Generating and Testing Hypothesis
The strategy of generating and testing hypotheses includes several processes including systems analysis, invention, experimental inquiry, decision making, and problem solving. Students should be asked "what if?" as they plan and conduct simple investigations (e.g., formulate a testable question, make systematic observations, and develop logical conclusions).
DRTA
Strategy #: 43
Reading component: Comprehension
Related Standard(s) of Learning: 1.9, 2.5, 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
The DRTA (Directed Reading Thinking Activity) is a versatile strategy that promotes active reading and greater comprehension. It involves three processes: predicting, reading, and proving.
Strategy procedure
1. Have students preview the story by looking at graphics and reading the title and the introductory paragraph.
2. Ask students to predict what they think the section will be about.
3. After the students have made their predictions, ask them to read to a predetermined place in the story where
there is a logical break in the action.
4. Lead the students in a discussion on the accuracy of their predictions. Ask students to find passages that prove or disprove their predictions. Point out that active readers engage in a mental dialogue with the author, making predictions, revising them, making new predictions, and so on.
5. Repeat this process until the entire story is read.
Variation of strategy: DLTA (Directed Listening Thinking Activity)
1. Follow the same steps as with DRTA, with the following exceptions:
a. Select a story/passage appropriate for reading aloud.
b. After students have made their predictions, read the selection aloud, stopping at predetermined places in
the passage.
c. Allow students to prove or disprove their predictions with support from what was read aloud.
d. Again, repeat the process until the entire selection has been read.
Source
· R. G. Stauffer, Developing Reading Maturity As a Cognitive Process (New York: Harper & Row, 1969).
Think-Pair-Share
Strategy #: 44
Reading component: Comprehension
Related Standard(s) of Learning: 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
Think-Pair-Share is a discussion strategy that can be used as a pre-reading activity, problem-solving strategy, or as a follow-up activity. Each student becomes an active participant.
Strategy procedure
1. Begin by suggesting a topic or asking a question.
2. Ask students to think for a few minutes about how they will respond.
3. Pair students, and ask them to discuss their ideas.
4. Conclude by coming back together as a whole group and having students share their ideas and discuss the
topic in general.
Variation of this strategy –Write-Pair-Share
1. In this variation, the strategy differs only in that students are given a few minutes to write their thoughts about the topic before pairing and sharing.
Source
· C. M. Santa, L. T. Havens, and E. M. Maycumber, Project CRISS (Dubuque, Iowa: Kendall/Hunt,
1996).
Reading component: Comprehension
Related Standard(s) of Learning: 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
Think-Pair-Share is a discussion strategy that can be used as a pre-reading activity, problem-solving strategy, or as a follow-up activity. Each student becomes an active participant.
Strategy procedure
1. Begin by suggesting a topic or asking a question.
2. Ask students to think for a few minutes about how they will respond.
3. Pair students, and ask them to discuss their ideas.
4. Conclude by coming back together as a whole group and having students share their ideas and discuss the
topic in general.
Variation of this strategy –Write-Pair-Share
1. In this variation, the strategy differs only in that students are given a few minutes to write their thoughts about the topic before pairing and sharing.
Source
· C. M. Santa, L. T. Havens, and E. M. Maycumber, Project CRISS (Dubuque, Iowa: Kendall/Hunt,
1996).
Question-Answer Relationship
Strategy: 45
Reading component: Comprehension
Related Standard(s) of Learning: 6.4, 6.5, 7.5, 7.6, 8.5, 8.6
Overview of the strategy
The Question-Answer Relationship (QAR) strategy, developed by Raphael, is based on the idea that students answer questions raised by a text by the location of answers in a four-tiered taxonomy: 1) the
reader spots them right there in the text; 2) the reader searches the text for them and works them out with thought; 3) the author and the reader both provide information that lead to answers; and 4) the reader provides answers out of his/her own knowledge and experience.
Strategy procedure
1. Introduce the QAR taxonomy, and provide a visual as a handout and/or poster (see next page).
2. Choose a text on the independent reading level of students, provide it to them, and accompany it with a
variety of questions. If necessary, construct questions to demonstrate the taxonomy. Assign the students to read the text silently.
3. Read aloud the first question, and identify its type based on the taxonomy. Answer the question.
4. Continue reading, identifying, and answering questions until each type has been identified.
5. Choose another text on the independent reading level of students, provide it to them, and accompany it with questions and answers already written out. Assign partners, and instruct the pairs to read the text
6. Instruct the pairs to label the QAR for each answered question.
7. Discuss the QARs, and correct any misconceptions.
8. Have students repeat the process, as necessary, with different sets of partners or individually.
9. Choose another text, on another day, at the independent reading level of students, provide it to them, and instruct the students to read it.
