18 estrategias para motivar la lectura

8/10/2019 18 Estrategias Para Motivar La Lectura

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Strategies forStruggling

Readers

Developed by Patricia Martin andPeter Pappas Copyright 2006-9

For more resources:"Content Reading Strategies that Work"

www.edteck.com/read
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Meet the Non-Reader

A non-reader lacks the skills of a fluent reader. They read below grade level and struggles withcomprehension, phonics, and vocabulary. Feelings of defeat have turned off their desire to read

and they exhibits inappropriate behaviors to hide their inability to read and comprehend. They

read very little and do not like to read.Lacks effective word attack skills.Exhibits poor comprehension skills.

Has limited language and vocabulary.

What the Non- Reader says about reading and themselves:

This is boring and frustrating.I will misbehave, so I wont have to read.

I cant understand this assignment.I will never learn to read for the rest of my life.

Im stupid this is stupid youre stupid.

What you can do to help the Non-Reader

Evaluate for listening comprehension level versus reading comprehension level to assess

comprehension skills

Never engage the class in round robin reading activities.

Evaluate word recognition in isolation versus word recognition in text to assess word analysis

skills.

Provide any essential information aloud or taped as the learner follows the print.

Use oral or video/movie activities to supplement written activities.

Provide a learning environment that does not constantly stretch the students level of competency

and utilizes the limited areas of strength.

Provide extensive, consistent models of literacy within the students grasp.

Provide concrete examples, organizers, and demonstrations. Relate and connect ideas, vocabulary,

and skills. Avoid drill and kill.

Structure cooperative group activities that include a role requiring less traditional literacy skill

skits, raps, cartoons or visuals

Assess learning in non-verbal ways whenever possible: models, demonstrations

Strategies you can use to help the Non-Reader

Arrange for this student to read easy books to younger students.

Group or individual pre-reading: activate prior knowledge and predict.

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Try a shared reading with a partner to share responsibility for active reading.

Work in cooperative groups for focused and specific purposes related to inferentialcomprehension.

Give numerous opportunities to work with peers to fill the gaps in comprehension.

Use computer programs and other technology resources to support word analysis andcomprehension.

Work with combinations of text and audiotape or text and video tape.

Use Telling Boards, where they can draw simple stick figure sketches based on their ideas orinformation they find in text. Use as visual organizers instead of trying to record using words.

Stress ideas and organization/structure when encountering text.

Provide opportunities for re-readings and choral reading.

Use a Readers Theatre to create interest and build skills in reading. Use text as script spice itup with simple costumes or sets. Repeated performances (readings) bring fluency

Give him chances to publish his work and tell what he knows about a subject that interests him. He is

motivated when he can successfully get his ideas down on paper.

Reference:Differentiated Instructional Strategies for Reading in the Content Area, Carolyn Chapman and Rita King

Developed by Patricia Martin and Peter Pappas Copyright 2006-9

For more resources: "Content Reading Strategies that Work"

www.edteck.com/read

Whats in the toolbox for the Non Reader?

1. Assess and Conquer2. Predicting ABC

3. K.I.M.4. I'll Pause, You Think5. What Do You Expect?6. Text Investigation

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Meet the Word Caller

The word-caller reads orally with accuracy and fluency. Silent reading appears rapid, attentive and

purposeful. These students can respond to right-there questions when they are allowed to reread but

their responses are disorganized and tenuous; they cannot generalize, summarize, synthesize, analyze,

infer or evaluate. They do not grasp the relationship of ideas or their importance or relevance. Word

Callers need support to realize that reading is about constructing meaning and to develop and apply thosetools.

The word-caller also:

Provides minimal written responses; their work lacks elaboration.

Seldom volunteers responses; or raises hand to answer but forgets.

Performs poorly on tests that require comprehension or understanding.

Prefers group work for answers.

Exhibits poor comprehension skills; may read widely and frequently but without understanding.

Has limited language and vocabulary: does not grasp multiple meanings, connotative meanings,

or figurative language.

