Word walls • Personal dictionary • Bag words Demonstrate to reader that sight words are usually built from reading, not before reading • Word study after reading • Writing
  • 6. If a child reads words he knows but stops at every new or unfamiliar word, then: Help child realize reading is not just reading words, help learn to use all three cueing systems • Cloze activities • Use of prediction before and after reading • Guided reading • Think-alouds • Skip the word then come back • Blend sounds • Stretch and reread If a child reads word-by-word, then: Present opportunities for rereading • Repeated reading • Reader’s theatre • Environmental print • Read and write about their world • Cut-up sentences Work on pre-reading so student makes predictions and reads to confirm or adjust predictions • Pre-telling • Anticipation guides • Webbing • Activate prior knowledge • Set purpose for reading Model fluent reading • Shared reading • Paired reading • Read-alouds • Tracking • Adjusting reading rate If a child has problems choosing appropriate books, then: Teach strategies for choosing books based on interest and ability • Choosing books • Reading buddies • Sharing books • Owning books • Five Finger Rule • Goldilocks strategy • Read appropriate level text • Choose good-fit books • Voracious reading • Ask,“Does this make sense?” • Interest inventories (Motivation to read profile)
  • 7. If a child has little confidence in reading ability, then: Help child see him/herself as a reader • Read to younger children • Reading logs • Choosing good-fit books • Language experience (reading books written by child) • Choral reading • Shared reading Emphasize reading strengths • Use strengths/needs list to begin with what students can do • Share strengths/needs list with parents and child • Work on goals together If a child reads so slowly that comprehension is compromised, then: Take time for pre-reading • Activate prior knowledge • Set purpose for reading • Anticipation guides • Frame two/three words at a time Model fluent reading and attend to meaning before having student read independently • Think-alouds • Create visual images • Ask student to read like a character (or teacher) would read it • Slide your finger across the text quickly, masking when necessary • Questioning strategies • Plan and label Make sure text is at appropriate level • Choose good-fit books If a child doesn’t attend to story or attention wanders during reading, then: Help reader see reading as a meaningful activity • Interest inventory • Reading own writing • Choosing good-fit books • DRTA • Reading buddies If a child has difficulty tracking, loses place, then: Help child practice reading fluently using aids that train the eyes to process left to right, line by line • Computer versions of story with highlighted text • Leap Pad reading games • Tracking with finger • Shared reading • Tracking with a bookmark • Use prior knowledge to connect with text • Ask questions while reading • Make connections to text • SSR with buddy • Think-pair-share • Language experience • Socratic Method • Guided instruction • KWL • Create a scenario • DRTA
  • 8. If a child reads slowly, but comprehends, then: Present authentic reasons for rereading • Readers’theatre • Writing text for struggling readers • Rereading Model fluent reading • Shared reading • Echo reading • Read-alouds • Adjusting reading rate Present opportunities for student to read fluently with support • Choral reading • Computer reading • Paired reading with fluent readers • Tape-recorded reading • Games such as Leap Pad • Tracking • Repeated readings • Reader’s Theatre • Listening center • Speed drills If a child memorizes text during repeated readings, then: Help child pay attention to words in text • Working with words using a familiar story, personal dictionary, and so on • Scrambled sentences • Tracking with finger • Computer versions of story with highlighted text • Computer games such as Leap Pad that use pencil for tracking If a child reads quickly but inaccurately and with limited comprehension, then: Help child read at a pace that supports comprehension; help child read for meaning • DRTA • Comprehension strategy framework with marginalia • Questioning • QAR • Create visual images • Plan and label • Fix-up strategies • Anticipation guide • Socratic Method • Guided reading • Think-pair-share • Reciprocal teaching • Practice fluency strategies • Adjust and apply different reading rates to match text • Use phrasing, use punctuation • Cross check • Chunk letters together TransitionalReaders
  • 9. If a child reads fluently but can’t retell, then: Make sure student understands how to retell • Retelling • Summarize – headline it • Webbing/mapping • Modeling • Think-alouds • Interpretive questions • Scoratic Method • Story frames • Semantic webbing Make sure student is constructing meaning while reading • Imagery • Predicting • Questioning • Determine important ideas • Prior knowledge – exclusion brainstorming • Guided Reading • Reciprocal teaching • DRTA • Plan and label • Adjust and apply different reading rates to match text If a child reads fluently but can’t (or sometimes doesn’t) identify main idea or purpose, then: Help reader bring meaning to text, connect to experience and previous knowledge, and organize the elements of the text during and after reading • Story mapping • Literature circles • Compare and contrast charts • Write and share • Imagery • Questioning • Determine importance in text – final word • Artful artist • Plan and label • Paraphrasing • Socratic Method • Asking for help • Venn diagram • Response logs • Summarizing / retelling • Connecting – conscious to unconscious • Column notes
