18 Estrategias Para Motivar La Lectura
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Transcript of 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
http://www.edteck.com/readhttp://www.edteck.com/readhttp://www.edteck.com/readhttp://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.
Reference:Differentiated Instructional Strategies for Reading in the Content Area, Carolyn Chapman and Rita King
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
Developed by Patricia Martin and Peter Pappas Copyright 2006-9
For more resources: "Content Reading Strategies that Work"
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.
Reference:Differentiated Instructional Strategies for Reading in the Content Area, Carolyn Chapman and Rita King
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
Developed by Patricia Martin and Peter Pappas Copyright 2006-9
For more resources: "Content Reading Strategies that Work"
www.edteck.com/read
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Teachers ToolboxTool: 1
Assess and Conquer
Class:
Unit:
Date:Source Reading:
Use this tool:
! Pre-reading
! While reading
Post - readingThis tool will help my students:
! Define
Summarize
Compare
How To Use This Tool:
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Readers ToolboxTool: 1
Assess and Conquer
Student Name:
Class:
Due Date:Reading Assignment:
I can use this tool:
! Before I read
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! Learn new words
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Developed by Patricia Martin and Peter Pappas Copyright 2006-9For more resources: www.edteck.com/read
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Teachers ToolboxTool: 2
Predicting ABCs
Class:
Unit:
Date:Source Reading:
Use this tool:
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Readers ToolboxTool 2:
Predicting ABCs
Student Name:
Class:
Due Date:Reading Assignment:
I can use this tool:
! Before I read
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! Learn new words
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Developed by Patricia Martin and Peter Pappas Copyright 2006-9For more resources: www.edteck.com/read
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Teachers ToolboxTool 5:
What Do You Expect?
Class:
Unit:
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Use this tool:
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Developed by Patricia Martin and Peter Pappas Copyright 2006-9For more resources: www.edteck.com/read
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Readers ToolboxTool 5:
What Do You Expect?
Student Name:
Class:
Due Date:
Reading Assignment:
I can use this tool:
! 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
How I use this tool: " #$%&'% & (%)'&* %+,%#'&'-.)/ #&'%0.$-%1/ 2%3.$% $%&4-)0 2&1%4 .) 56&' " 7).5 &2.8' '6%'.,-# &)4 (9 %+,%$-%)#% 5-'6 1-(-*&$ '.,-#1: " 81% '6%1% #&'%0.$-%1 '. .$0&)-;% (9 ,$-.$ 7).5*%40% &)4 '6%-)3.$(&'-.) " %)#.8)'%$ 56-*% $%&4-)0: " #&) 81% (9 0$-4 '. 4-1#811 '6% $%&4-)0 .$ '. 18((&$-;%:
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Developed by Patricia Martin and Peter Pappas Copyright 2006-9For more resources: www.edteck.com/read
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Teachers ToolboxTool: 6
Text Investigation
Class:
Unit:
Date:Source Reading:
Use this tool:
! Pre-reading
While reading
Post - readingThis tool will help my students:
Define
! Summarize
Compare
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Readers ToolboxTool: 6
Text Investigation
Student Name:
Class:
Due Date:Reading Assignment:
I can use this tool:
! Before I read
While I read
After I readThis tool will help me:
Learn new words
! Summarize what I read
Compare information and ideas
How I use this tool: " #$%&'%( ) $%)*'+, -%.%/0'1+ 01 ,%0 ) /12#.%0% #'/03$% 14 (5)0 " ('.. 6% $%)*'+, )6130785%+ " /)+ 41/3- 29 $%)*'+, 1+ (5)0 '- #$16)6.9 '2#1$0)+07
Title of Selection
Titles and Subtitles What might the titles and subtitles tell you about the topic(s) of this selection?
Pictures /Graphics
Review the photographs, diagrams, graphic organizers and other visual elements and
make notes on what you see
Captions / Labels Review the captions and label and make notes on what you see
Glossary Review the glossary to define any words that are unclear. Look back in the contextto match the glossary definition with the word in context.
Read
Further ReadingWhat questions or confusion still remains that you must read further to discover?
Heres something I learned by using this tool:
Make a prediction or set your purpose for reading: What did youidentify in your preview that is important for you to discover more about
while you are reading?
