RAC+Strategies


 * RAC Strategies: **

Here are some strategies to use when reading in other content areas.

Pre-Reading Strategies:
 * 1) __KWL Chart__- A KWL Chart is helpful way for the students to address what they already know about a given topic. Students can then decide what they want to learn about the subject. After reading the students can decide what they have learned about the subject. [[file:KWL chart.pdf]]
 * 2) __P ____icture Walk__- A picture walk or book walk is a common pre-reading strategy that we use in the classroom. Students will look through the pages and start making predictions what the text will be about by looking at the pictures and headings.
 * 3) __Read Aloud__- A read aloud can help prepare students on a certain topic. The teacher can read aloud another story or blurb about the topic they will be reading about. This prepares the students about the particular topic.
 * 4) __Activate Prior Knowledge__- Students can think about what they know already on a given subject so they can prepare themselves for what they are about to read. Student can organize what they know on a flow chart. This way they can reflect on what they already know when they are reading the text. [[file:flowchart.pdf]]
 * 5) __Word Wall-__ I will display the vocabulary words for the unit on the designated word wall prior to beginning the unit. Before reading, we will go over the various vocabulary words that the students will encounter before reading the text. (I generally tape index cards or sentence strips to the cabinets. I use one set of cabinets for each subject and then I have a general reading word wall on one of the walls in the room. )
 * 6) __Create a Rap__- This an activity I do with my students before we read. As we introduce each vocabulary word, we try to make up a rap for each definition. When we come across the word in the text, we will rap about the word together. The students love to make up a new beat for each word.

During Reading Strategies:
 * 1) __[|Directed Reading-Thinking Activity (DRTA)-]__ Students read to a predetermined spot in a text or story. The students have to spot and make predictions before they can continue on reading. After they continue reading, students can check their predictions and make corrections to their analysis. The link describes the DRTA strategies and includes links to other websites with DRTA examples. [|Reading Rockets] includes another great example.
 * 2) [|Paired Reading] - Students will read together in pairs. Students will support eachother in their reading. They can ask their partner to clear up any questions and share what they are thinking.
 * 3) [|Question the Author -] Students question what they are reading by questioning the author. They may ask what they author's message is? Why did the author write it this way? See the link for more information on how to use this strategy.
 * 4) [|Think Alouds]- Students think and ask themselves questions while they are reading. Teacher's can model how to do this properly by thinking and asking questions to themselves aloud to the class.
 * 5) [|Visual Imagery-] Students are encouraged to create an image of what they are reading. Students can verbalize their image or even draw a picture. Students may share their images to compare their thoughts on what they are reading.
 * 6) __Double Entry Reading Log__- Students use a double entry reading log to pose questions to themselves while reading. After reading further, they can go back and look to see if what they read have answered their questions. If the student cannot come to an answer after reading further, they can go back and read to answer their question.

Post-Reading Strategies:
 * 1) <span style="font-family: 'Comic Sans MS',cursive;">__Cloze Activity__- This is great activity for vocabulary or comprehension. The teacher will provide a paragraph either from the text or a summary with selected words missing. The students will provide the words and fill in the blank based on their reading. GeorgiaStandards.org Frameworks for social studies has a few examples of using a cloze paragraph for social studies. (starting on pg 18 of this [|attachment])
 * 2) <span style="font-family: 'Comic Sans MS',cursive;">__Ticket Out the Door__ - This is an easy and cheap strategy. After reading, the teacher can ask the students a particular question about what they have read. Students can jot down their answer on a slip of paper and hand it to the teacher as they walk out the door. (I use this on the way to specials, lunch, recess, or an end of the day activity) This can be used in any subject.
 * 3) <span style="font-family: 'Comic Sans MS',cursive;">[|Compare & Contrast] - Students can compare within one text/story or different stories/texts. Students can compare characters, settings, or key events. Using a graphic organizer such as a venn diagram can be helpful in organizing information.
 * 4) <span style="font-family: 'Comic Sans MS',cursive;">[|Plot Diagram]- Students can create a diagram of the plot after reading a book. This tool helps students visualize the key features of what they read. A helpful interactive plot diagram can be found through readwritethink.org.
 * 5) <span style="font-family: 'Comic Sans MS',cursive;">[|Newspaper Article]- After students have read about a historical figure, character, or an important event, they can create a newspaper article about it. Students can use the readwritethink.org template for creatuing the article to make it more fun.
 * 6) <span style="font-family: 'Comic Sans MS',cursive;">[|Reader's Theatre]- Reader's Theatre is a great way to improve comprehension and fluency. Students read text in a way that is fun and expressive. The attached link is an example of some reading theatre scripts and links to other reader's theatre websites.
 * 7) [|Story Map] - Students can use a story map to organize different elements of a story. They can orgranize characters, setting, conflict, or resolution. This tool can also be helpful for use in history.
 * 8) <span style="font-family: 'Comic Sans MS',cursive;">[|Act It Out-] Students can role play certain characters from what they read. Students are able to make a personal connection to the character. Click on the link to follow an example.