Page 380 - SpringBoard_ELA_Grade8_Flipbook

SpringBoard Learning Strategies
READING STRATEGIES
STRATEGY
DEFINITION
PURPOSE
Chunking the Text
Breaking the text into smaller, manageable units of sense (e.g., words, sentences, paragraphs, whole text) by numbering, separating phrases, drawing boxes
To reduce the intimidation factor when encountering long words, sentences, or whole texts; to increase comprehension of difficult or challenging text
Close Reading
Accessing small chunks of text to
read, reread, mark, and annotate key passages, word-for-word, sentence-by- sentence, and line-by-line
To develop comprehensive understanding by engaging in one or more focused readings of a text
Diffusing
Reading a passage, noting unfamiliar words, discovering meaning of unfamiliar words using context clues, dictionaries, and/or thesauruses, and replacing unfamiliar words with familiar ones
To facilitate a close reading of text, the use of resources, an understanding of synonyms, and increased comprehension of text
Double-Entry Journal
Creating a two-column journal (also called Dialectical Journal) with a student- selected passage in one column and the student’s response in the second column (e.g., asking questions of the text, forming personal responses, interpreting the text, reflecting on the process of making meaning of the text)
To assist in note-taking and organizing key textual elements and responses noted during reading in order to generate textual support that can be incorporated into a piece of writing at a later time
Graphic Organizer
Using a visual representation for the organization of information from the text
To facilitate increased comprehension and discussion
KWHL Chart
Setting up discussion that allows students to activate prior knowledge
by answering “What do I know?”; sets
a purpose by answering “What do I want to know?”; helps preview a task
by answering “How will I learn it?”; and reflects on new knowledge by answering “What have I learned?”
To organize thinking, access prior knowledge, and reflect on learning to increase comprehension and engagement
Marking the Text
Selecting text by highlighting, underlining, and/or annotating for specific components, such as main idea, imagery, literary devices, and so on
To focus reading for specific purposes, such as author’s craft, and to organize information from selections; to facilitate reexamination of a text
Metacognitive Markers
Responding to text with a system of cueing marks where students use a ? for questions about the text; a ! for reactions related to the text; and an * for comments ,about the text and underline to signal key ideas
To track responses to texts and use those responses as a point of departure for talking or writing about texts
OPTIC
O (Overview): Write notes on what the visual appears to be about.
P (Parts): Zoom in on the parts of the visual and describe any elements or details that seem important.
T (Title): Highlight the words of the title of the visual (if one is available).
I (Interrelationships): Use the title as the theory and the parts of the visual as clues to detect and specify how the elements of the graphic are related.
To analyze graphic and visual images as forms of text
SpringBoard Learning Strategies 353
© 2017 College Board. All rights reserved.