Developed by Patricia Martin and Peter Pappas Copyright 2006-9For more resources: www.edteck.com/read
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Readers ToolboxTool: 6
Text Investigation
Student Name:
Class:Due Date:
Reading Assignment:
I can use this tool:
! Before I read
While I readAfter I read
This tool will help me:
Learn new words
! Summarize what I read
Compare information and ideas
How I use this tool: " #$%&'%( ) $%)*'+, -%.%/0'1+ 01 ,%0 ) /12#.%0% #'/03$% 14 (5)0 " ('.. 6% $%)*'+, )6130785%+ " /)+ 41/3- 29 $%)*'+, 1+ (5)0 '- #$16)6.9 '2#1$0)+07
Title of Selection
Titles and Subtitles
Pictures /Graphics
Captions / Labels
Glossary
Read
Further Reading
Heres something I learned by using this tool
Make a prediction or set your purpose for reading:
Developed by Patricia Martin and Peter Pappas Copyright 2006-9For more resources: www.edteck.com/read
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Teachers ToolboxTool 7:
Envisioning WordsFrayer or 4 Square
Class:
Unit:Date:
Source Reading:
Use this tool:
! Pre-reading
! While readingPost-reading
This tool will help my students:
! Define
Summarize
Compare
How to use this tool: "#$#%&'( $()*$ +(%+ ,-.)&/%+,)- ,$ /) /#%-,-0.12 %-3 #%$,#& +) '%22*(#- ,+ ,$ 31%224 ')3#3 54 2%-01%0# %-3 -)-62,-01,$+,' $#-+%+,)-$8 9/%0#$ (#27 $+13#-+$
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Readers ToolboxTool 7:
Envisioning WordsFrayer or 4 Square
Student Name:
Class:
Due Date:
Reading Assignment:
I can use this tool:
! Before I readWhile 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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Teachers ToolboxTool 8:
Three Things Id Like to Know
Class:
Unit:Date:
Source Reading:
Use this tool:
! Pre-reading
While readingPost-reading
This tool will help my students:
Define
! Summarize
Compare
How to use this tool: "#$%&' '()*)'+'($ %, ',,'($%*- ./0 #/+10'2'(,%/(3 4. ,$56'($, 6'&'-/175',$%/(, 10%/0 $/ 0'*6%() $2'8 *#$%&*$' $2'%0 10%/0 9(/:-'6)' *(6 #0'*$' * 1501/,' ./0 0'*6%()3 ;2%,
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Readers ToolboxTool 8:
Three Things Id Like to Know
Student Name:
Class:
Due Date:
Reading Assignment:
I can use this tool:
! Before I readWhile I read
After I read
This tool will help me:
Learn new words
! Summarize what I read
Compare information and ideas
How I use this tool:"#$%& ' (&%)*%+ , $%-$ ' .,/ *0%/$*#1 23%4$*5/4 '60 7*8% $5 9,)% ,/4+%&%0 :1 $9% &%,0*/;< =9*4 9%7(4 >%
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Developed by Patricia Martin and Peter Pappas Copyright 2006-9For more resources: www.edteck.com/read
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Readers ToolboxTool 9:
Cornell Notes
Student Name:
Class:
Due Date:
Reading Assignment:
I can use this tool:
Before I read
! While I read
After I read
This tool will help me:
Learn new words
! Summarize what I read
Compare information and ideas
How I use this tool:"#$%&'( )&*+ ,- *./0+.$ 1 &2.'*&3- 4#,. 56.4*'4 *+/* 1 *+&'% 1 0/' /'4).$ 3$#, *+. $./2&'(7
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Readers ToolboxTool 9:
Cornell Notes
Student Name:
Class:Due Date:
Reading Assignment:
I can use this tool:Before I read
! While I readAfter I read
This tool will help me:
Learn new words
! Summarize what I read
Compare information and ideas
"#$%&'()% *$&+',% -+') ./$+%
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Developed by Patricia Martin and Peter Pappas Copyright 2006-9For more resources: www.edteck.com/read
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Teachers ToolboxTool 10:
You Be the Jury
Class:
Unit:Date:
Source Reading:
Use this tool:
! Pre-reading
! While readingPost-reading
This tool will help my students:
Define
Summarize
! Compare
How to use this tool:"# #$%&'($# )'*& $+', -%#$ $+.(/ *01%$ $+'.) $+.(/.(2 3 -'$*412(.$.1( 3 $1 01$+ 0'41-' #$)*$'2.4
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Readers ToolboxTool 10:
You Be the Jury
Student Name:Class:
Due Date:
Reading Assignment:
I can use this tool:
! 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
How I use this tool:" #$%% &'( ) *()+$,- )''$-,.(,/ ),+ '0.( ').1%( '/)/(.(,/' )20&/ $/3 " #$%% '(( $4 /5( *()+$,-
)-*((' 0* +$')-*((' #$/5 ()65 04 /5( '/)/(.(,/' /5( /()65(* -$7(' .(3 " '50&%+ %008 40* 9&0/('4*0. /5( *()+$,- /0 1*07( $4 /5( '/)/(.(,/ )-*((' 0* +$')-*((' #$/5 /5( *()+$,-3 :5(, " 4$,+ )9&0/( $, /5( *()+$,-; " #$%% #*$/( $/ +0#, $, /5( 0*-),$
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Teachers ToolboxTool 11:I Believe
Class:
Unit:Date:
Source Reading:
Use this tool:
! Pre-reading
! While reading! Post-reading
This tool will help my students:
Define
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How to use this tool:"#$% &''( #)(*% %&+,)-&% &' .$(&)/ 0-, */'1)%% ) &)2&3 .$-, 0-, )40(+0&) $-.'/50&$'-3 %+**'/& 0-,