10. Assign partners, and instruct the pairs to create one question for each level of the taxonomy.
11. Have students to swap their questions, identify the QAR, and write the answers.
12. Repeat steps 5–6 or steps 9–11, as needed.
13. Apply the QAR strategy often to texts with a variety of questions.
Source
· T. Raphael, “Teaching Learners about the Sources of Information for Answering Comprehension Questions,” Journal of Reading 27 (1984): 303–311.
Reading component: Comprehension
Related Standard(s) of Learning: 6.4, 6.5, 7.5, 7.6, 8.5, 8.6
Overview of the strategy
The Question-Answer Relationship (QAR) strategy, developed by Raphael, is based on the idea that students answer questions raised by a text by the location of answers in a four-tiered taxonomy: 1) the
reader spots them right there in the text; 2) the reader searches the text for them and works them out with thought; 3) the author and the reader both provide information that lead to answers; and 4) the reader provides answers out of his/her own knowledge and experience.
Strategy procedure
1. Introduce the QAR taxonomy, and provide a visual as a handout and/or poster (see next page).
2. Choose a text on the independent reading level of students, provide it to them, and accompany it with a
variety of questions. If necessary, construct questions to demonstrate the taxonomy. Assign the students to read the text silently.
3. Read aloud the first question, and identify its type based on the taxonomy. Answer the question.
4. Continue reading, identifying, and answering questions until each type has been identified.
5. Choose another text on the independent reading level of students, provide it to them, and accompany it with questions and answers already written out. Assign partners, and instruct the pairs to read the text
6. Instruct the pairs to label the QAR for each answered question.
7. Discuss the QARs, and correct any misconceptions.
8. Have students repeat the process, as necessary, with different sets of partners or individually.
9. Choose another text, on another day, at the independent reading level of students, provide it to them, and instruct the students to read it.
10. Assign partners, and instruct the pairs to create one question for each level of the taxonomy.
11. Have students to swap their questions, identify the QAR, and write the answers.
12. Repeat steps 5–6 or steps 9–11, as needed.
13. Apply the QAR strategy often to texts with a variety of questions.
Source
· T. Raphael, “Teaching Learners about the Sources of Information for Answering Comprehension Questions,” Journal of Reading 27 (1984): 303–311.
ReQuest
Strategy #: 46
Reading component: Comprehension
Related Standard(s) of Learning: 6.4, 6.5, 7.5, 7.6, 8.5, 8.6
Overview of the strategy
The ReQuest strategy, based on the work of Manzo, stems from the idea that readers need to ask informed questions in order to comprehend. ReQuest is recommended for weaker readers because it involves a short portion of text, small groups, and supportive teacher modeling.
Strategy procedure
1. Choose a text on the students’ instructional reading level. Ask the students to read the first paragraph or several paragraphs silently.
2. Construct and ask questions of the students based on the portion of text read. Have them answer the questions without consulting the text at first. Then, have them consult the text to answer any question that could not be answered without referring back to the text.
3. Next, ask students to read the second paragraph or group of paragraphs.
4. Ask the students to construct and ask questions of other students based on the second portion of text. Have the respondents answer the questions without consulting the text at first. Then, have them consult the text and answer the questions that could not be answered without referring back to the text.
5. Have the students continue reading and constructing and answering questions until they can work more independently.
6. Assign partners or trios. Have the groups read silently a paragraph or small portion of the text at a time and then take turns constructing, asking, and answering questions, portion by portion.
Source
· A. V. Manzo, “The ReQuest Procedure,” Journal of Reading 11 (1969): 123–126.
Reading component: Comprehension
Related Standard(s) of Learning: 6.4, 6.5, 7.5, 7.6, 8.5, 8.6
Overview of the strategy
The ReQuest strategy, based on the work of Manzo, stems from the idea that readers need to ask informed questions in order to comprehend. ReQuest is recommended for weaker readers because it involves a short portion of text, small groups, and supportive teacher modeling.
Strategy procedure
1. Choose a text on the students’ instructional reading level. Ask the students to read the first paragraph or several paragraphs silently.
2. Construct and ask questions of the students based on the portion of text read. Have them answer the questions without consulting the text at first. Then, have them consult the text to answer any question that could not be answered without referring back to the text.
3. Next, ask students to read the second paragraph or group of paragraphs.
4. Ask the students to construct and ask questions of other students based on the second portion of text. Have the respondents answer the questions without consulting the text at first. Then, have them consult the text and answer the questions that could not be answered without referring back to the text.
