CLOSE READING STRATEGIES:
* Partner Reading / Partner Reading Sentence by Sentence: This strategy helps build confidence, only reading in small chunks. Do this for 10 minutes/day in each of the content areas. Both partners alternate reading a sentence, and each summarizes what the sentence means. Follow this up with silent rereading ~ the ELL student will reinforce the concepts, and make the reading easier as it is familiar.
* Choral Reading: Set up any way you want, but limit too 3-5 min/content area class per day. n (whole class with teacher or half the class by paragraphs or pages, etc.)
* Reciprocal Teaching: Each child in a small group has a role after a reading assignment. For example, one could be the summarizer, one could be the word wizard (picks out interesting new words), one could be the connector (what the passage reminded him/her of), one could be the predictor or the questioner. . . . Similar to the Literature Circle.
* Think Alouds: Teacher talks aloud her thought process as she does something: taking notes, finding main idea, making connections. . . .
* Explicitly Teach Nonfiction Text Features: Teach captions, illustrations, maps, etc. and their purposes.
* Numbered Heads Together: Put students in groups of 4, with some questions they must answer together. Get a common answer. Now, pick a number 1-4. The teacher calls on the students with said number to answer one of the questions.
* Double Entry Journals: You might ask the child to define a word on the right side, illustrate a quote on the right side that you’ve written on the left side, ask a question, have the students make a connection. . . . Generally the right side is not “right or wrong” but a comment, or a reaction.
* Close Reading with Text Dependent Questions: This strategy has students engage in a text of sufficient complexity, examining the meaning of the text thoroughly and methodically, reflecting on words, sentences, and central ideas and details. Questions are leveled from:
- General Understanding: What is the main idea?
- Key Details: questions that answer who, what, where, when, why, how
- Vocab., Sentence, Text Structure: asking about specific vocabulary, text structure, literal/figurative meanings, grammar
- Author’s Purpose: point of view, purpose, perspective
- Inferences: How do the inferences contribute to the author’s purpose?
- Opinions, Arguments, Intertextual Connections
Credit to Judy Arauj