Skills+Cluster+2-+The+Reading+Process


 * Pre-reading: Ability to select appropriate texts and understand necessary reading strategies needed for the task.
 * Note-taking: Ability to read purposefully and select relevant information; to summarize and/or paraphrase.
 * Organizing Notes: Ability to prioritize and narrow notes and other information.
 * Prereading, note-taking, and organizing notes are all part of active reading and can be overlapping aspects of an integrated process. Below are strategies for active reading.

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 * == Thinking Notes == ||
 * ==[|Setting a Purpose for Reading:] == || ===For maximum effectiveness, setting a single purpose for reading, especially for struggling readers, helps avoid confusion from the overload of multiple purposes. === ||
 * ==[|Setting A Purpose For Reading Using Informational Text]- == || ===Teach students how to create questions by looking at the headings of informational texts ===

|| === === || ==[|Poster 1] == ==[|Poster 2] == ====  || ===Survey-->Question> Predict>Read>Respond>Summarize === || ==Q-Cards- High School == || ===Questions stems that reflect the variety of cognitive processes students need to process text. === || || ** Survey! Question! Read! Recite! Review! ** SQ3R will help you build a framework to understand your reading assignment. ||
 * ==[|Figure Previewing and Thieves Strategy] == || ===Two strategies for getting students to preview text and think about what they are about to read. === ||
 * ==[|Reciprocal Teaching] ==
 * ==[|Worksheet 1] ==
 * ==[|Worksheet 2] ==
 * ==<span style="font-family: Arial,Helvetica,sans-serif;">[|Bookmarks] == || ===<span style="font-family: Arial,Helvetica,sans-serif;">Students learn to predict, clarify, question, and summarize as they read. ===
 * ==<span style="font-family: Arial,Helvetica,sans-serif;">SQUEEPERS ==
 * [|Details]
 * [[file:literacyccgps/SQP2RS_A (3).doc|Download]]
 * 25 KB
 * ==<span style="font-family: Arial,Helvetica,sans-serif;">Q-Cards-Middle School ==
 * ==<span style="font-family: Arial,Helvetica,sans-serif;">[|Double Entry Journal] == || ===<span style="font-family: Arial,Helvetica,sans-serif;">The Double-Entry Journal strategy enables students to record their responses to text as they read. Students write down phrases or sentences from their assigned reading and then write their own reaction to that passage. The purpose of this strategy is to give students the opportunity to express their thoughts and become actively involved with the material they read. ===
 * == SQ3R(Survey, Quesiton, Read, Review, Rephrase) == || <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 16px; vertical-align: baseline;">** SQ3R is a reading strategy formed from its letters: **
 * ==<span style="font-family: Arial,Helvetica,sans-serif;">[|Think-Alouds] ==

|| ===<span style="font-family: Arial,Helvetica,sans-serif;">Think Alouds help students learn to monitor their thinking as they read an assigned passage. Students are directed by a series of questions which they think about and answer aloud while reading. This process reveals how much they understand a text. As students become more adept at this technique they learn to generate their own questions to guide comprehension. === ||
 * ==<span style="font-family: Arial,Helvetica,sans-serif;">[|Annolighting a Text] == || ===<span style="font-family: Arial,Helvetica,sans-serif;">"Annolighting" a text combines effective highlighting with marginal annotations that help to explain the highlighted words and phrases ===

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 * ==<span style="font-family: Arial,Helvetica,sans-serif;">[|Annotating Text] == || ===<span style="font-family: Arial,Helvetica,sans-serif;">Labeling and interpreting a text actively on the document and in the margins. [[image:canigetthatinwriting/annotationmodel.gif width="421" height="578" caption="annotationmodel.gif"]]=== ||
 * ==<span style="font-family: Arial,Helvetica,sans-serif;">[|Checking out the Framework] == || ===<span style="font-family: Arial,Helvetica,sans-serif;">Students learn how to look at the organization of a text to determine what information they can expect to gleam. === ||
 * ==<span style="font-family: Arial,Helvetica,sans-serif;">[|Collaborative Note-taking] == || ===<span style="font-family: Arial,Helvetica,sans-serif;">This is a technique that is used after students have already completed their own individual annotations; it is a great strategy to stimulate a small or large group discussion that engages and honors different perspectives on the same text. === ||
 * ==<span style="font-family: Arial,Helvetica,sans-serif;">[|Key Concept Synthesis] == || ===<span style="font-family: Arial,Helvetica,sans-serif;">The process involves identifying the key concepts as they read, putting those concepts in their own words and explaining why the concept is important and/or making connections to other concepts.[[image:literacyccgps/Key Concept Organizer.JPG width="472" height="244" caption="Key Concept Organizer.JPG"]] === ||
 * ==<span style="font-family: Arial,Helvetica,sans-serif;">[|Parallel Note-Taking] == || ===<span style="font-family: Arial,Helvetica,sans-serif;">It requires students to first identify the organizational structure of an informational text and then take notes on essential ideas and information in the text using a structure that parallels the organization of the text. === ||
 * ==Literacy in Physic- Reading a Primary Source== || media type="custom" key="24089094" ||
 * ==Selective Highlighting== || media type="custom" key="24089150" ||