Can decode words that are not in oral vocabulary .

Appears attentive when reading but disengages when response is required.

What the Word Caller says about reading and themselves:

I can read it, but I do not know what it says.

I can read it, but I do not know the answers to these questions.

I understand more when someone reads to me.

I dont understand what is expected of me.

The book says , but I dont know how to explain it.

What you can do to help the Word Caller.

Evaluate for listening comprehension level versus reading comprehension level to assesscomprehension skills.

Provide intensive pre-reading activities to activate their thinking about the subject of the reading.

Model reflection in think-alouds with stress on active reading: predicting, visualizing, clarifying,

questioning, summarizing.

Provide fix-up strategies to be used when comprehension breaks down.

Provide guided practice in accessible material with specific feedback.

Require quality independent reading and detailed response focused on specific but open endedreading comprehension purposes.

Focus on the thinking aspect of reading and de-emphasize the word level or word recognition aspect

of reading.

Ignore miscues that do not affect text meaning or comprehension. Connect comprehension

expectations to existing knowledge/experience.

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Strategies you can use to help the Word Caller

Model and coach pre-reading strategies: previewing text to activate thinking, set purpose, and predict

topics / essential ideas / themes.

Tie learning to comprehension rather than rote memorization: visualizing vocabulary meanings,

relating words to synonyms, antonyms and examples

Analyze fiction and expository text structure/organization (sequence, cause/effect, problem/solution,

evaluation, description) and literary techniques (flashbacks, foreshadowing, figurative language) to

guide and support comprehension.

Engage in rehearse activities (group or individual) before reading and after reading to cement

reading comprehension purposes firmly in the readers mind

Model open-ended questioning and predicting to guide reading and monitor comprehension

Provide structure of text-tagging, marginal notes, think-marks to read actively.

Provide structure of note-making to track comprehension and tell reader when meaning breaks down.

Scaffold reading support to release responsibility for comprehension to student and gradually releaseresponsibility to student as comprehension emerges

Skim and scan layout of reading assignment to quickly list and share first impressions and first factsbased on headings, visuals, first and last paragraphs. Clarify comprehension by collaboratively

predicting what important point or questions the reading will answer.

Use QAR (question-answer relationship) to answer questions based on three places they can findinformation. Right there answers to information explicitly stated in text, Think and search

answers to information suggested by text, and On your own answers to information in the readers

background knowledge.

Institute presentation into writers workshop so word-callers have a voice. They have the wordsbut need opportunities to connect them. With some help to organize their thinking, they are able to

make connections and tell their story. Create various opportunities for students to express their

understanding in multiple modalities.


Whats in the toolbox for the word caller?7. Envisioning words8. Three Things I'd Like to Know

9. Cornell Notes10. You Be the Jury11. I Believe12. Alike But Different



www.edteck.com/read

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Meet the Turned-Off Reader

The Turned-off Reader is capable of decoding and comprehending, but is unchallenged and

unmotivated. These students can exhibit a negative attitude with most reading assignments. They often

refuse to complete reading activities and assignments. The turned-off reader doesn't see a purpose for

reading. They reflect their don't care" attitude through body language and demeanor. Often they distract

peers from their reading. Turned-Off readers need support to develop a strong "buy-in" or interest in thereading activity or assignment.

What the Turned-Off Reader says about reading and themselves:

Why would anyone want to waste time reading this garbage?

I don't see why I have to do this work.

I do not need / want to read or write.

There is no time in my life that I am going to need this stuff!

What you can do to help the Turned-Off Reader

Connect reading to positive self-image. Provide high-interest, self-selected books and magazinesat their independent reading level with choices in topics and genres.

Use reading conferences and interactive journals for student to share their understanding of the

text and avoid teacher questions that appear to test the student.

Provide immediate, specific, positive feedback that supports the readers efforts and honors the

readers thinking.

Provide an inviting, comfortable low-risk, low-demand environment to read that is personally

rewarding to the reader. Offer soft, instrumental music as background noise.

