Incorporating Tactics and Techniques in the Three-Phase Reading Delivery
A.
Incorporating Tactics and Techniques in the
Three-Phase Reading Delivery
a.
Pre-Reading Strategies to Activate Prior Knowledge and Set Purpose:
Pre-reading strategies are techniques used before reading to prepare students
for the text and activate their prior knowledge. These strategies include:
- Activating
Prior Knowledge:
Encouraging students to recall what they already know about the topic or
related concepts.
- Previewing: Previewing the text by looking
at titles, headings, illustrations, and other text features to make
predictions and generate interest.
- Setting
a Purpose:
Helping students identify why they are reading the text and what they hope
to learn from it, which enhances motivation and focus.
b.
During-Reading Techniques to Enhance Comprehension and Engagement:
During-reading techniques are used while students are reading to monitor
comprehension and engage with the text actively. These techniques include:
- Monitoring
Comprehension:
Teaching students to monitor their understanding while reading and use
strategies such as summarizing, predicting, and asking questions.
- Annotation: Encouraging students to annotate
the text by highlighting key ideas, making marginal notes, and asking
questions to deepen understanding.
- Visualizing: Prompting students to create
mental images of the text's content to aid comprehension and engagement.
c.
Post-Reading Activities for Reflection, Analysis, and Application:
Post-reading activities are used after reading to facilitate reflection,
analysis, and application of the text's content. These activities include:
- Reflective
Journals: Having
students write reflections on what they learned, what surprised them, and
how the text relates to their own experiences or prior knowledge.
- Discussion
Groups:
Facilitating small or whole-group discussions where students can share
their interpretations of the text, ask questions, and debate different
viewpoints.
- Application
Tasks: Assigning
tasks that require students to apply the knowledge gained from the text to
real-world situations, such as writing essays, creating presentations, or
solving problems.
d.
Using Anticipation Guides and Predictions Before Reading: Anticipation
guides are pre-reading tools that activate prior knowledge and stimulate
interest in the text. They typically contain statements related to the text's
themes or topics, which students agree or disagree with before reading.
Predictions involve students making educated guesses about what will happen in
the text based on clues from the title, cover, or initial paragraphs.
e.
Guided Reading Strategies for Small Group Instruction: Guided reading is
a small-group instructional approach where students read texts at their
instructional level while receiving support and guidance from the teacher.
Strategies for guided reading include:
- Differentiated
Instruction:
Tailoring instruction to meet the diverse needs of students by providing
targeted support and scaffolding.
- Focused
Questioning:
Asking questions that scaffold comprehension, promote critical thinking,
and encourage discussion among small groups of students.
f.
Reader's Theater and Dramatic Read-Alouds to Enhance Understanding:
Reader's theater involves students performing a script based on a text they
have read, which enhances comprehension and engagement by allowing students to
actively participate in the text. Dramatic read-alouds involve teachers using
expressive voices and gestures to bring the text to life, making it more
engaging and memorable for students.
g.
Implementing Reciprocal Teaching Strategies for Collaborative Learning:
Reciprocal teaching is a collaborative learning strategy where students take
turns leading discussions about the text. The four main strategies of
reciprocal teaching are predicting, questioning, clarifying, and summarizing.
Students work together to apply these strategies, fostering deeper
comprehension and peer interaction.
h.
Incorporating Literature Circles for Student-Led Discussions: Literature
circles are small, student-led discussion groups where participants read the
same text and take on different roles (e.g., discussion leader, summarizer,
connector). Literature circles promote student autonomy, engagement, and
critical thinking as students discuss the text's themes, characters, and
literary elements.
i.
Interactive Read-Alouds with Think-Alouds to Model Comprehension Strategies:
Interactive read-alouds involve teachers reading aloud to students while
pausing to model comprehension strategies and engage students in dialogue about
the text. Think-alouds involve teachers verbalizing their thinking process
while reading, demonstrating how to monitor comprehension, make predictions,
and ask questions.
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