5. Have the students continue reading and constructing and answering questions until they can work more independently.
6. Assign partners or trios. Have the groups read silently a paragraph or small portion of the text at a time and then take turns constructing, asking, and answering questions, portion by portion.
Source
· A. V. Manzo, “The ReQuest Procedure,” Journal of Reading 11 (1969): 123–126.
Cubing
Strategy #: 47
Target Student: 3rd grade and above
Target Skill: Reading (Comprehension and Information Skills)
Purpose: The cubing strategy is an effective writing tool for students, especially those students who are suffering from “writer’s block.” The strategy is meant so students can analyze a topic in depth, which prepares them to write about a topic. The block parallels Bloom’s taxonomy of comprehension levels.
Rationale: This activity should be done a day or two after finishing the play. Whate entire play is focused upon revenge, and this cubing activity will prepare the students to.
Directions:
• Construct cube from paper, or cover a square-sized Kleenex box with paper.
• Choose a topic
• Distribute handouts
• Display example:
Describe it: It looks like an evil eye.
Compare it: It’s not happy like sunshine.
Associate it: (What does it make you think of?) A sword, an angry person, a fight, a strategy.
Analyze it: (What are its parts?) There is a person who wants to get back at
another person who did him/her wrong.
Apply it: (How can it be used?)
Argue for/against it: (Why or why not is it important?)
• Throw the cube around the room, and have the students comment accordingly.
• Have the students write comments they like on their handout.
Assessment: Have the students expand this activity into an essay.
Source: David Whitehead, University of Waikato, Hamilton, New Zealand Reference: Journal of Reading, 38(1), 24-30. (September 94)
WebQuests
Strategy #: 48
Overview:
A WebQuest is "an inquiry-oriented activity, which some or all of the information that learners interact with comes from resources on the Internet." (Dodge, 1995). WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation. The model was developed in early 1995 at San Diego State University by Bernie Dodge with Tom March.
Purpose:
WebQuests allow students to complete authentic projects and use technology to find and present information and, at the same time, alleviate some of the barriers teachers may find in their attempt to work in the confines of project-based learning.Generally,WebQuests are cooperative activities where students assume different roles relative to an authentic problem. The Internet is usually the main information resource, although other more traditional resources, such as magazines and journals, can be included. The WebQuest itself provides structure to the investigation of the authentic topic, thereby increasing the ability of students to successfully navigate a highly unstructured environment such as the Internet. Students then develop a product which then demonstrates their knowledge of the problem and its potential solutions.
Students enjoy WebQuests because they are given the opportunity to use the Internet to find and apply information. The students may also learn to use presentation software, which allows them to impart their information in a creative way while educating others.
Teachers benefit from WebQuests in a number of ways. For example, rubrics for each project and Web resource addresses are provided, authentic learning occurs, ideas for projects are supplies, and learning is fun for students while they integrate technology. WebQuests can and should be modified by the teacher to fit the needs of the classroom.
Directions:
- Preview your WebQuest before you use it.
- Change the WebQuest so that it will meet the needs of your class. Sometimes you may have to alter the procedure to suit the one-computer classroom or break up the steps.
- It is helpful to perform the initial WebQuest as a group so that the students may become familiar with the process and ask any questions as you proceed.
- Remember to let the students explore and have fun. There will be times when the WebQuest does not proceed the way you intended, but learning is still taking place.
Assessment & Evaluation Considerations
Many WebQuests result in products—paper or oral reports, multimedia presentations, dramatic performances, artwork, or musical compositions. The most appropriate evaluation tool for all of these forms often is a rubric that is used by the teacher and perhaps by other students. The most effective rubrics include a variety of criteria and benchmarks for accomplishment in each category.
See Lesson 2, Click here
Source: http://www.educationworld.com/a_tech/tech/tech011.shtml
Reference: Linda Starr, 2000
Surveying
Strategy #: 49
Basics:
Process:
When:
Source:
Baker, L. (2002). Metacognition in comprehension instruction. In C.C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 77–95). New York: Guilford.
Basics:
- Need: textbook or any book, need to look through it beforehand and prepare questions/discussion topics
Process:
- Have the students open their books to a certain page.
- Before you begin reading, tell the students that they are going to survey the reading first.
- Ask a broad range of questions from simple, common sense to thinking critically. Such as: what page does this chapter end on? Look at the picture on page…, what do you think that is a picture of? What do you think we might learn from this reading?
- Also, read some parts together: “let’s read the title together as a class.”
When:
- This is a strategy that I will incorporate all the time. I think that doing this every time we read will teach the students to start looking and thinking critically about what they read. I also think that it will help their comprehension of the reading.
Source:
Baker, L. (2002). Metacognition in comprehension instruction. In C.C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 77–95). New York: Guilford.