STRATEGIES THAT SUPPORT STUDENTS
The following strategies come from the work of Kylene Beers and can be found in her book, When Kids Can’t Read: What Teachers Can Do, (2003).
This strategy teaches students how to recognize their thinking and talk about it in pairs. Students take turns reading a text and occasionally stop to "say something" about what they have read.
When students say something they can :
ask a question
make a connection
This strategy is similar to Say Something except students write in response to a short story, poem, a selection from a longer text, etc. The strategy helps students become better at making inferences.
Add breaks to a selected text, creating space for students to write something.
Students write "I wonder why’ type questions, i.e. one’s not answered in the text, in the spaces.
Students create a theory for one of their questions and explain what is in the text and the world that makes them think their theory makes sense.
Students share their responses with a partner and participate in a whole class discussion.
Strategic rereading is the beginning of analysis and leads students to become better readers who are able to find their own voices and those of the author in the text they are reading.
Select a short text (poem, story, selection from a longer text, etc.).
Provide a copy for each student.
Read the selection aloud.
Read the selection again, and this time have the students underline any words or phrases that resonate with them.
Students select the most important line or phrase and write about it, explaining why they think it is the most important.
Students share their ideas in groups and participate in a class discussion.
After sharing the students can reflect about whether or not they changed their minds about the most important line or phrase and why.