Supply material with minimal print, varied text structures and extensive graphic support onstudents instructional level.

Avoid whole group teacher directed activities, the required reading of a single text, round robin

reading, and teacher generated single response questions Use high interest activities like raps,

skits, graphic art and technology presentations, and games for guided practice and the assessment

of learning

Allow for peer interaction in the learning cooperative groups, debates, paired learning, Socratic

Seminar

Strategies you can use to help the Turned-Off Reader

Create effective pre-reading experiences that cause the learner to anticipate the learning and

activate prior knowledge to make predictions about the learning.

Allow brief, cooperative brainstorming or buzzing to activate prior knowledge and make

predictions. Use quick writes to activate prior knowledge.

Provide background through a film or an entertaining teacher read aloud related to the topic. Use

technology and cooperative learning activities to motivate.

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Provide meaningful, interesting follow-up activities that tap into students strengths and challenge

the learners thinking classification, comparison, evaluation, synthesis

Minimize lengthy assignments and rely on graphic organizers and graphics to record

comprehension. Break longer assignments up into manageable parts.

Present each assignment with a meaningful purpose that illustrates the student's need to read theinformation.

Provide choice, variety and options within assignments whenever possible.

Maintain a quantity and quality expectation within the students grasp that is the ticket to leave

each day.

Institute the presentation step of writing process so the Turned Off has the chance to publish their

work. They need creative opportunities to showcase what they knowpoetry, diaries, power points, even

comic books. With help organizing, they are motivated to see their ideas in front of an audience.

Challenge them to use interesting, spicy, and intriguing words. Dare them to turn their voice to teaching

and entertaining.


Whats in the toolbox for the Turned-Off Reader?

13. Brainstorm, Group, Label14. Vocabulary Notebook15. Skim and Scan16. Progressive summary17. Sort and select

18. Comparison Matrix



www.edteck.com/read

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Teachers ToolboxTool: 1

Assess and Conquer

Class:

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Date:Source Reading:

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Summarize

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Readers ToolboxTool: 1

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Developed by Patricia Martin and Peter Pappas Copyright 2006-9For more resources: www.edteck.com/read


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Predicting ABCs

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What Do You Expect?

Student Name:

Class:

Due Date:

Reading Assignment:


! Before I read

! While I read

! After I read

This tool will help me:

! Learn new words

! Summarize what I read

! Compare information and ideas

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Text Investigation

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Text Investigation

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Class:



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While I read


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Title of Selection

Titles and Subtitles What might the titles and subtitles tell you about the topic(s) of this selection?

Pictures /Graphics

Review the photographs, diagrams, graphic organizers and other visual elements and

make notes on what you see

Captions / Labels Review the captions and label and make notes on what you see

Glossary Review the glossary to define any words that are unclear. Look back in the contextto match the glossary definition with the word in context.

Read

Further ReadingWhat questions or confusion still remains that you must read further to discover?


Make a prediction or set your purpose for reading: What did youidentify in your preview that is important for you to discover more about

while you are reading?



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Text Investigation

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Class:Due Date:

Reading Assignment:


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While I readAfter I read


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Read

Further Reading

Heres something I learned by using this tool

Make a prediction or set your purpose for reading:



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Envisioning WordsFrayer or 4 Square

Class:

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Source Reading:

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Envisioning WordsFrayer or 4 Square

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Reading Assignment:


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Three Things Id Like to Know

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24/50


Three Things Id Like to Know

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26/50


Cornell Notes

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27/50


Cornell Notes

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28/50


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29/50


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30/50

Teachers ToolboxTool 11:I Believe

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31/50

Readers ToolboxTool 11:I Believe

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32/50

Readers ToolboxTool 11:I Believe

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34/50

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35/50


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36/50


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37/50


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39/50


Vocabulary Notebook

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40/50


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41/50


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43/50


Progressive Summary

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45/50


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18 estrategias para motivar la lectura

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