W11 List of strategies

EDUC 4320 1

When to use Source

1. Phonological and phonemic awareness

Sample of phonological awareness tasks: Rhyme,
Alliteration and Sentence segmentation, syllables,
onset and rime.
Sample of phonemic awareness tasks: Phoneme
isolating and segmenting and Phoneme segmenting
and blending, phoneme manipulating
This is the progression of some of the Florida Center for Reading
tasks usually introduced in early Research
literacy settings (pre-K, kindergarten).
Similar tasks can be implemented with
rhyming books and nursery rhymes, in
context.

2 Decoding & Word Recognition Strategies (Phonics)

Picture Clues Support use of meaning cues Decoding strategies

bookmark
Mouth ready (Beginning sound) Help student pay attention to visual
cues Powerpoint Week 4

Look for parts you know / word within a word
Skip word and re-read
Multi-syllabic or compound words; you
can see a word within a word
Help student self-monitor and use
context
Taberski, S. (2000). On solid
ground. Portsmouth, NH:
Heinemann.

Think about what makes sense Help student use (M) semantic system

Stretch through the word Help student sound word out (may not
work with sight words!)

Try vowel both ways Student still learning about short and
long vowels

Guess the Covered Word Helping students integrate all cueing Cunningham, P. (2013).
systems Phonics they Use (6th Ed.).
Boston: Pearson
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EDUC 4320
3. Fluency instruction
Paired reading (you lead, student follows, in pairs) Supporting: Accuracy / rate
Reading like youve always known it Supporting: Accuracy, automaticity
Choral reading (chants, repetitive texts) Supporting: Rate, intonation
Say Good-bye to robot reading Supporting: Phrasing
Say it like the character Supporting: Expression/prosody
(fiction)
Use a this is interesting voice Supporting: Expression/prosody
(nonfiction)
Repeated reading / radio reading You decide on the focus of your
repeated reading. The repetition is
aimed to improve particular areas of
fluency, getting ready for performance
(e.g., audio-recording).
4. Vocabulary Instruction
Guess the Covered Word - Vocabulary instruction Teach Tier II words in context
Inferring the meaning of unfamiliar words Using context clues to make sense of
new vocabulary.
5. Comprehension instruction: Within the text
2
Rasinski (2010), p. 81
Serravallo, J. (2015). The
reading strategies book.
Portsmouth NH: Heinemann.
Rasinski (2010), p. 69
Serravallo (2015)
Rasinski (2010), p. 101
Serravallo (2015)
Rasinski (2010), pp. 100-101
Adapted from SERP Word
Generation and Bridget
Daltons (2012) Vocabulary Video
Brainstorm)
Harvey & Goudvis (2006),
Chapter 9, p. 139.
W11 List of strategies
EDUC 4320 3

Retelling to summarize information Providing a basic framework to help H&G p. 181

students begin to summarize and
synthesize information through a brief
retelling of a story.

Finding important information rather than just one Understanding that there are often H&G p. 166
main idea several important ideas in a piece of
text rather than a single main idea.

Important to whom? Understanding that there are often H&G p. 167

(in Serravallo: Important vs Interesting) several important main ideas in a Serravallo p. 262
piece of text rather than a single main
idea.

Some questions are answered, some questions are Beginning questioning: listing and H&G p. 112
not. categorizing questions to promote
understanding

Reading with a question in mind Taking notes on information to expand H&G p. 117
thinking and to answer questions.

5. Comprehension instruction: Beyond the text

Text-to-self connections: Relating the characters to Linking the text to our life H&G p. 94
ourselves

Identifying distracting connections Teaching readers to identify distracting H&G p. 95

connections and fix up meaning

Visualizing with a vivid piece of text Merging prior experience and the text H&G P. 134
to create visual images

Inferring feelings of characters Helping kids to better understand their H&G P. 138
own and others feelings; introducing
inferential thinking
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EDUC 4320 4

Inferring from the cover and illustrations, as well as Using all aspects of a book to infer H&G P. 140
the text meaning

Inferring and questioning to understand historical Inferring and questioning go hand in H&G p. 146
concepts hand to build understanding

5. Comprehension instruction: About the Text

Re-read and sketch with more detail Visualizing, monitoring for meaning, Serravallo (2015) p. 276
text features

Labels teach Synthesizing, text features Serravallo (2015) p. 279

Bold words signal importance Synthesizing, monitoring for meaning, Serravallo (2015) p. 280
text features

Dont skip it! Making a reading plan, text features Serravallo (2015) p. 285