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Readers ToolboxTool 11:I Believe
Student Name:
Class:
Due Date:
Reading Assignment:
I can use this tool:
! 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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Developed by Patricia Martin and Peter Pappas Copyright 2006-9For more resources: www.edteck.com/read
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8/10/2019 18 Estrategias Para Motivar La Lectura
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Readers ToolboxTool 11:I Believe
Student Name:
Class:Due Date:
Reading Assignment:
I can use this tool:
! 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
Before Statement and Evidence After
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"#$%'() "**+,*-"**+ ./0
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What Makes This Word Unique
Instrument that measureselectrical resistance
What Makes This Word Unique
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How Ill Remember My Connection
Developed by Patricia Martin and Peter Pappas Copyright 2006-9For more resources: www.edteck.com/read
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Teachers ToolboxTool 13:
Brainstorm, Group, Label
Class:
Unit:Date:
Source Reading:
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! Pre-reading
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This tool will help my students:
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8/10/2019 18 Estrategias Para Motivar La Lectura
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Readers ToolboxTool 13:
Brainstorm, Group, Label
Student Name:
Class:
Due Date:
Reading Assignment:
I can use this tool:
! Before I readWhile I read
After I read
This tool will help me:
! Learn new words
Summarize what I read
Compare information and ideas
How I use this tool:
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Developed by Patricia Martin and Peter Pappas Copyright 2006-9For more resources: www.edteck.com/read
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Teachers ToolboxTool 14:
Vocabulary Notebook
Class:
Unit:Date:
Source Reading:
Use this tool:
! Pre-reading
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This tool will help my students:
! Define
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Readers ToolboxTool 14:
Vocabulary Notebook
Student Name:
Class:
Due Date:
Reading Assignment:
I can use this tool:
! 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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Readers ToolboxTool 14:
Vocabulary Notebook
Student Name:
Class:
Due Date:
Reading Assignment
I can use this tool:
! 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
Word My definition Dictionary definition Comparison
Developed by Patricia Martin and Peter Pappas Copyright 2006-9For more resources: www.edteck.com/read
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Teachers ToolboxTool 15:
Skim and Scan
Class:
Unit:Date:
Source Reading
Use this tool:
! Pre-reading
! While readingPost-reading
This tool will help my students:
Define
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How to use this tool:"#$ %&'( )*+ %,)* %-.)-$/0 #$12% %-3+$*-% 43',&10 2.$5'$6 .$)+'*/% -7 +$5$172 ) 8$--$. %$*%$ 79
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First Impressions First Facts Reading PurposeQuestions
To Increase Rigor and Relevance:
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Readers ToolboxTool 15:
Skim and Scan
Student Name:
Class:
Due Date:
Reading Assignment
I can use this tool:
! 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
How I use this tool:"# $%&'(% ) (%*+ *, *--./,0%,12 ) -3.0 14% (%*+.,/ 56 -7*,,.,/ 14% 1.18%-2 4%*+.,/-2 -95:
4%*+.,/-2 ;.-9*8-2 16
-
8/10/2019 18 Estrategias Para Motivar La Lectura
42/50
Readers ToolboxTool 15:
Skim and Scan
Student Name:
Class:
Due Date:
Reading Assignment
I can use this tool:
! 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
First Impressions First FactsReading Purpose
Questions
Developed by Patricia Martin and Peter Pappas Copyright 2006-9For more resources: www.edteck.com/read
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8/10/2019 18 Estrategias Para Motivar La Lectura
43/50
Teachers ToolboxTool 16:
Progressive Summary
Class:
Unit:Date:
Source Reading:
Use this tool:
Pre-reading
! While reading! Post-reading
This tool will help my students:
Define
! Summarize
Compare
How to use this tool:"#$$%&'(%)'*+ &,-#'&,. )/%) )/, 0,%&+,& .,0,1) $%'+ '2,%. %+2 &,0,3%+)4 %. *55*.,2 )* '&&,0,3%+)4
.#55*&)'+6 2,)%'0.7 8) '. %+ ,..,+)'%0 .),5 '+ 1*$5&,/,+.'*+ %+2 %'2. 1&')'1%0 )/'+9'+6 %+2'+),&5&,)%)'*+7 :/'. ;/*0, 6&*#5 $*2,0 6'3,. .)#2,+). 5&%1)'1, '+ .#$$%&'(%)'*+4 #)'0'(,. )/,
5*;,& *< $#0)'50, 3',;5*'+). %+2 5&*3'2,.
