Scanning
One of the most
essential reading skills is scanning for specific information. By
training students to scan the page to look for key words, they learn to group
specific letters together and quickly identify words, thus improving their
fluency over time. Scanning is also a critical test-taking skill that allows
students to read questions carefully and know how to look back in the text
quickly to find the answer.
Activities: A good scanning
activity is a “running race.” To do this activity, prepare 9 or 10
questions about the details of a text; these questions should not be subjective
but have one clear objective answer. This activity can work both before
students read the text or as a review activity when students have finished the
reading. Put students into pairs with each student having a copy of the text in
front of them and make enough copies of the questions for each pair. Cut the
questions so they are in strips of paper, and give each pair question number
one only. When you tell students to start, they should race to find the correct
answer to the first question, and then one partner should run their written
answer to your desk to show you. If the student is correct, give them question
number two, and so on until a group has answered all of the questions
correctly. This activity works well with any text but can be especially
challenging if you give students the classifieds section of the newspaper. For
more advanced students, you can mix-up the order of your questions so that they
do not follow in order with the text.
Another scanning
activity is to do a “find the word” race. With the text in front of
them, write down a word on the board that only occurs once in the text. When
students find the word, they should stand up. Wait until all students are
standing to have the first student point out the sentence that the word is in.
A more challenging alternative is to only say the word aloud without writing it
down. This is a good way to pre-teach vocabulary by drawing students’ attention
to these words and discussing the meaning of these words. This activity also
works as a way to preview the text as it can lead to a discussion of what the
students believe the story will be about based on the words you select from the
text.
Skimming
Skimming is an
essential skill because it previews the text for the learner. Just like knowing
the topic of a conversation beforehand helps us be better listeners, knowing the main
idea of a text is extremely beneficial before students begin to read closely. A
general understanding of the broad topic will prepare them to read for
understanding and allow them to read faster.
Activity: Have skimming
activities where you copy the text, blocking out everything but the title,
pictures, first lines of each paragraph, and the last paragraph. From this
information, get your students to identify the main idea and why the author is
writing this story. Have a discussion about what they
already know about the text and what they think they will learn in the details.
Main Idea
Main idea is one of the most
difficult skills for students because it’s one of the only test questions where
the answer can’t always be found in an exact line within the text. Students
need to be able to comprehend an entire text and then decide what is the big
picture idea. While the skimming strategy described above helps students to
determine the main idea before reading, the main idea strategy is for students
to understand the “big picture” after reading the text.
Activities: Give students the
“6W questions” to ask about the author’s purpose after reading an entire
text. Who is writing this text and who did the author want to read this
text? What is the author saying? Why is the author saying this? When
did the author write this story? Where does this story take place? How
did the author write this story? By getting the basics of the author’s
purpose, we can more easily understand what the main idea is.
Alternatively, you
can try the main idea builder after reading a text in its entirety. Ask
students to close their books and tell you what this article is about in one
word. For example, is we had just read a story about the ancient Mayan
civilization and some of their customs, the one word response would be “The
Mayans.” After giving you one word, then ask them to put more description on that
one word, such as “Mayan civilizations.” Slowly add onto your description one
or two words at a time until you get a full, complex sentence that highlights
the main idea of the story. An alternative to this activity is to have students
close their books, and then describe their article to a partner, but they must
pretend that their partner has never read the story. You can also have students
write a letter to their family member describing the story to them.
Another activity
that emphasizes main idea is outlining. Give students a blank outline
form that asks them to fill in the author’s thesis, main points, details, and
examples. If the text you’re working with doesn’t lend itself well to the rigid
structure of an outline, have students write down one sentence for each
paragraph that expresses the main idea that paragraph. When they are finished,
they should be able to put their main idea sentences for each paragraph
together to find the main idea of the whole story.
Context Clues
Many times students
are too reliant on their dictionaries; they use their
dictionaries every time they encounter an unfamiliar word which disrupts
reading fluency and sentence comprehension. A better and more realistic
approach to help them master unknown words is discovering meaning through
context. Context clues can be found in other words nearby and also from the
grammatical structure of the sentence.
Activity: Choose a made-up
word (for example, noubit ) and use it in many different contextual
sentences, and ask students to determine the meaning of this non-word. Keep the
same made-up word for each sentence, but use appropriate word endings to
illustrate the change in part of speech (i.e. noubits, noubiting, nubition,
nubitous, noubitously, etc…). Using the same non-word throughout the exercise
will prevent them from relying on their dictionaries while also keeping them
from thinking that this word is a real word. Your sentences should be rich with
context so that students can determine the meaning, for example “The invention
of the car has made transportation much easier. In the past, people had to use
noubits to get around which took a long time.” Emphasize to the students that
it’s not always necessary to get the exact, precise meaning of the word. For
example, in the above sentence, “noubits” could be horses, bicycles, or feet,
but any of those meanings will still allow them to comprehend the importance of
the invention of the car. As long as students can understand the meaning of the
sentence, that will be enough for them to finish reading, and they can look up
the specific word in their dictionaries later. Also, some of your sentences
should include grammatical clues, such as appositives, for example, “The task
was so noubitous, or strenuous, for the students.” Take time to go over each
question as a class so that you can model for your students how to identify and
effectively use these context clues.
Inference
Like main idea, inferences can’t be found directly in the lines
of the text; you must teach your students to read between the lines. Being good
at making inferences relies a lot on critical thinking skills which can be a
difficult thing to teach.
Activity: Using riddles with your students
is a good way to illustrate the importance of inference. Start with something
simple like, “I love my job. I go to the hospital everyday, and I take care of
my patients. What am I?” Students should easily be able to identify the
description of a doctor/nurse. Ask them how they knew that when you never
explicitly stated what your job was. Similar to the context clues example
above, students may have similar but different answers, such as a doctor and a
nurse. Many times we won’t be able to identify exactly what the author
is inferring, but if we can determine something that retains the main meaning,
we can still understand the text appropriately. As students progress, give more
challenging riddles.
Another activity to
do is to find short mystery stories or “whodunit” stories. The very old
book series Encyclopedia Brown works great for this reading skill, and
there are countless others to be found on the web. These activities will teach
your students close reading skills and force them to think critically about
what is both in and not in the text, thus helping them become better at
inferences.
Skimming, scanning, main idea, context clues, and making inferences are
the foundational skills necessary to develop your students as strong readers.
Model and practice
these skills with your students regularly and watch over time how they will be
reading stronger, better, and faster!
Adapted from www.lessonpaths.com