  • 10. If a child reads fluently but misses many details, then: Help reader see that he should examine text and reread when necessary • Mapping • Webbing • Reciprocal teaching • Context clues, rereading, and skipping • Self-questioning (if reader can’t identify main idea or purpose) • Coding • Phrasing, using punctuation • Voracious reading • Plan and label • Check for understanding – Importance in text • Make a picture or mental image – KID • Recognize literary elements Discuss story/text with others and revisit texts during discussion • Literature circles • Pair-think-share • Linguistic roulette • Figurative language • Artful artist • Write and share • Retell or summarize • 5-3-1 summarizing activity • Determine importance using theme, main ideas, and supporting details using List Group Label If a child reads only one genre, or one type of book, then: Help child to broaden interests and experiences with books, while respecting choice and interest • Read aloud from various genres • Share books • Introduce books through book talks • Recommend or suggest a book similar but one step removed • Interest Inventory If a child has difficulty reading for information, then: Help child develop techniques for reading nonfiction, which is different from reading text with a story grammar • Think-alouds • Reciprocal teaching • Anticipation guides • Determine important ideas • Questioning • Minute comprehension • Imagery – CSI • KWL • Webbing • Plan and label • Jackdaws • Use text features (title, caption, etc.) • Determine and analyze author’s purpose and support with text
  • 11. Self-ExtendingReaders If a child isn’t able to make inferences (recalls literally), then: Help reader realize that when making meaning she must put pieces of information together to make sense of text; help reader see not everything is stated directly • Think-alouds • Comprehension strategy framework • Literature circles • Socratic Method • Inferential strategy • Imagery • Write and Share • Response logs • Say something • Summarizing/retelling Jigsaw • Connecting • Infer and support with evidence • Ask questions while reading PQRST • Predict what will happen – read to confirm If a child needs or wishes to develop vocabulary, then: Help student devise methods of adding new words she encounters in context of reading to her reading/writing vocabulary • Words maps • Contextual analysis • Fix-up strategies • Questioning • Determine important ideas – Toughie chart • A-B-C graffiti • Word games • Explicit instruction • Context-structure-sound-reference • Tune to interesting words • Reread to clarify the meaning of a word • Linear array • Concept definition mapping • Word trees
  • 12. If a child has trouble expanding meaning, then: Help student search for and use connections to the knowledge they have gained from personal, world, and text experiences • Understand/develop purposes for reading texts • Connect knowledge of topic, plot, characters, or setting to personal experiences and their knowledge of the world and other texts • Bring background knowledge to their reading of a text • Interpret texts using personal experience and background knowledge • Make connections between and among texts they have read, seeing similarities and differences • Figurative language Help students go beyond the literal meaning of a text to derive what is not there but is implied or to infer • Construct theories that explain how characters behave or plots unfolds • Have empathy for fictional or historical characters • Use background knowledge and information from the text to form tentative theories as to the significance of the events • Create sensory images related to character, plot, setting, theme, or topic • Understand what is not stated but is implied in the text Help students put together important information while reading or to summarize • Relate important ideas, events, details, or other information related to comprehending the whole text • Continually organize information extracted from print • Distinguish between summarizing important information and remembering/retelling all the details of a text • Select important information after reading and bring together in a concise report Help students synthesize by putting together information from the text and from personal, world, and literary knowledge to create new understandings • Relate important ideas to each other • Develop schema with Anticipation Guide • Deepen understanding of an idea, concept, or topic by integrating new knowledge with prior knowledge • Expand personal understandings by incorporating the“lived through” experiences from texts • Figurative language • Socratic Method Help students analyze by closely examining elements of a text to achieve greater understanding of how it is constructed • Recognize plot development based on knowledge of text structure • Recognize and use text characteristics related to genre • Discover the underlying organization of a text related to topic, genre, or theme • Recognize the author’s use of language to communicate meaning and emotions in various ways • Analyze elements of a fiction or nonfiction text to gain an understanding of how the author communicated meaning • Recognize and use graphic features of texts to expand understanding • Analyze the whole text to determine how illustrations, text and format communicate meaning in an integrated way continued on next page AdvancedReaders
