LEARNING SUPPORT READING STRATEGIES
Activities to be modelled by L.S.T./Resource teacher in the teaching of appropriate reading strategies to aid word identification.
||Teacher Talk to Facilitate Strategy
|Meaning: Using Semantic Cues
- Are you thinking about what’s happening in the story while you’re reading?
- You said_______. Does that make sense?
- Where can you look?
|Syntax: Using Syntactic Cues
- You said_____. Does that sound right?
- Do we say it that way?
|Graphophonic: Using Sound-Symbol Cues
- What letter(s) would you expect to see at the beginning/end of the word?
- Do we say it /sound it that way?
- Maybe try the long and or short sound of the vowel.
- What does this group of letters say/ (Teacher points to common letter string in word.)
- “I like the way you fixed that”
- “You made a mistake. Can you fix it.”
ie checking one cue system against another
- It could be _____ but look at ___.(eg it could be “back” but look at the “bl”)
- Check it. See what you read looks right or looks right and makes sense or sounds right and makes sense.
- Could it be _____? Teacher inserts two possible words thst need to be confirmed using meaning and structure first. Then graphophonics.
|Searching. This is integrating all cue systems
- “There is something wrong. Can you find it?”
- “How did you know there was something wrong?”
- “Where else can you look?”
Self-monitoring is the pupil’s ability to monitor his/her own reading and knowing when something is wrong. ie doesn’t make sense or doesn’t sound right.
- “Why did you stop/” (when pupil hesitates)
- “What did you notice?”
- “I like the way you did that, but can you find the hard part?”
- “Are you right now?” (after correct or incorrect words) How did you know?
- “Try that again”
|Stopping at a new or difficult word.
This strategy allows the pupil to problem solve.
- “What could you try?
- “Do you know a word that starts like that?”
- “Is there a part of the word that can help you?”
- “What are you going to do?”
- “Go back and reread and think about the story and think about a word that might fit into the sentence.” Say the word and then check the problem word to see if it could be the word you’re thinking about.