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8/10/2019 18 Estrategias Para Motivar La Lectura
44/50
Readers ToolboxTool 16:
Progressive Summary
Student Name:
Class:
Due Date:
Reading Assignment:
I can use this tool:
Before I read
! While I read
! After I read
This tool will help me:
Learn new words
! Summarize what I read
Compare information and ideas
How I use this tool:
"#$% &'()*'% +,-- %'(. ( /(%(0%(/* 1#$ #2' 3'2&'2)' (& ( &,4'5
65 7,3&'2 &*' 8,%3& &+# 3'2&'2)'3 (2. 3$44(%,9' &*'4 ,2 : +#%.3 #% -'335;5 7,3&'2 &*' 2'
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8/10/2019 18 Estrategias Para Motivar La Lectura
45/50
Readers ToolboxTool 16:
Progressive Summary
Student Name:
Class:
Due Date:
I can use this tool:Before I read
! While I read
! After I read
This tool will help me:
Learn new words
! Summarize what I read
Compare information and ideas
Paragraph #1
"#$%& &'( %)*&)*+)%#* , '($-% ($ .)%%
"#$%& /(0$ %)*&)*+)%#* 12 '($-% ($ .)%%
34$45$467 #* 1,
'($-% ($ .)%%
Paragraph #2
"#$%& &'( %)*&)*+)%#* , '($-% ($ .)%%
"#$%& /(0$ %)*&)*+)%
#* 12 '($-% ($ .)%%
34$45$467 #* 1,
'($-% ($ .)%%
Paragraph #3
"#$%& &'( %)*&)*+)%#* , '($-% ($ .)%%
"#$%& /(0$ %)*&)*+)%#* 12 '($-% ($ .)%%
34$45$467 #* 1,
'($-% ($ .)%%
Developed by Patricia Martin and Peter Pappas Copyright 2006-9For more resources: www.edteck.com/read
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8/10/2019 18 Estrategias Para Motivar La Lectura
46/50
Teachers ToolboxTool 17:
Sort and Select
Class:
Unit:Date:
Source Reading
Use this tool:
! Pre-reading
! While readingPost-reading
This tool will help my students:
! Define
! Summarize
! Compare
"# $%&'()**% )+, +$-.#/$+ $0 $),# +01#0/# #*+#2+ (*)++'3'()$'0/ +%+$#1 )/. $40-54$3-**% )&&*% '$6"# 7)7#*% )+, +$-.#/$+ $0 5#/#7)$# ) (*)++'3'()$'0/ +%+$#1 03 $4#'7 08/6 97#)$'/5 ()$#507'#+ 5':#+
$4#1 ) (4)/(# $0 )++#7$ $4#'7 '/$#**#($-)* '/.#/.#/(# )/. )..7#++ ;-#+$'0/+ +-(4 )+3 84)$
-+# '+ $4# (*)++'3'()$'0/ +%+$#1?@ )/. ="4)$ .0#+ '$ #/)A*# -+ $0 .0 07 +##?@
How to use this tool:B6 C.#/$'3% $4# 7#).'/5 )++'5/1#/$ )/. .'+(-++ '$+ &-7&0+#6D6 E+, +$-.#/$+ $0 7#). $4# )++'5/1#/$ )/. $4#/ .#:#*0& ) *'+$ 03 '1&07$)/$ 807.+ 07 '.#)+ 3701
$4# 7#).'/56
F6 G):# +$-.#/$+ 570-& 807.+ '/$0 ()$#507'#+ $4)$ $4#% $4#/ /)1# )/. &70:'.# 7#)+0/+ 307 $4#570-&'/5+6
H6 I/(0-7)5# +$-.#/$+ $0 ).. )..'$'0/)* 807.+ $0 $4# 570-&'/5+6
"07.+ 3701 )++'5/#. 7#).'/5 $0 A# (*)++'3'#.