  • 13. Help students critique by judging or evaluating a text based on personal, world, or text knowledge • Assess whether a text is consistent with what is known through life experiences • Judge whether a text is authentic in terms of plot or setting • Evaluate the writer’s craft in light of appropriateness of genre, use of language, or other criteria • Judge the accuracy of information • Judge the qualifications of the writer to produce an authentic fiction or nonfiction text • Examine and discover bias in texts • Appreciate the aesthetic qualities of a text • Critical and Analytical Thinking Skills
  • 14. Building an Effective Reading Process Over Time Emergent Readers [Levels A–B] • Become aware of print • Read orally, matching word-by-word • Use meaning and language in simple texts • Hear sounds in words • Recognize name and some letters • Use information from pictures • Connect words with names • Notice and use spaces between words • Read orally • Match one spoken word to one printed word while reading 1 or 2 lines of text • Use spaces and some visual information to check on reading • Know names of some alphabet letters • Know some letter-sound relationships • Read left to right • Recognize a few high frequency words Approximate Grades: K-1 Texts: Simple stories with 1–2 lines Early Readers [Levels B–H] • Know names of most alphabet letters and many letter-sound relationships • Use letter-sound information along with meaning and language to solve words • Read without pointing • Read orally and begin to read silently • Read fluently with phrasing on easy texts; use punctuation • Recognize most easy, high frequency words • Check to be sure reading makes sense, sounds right, looks right • Check one source of information against another to solve problems • Use information from pictures as added information while reading print Approximate Grades: 1-2 Texts: Longer books with high frequency words and supportive illustrations Transitional Readers [Levels H–M] • Read silently most of the time • Have a large core of known words that are recognized automatically • Use multiple sources of information while reading for meaning • Integrate sources of information such as letter-sound relationships, meaning, and language structure • Consistently check to be sure all sources of information fit • Do not rely on illustrations but notice them to gain additional meaning • Understand, interpret, and use illustrations in informational text • Know how to read differently in some different genres • Have flexible ways of problem-solving words, including analysis of letter-sound relationships and visual patterns • Read with phrasing and fluency at appropriate levels Approximate Grades: 2-3 Texts: Texts with many lines of print; books organized into short chapters; more difficult picture books; wider variety of genre ReadingProcess continued on next page
  • 15. Transitional Readers [Levels M–R] • Read silently; read fluently when reading aloud • Use all sources of information flexibly in a smoothly orchestrated way • Sustain reading over texts with many pages, that require reading over several days or weeks • Enjoy illustrations and gain additional meaning from them as they interpret texts • Interpret and use information from a wide variety of visual aids in expository texts • Analyze words in flexible ways and make excellent attempts at new, multi-syllable words • Have systems for learning more about the reading process as they read so that they build skills simply by encountering many different kinds of texts with a variety of new words • Are in a continuous process of building background knowledge and realize that they need to bring their knowledge to their reading • Become absorbed in books • Begin to identify with characters in books and see themselves in the events of the stories • Connect texts with previous texts read Approximate Grades: 3-4 Texts: Wide reading of a variety of long and short texts; variety of genre Advanced Readers [Levels R–Y] • Read silently; read fluently when reading aloud • Effectively use their understandings of how words work; employ a wide range of word solving strategies, including analogy to known words, word roots, base words, and affixes • Acquire new vocabulary through reading • Use reading as a tool for learning in content areas • Constantly develop new strategies and new knowledge of texts as they encounter greater variety • Develop favorite topics and authors that form the basis of life-long reading preferences • Actively work to connect texts for greater understanding and finer interpretations of texts • Consistently go beyond the text read to form their own interpretations and apply understandings in other areas • Sustain interest and understanding over long texts and read over extended periods of time • Notice and comment on aspects of the writer’s craft • Read to explore themselves as well as philosophical and social issues Approximate Grades: 4-6 Texts: Wide reading of a variety of genre and for a range of purposes Compiled from: What’s After Assessment by Kathleen Strickland; Guiding Readers & Writers by Irene Fountas and Gay Su Pinnell; Mosaic of Thought by Ellin Oliver Keene and Susan Zimmermann; CORE Teaching Reading Sourcebook by Bill Honig, Linda Diamond, and Linda Gutlohn ; Strategies That Work by Stephanie Harvey and Anne Goudvis; The Next Step in Guided Reading by Jan Richardson; Café by Gail Boushey and Joan Moser; Research-Based Strategies by Ruby K. Payne and various websites.
  • 16. REGIONAL EDUCATIONAL SERVICE AGENCY 499 Range Road, PO Box 1500, Marysville, MI 48040 (810) 364-8990 www.sccresa.org 6/2014