STRatgy

Running Head: STRATEGIES 1

STRATEGIES 29

Reading, Writing, and Math Strategies

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Reading comprehension strategies

Reading strategy	Reading skills/targeted	Materials needed
Brainstorming	Vocabulary, comprehension, and content areas	List of words to read
Grand conversation	Oral language, and comprehension	Story books, and reading comprehensions
Guided reading	Phonemic awareness, fluency, and comprehension	Story books, and reading comprehensions
Hot seat	Oral language, comprehension, and content areas	Characters of books/stories/comprehensions
Interactive read-alouds	Oral language, comprehension, and content areas	Shared stories/comprehensions books
K-W-L charts	Vocabulary, comprehension, and content areas	Three sheets of butcher paper to be labelled K, W, and L
Use of graphic notetaking	Comprehension, and content areas	Notebook, and pen
Use of graphic and semantic organizers	Concepts, and content areas	Graphic and semantic organizers, Venn-diagrams and story maps
Annotating the text	Comprehension, and content areas	Notebook, and pen
Making connections, and inferences	Comprehension, and content areas	Notebook, and pen

Strategy 1: Brainstorming

Strategy 2: Grand conversation

Strategy 3: Guided reading

Strategy 4: Hot seat

Strategy 5: Interactive read-alouds

Strategy 6: K-W-L charts

Strategy 7: Use of visual/graphic notetaking

Strategy 8: Use of graphic and semantic organizers

Strategy 9: Annotating the text

Strategy 10: Making connections, and inferences

Peer-reviewed research article

Marsha L.R., (n.d). EFFECTIVE TEACHING STRATEGIES FOR IMPROVING READING COMPREHENSION IN K-3 STUDENTS. Retrieved 11th Dec. 2017 from http://s3.amazonaws.com/ecommerce- prod.mheducation.com/unitas/school/explore/literacy-for-life/white-paper-ocr-effective- strategies-for-improving-reading-comprehension.pdf

Research article summary

As note in the article, effective readers constantly monitor their understanding, assess their understanding, and identify when comprehension breaks down. They are metacognitively aware or in control of their own thinking throughout their reading. Undeniably, while students may start with literal pictures, mental maps or story maps, they should be encouraged to move beyond that by interpreting feelings and sensory elements and visualizing. They should be encouraged to create a literal picture of the characters, and setting or situation. Students are supposed to illustrate a concept or draw a map, read the aggregate information and chart it as well as visualize the main idea of the text details. They are also encouraged while reading to use their five senses-smell, hear, and touch in addition to what the reader sees-to expand the mental image and to infer beyond the text. When reading, the students are also supposed to use background knowledge to infer beyond the text.

Having been taught the reading comprehensions strategies explicitly, the students are encouraged to retell anything they can remember from the read comprehension. It is good if they can retell or paraphrase what they have read in their own words. They should retell the ideas in sequence. As part of the reading comprehension strategies, summarizing the main idea and details becomes an essential aspect of reading if at all questions are to be answered. This involves summing up the most important information concisely by creating a gist statement or using inferences to summarize. Finally, while reading comprehensions, understanding the sequence of events in the text is a prerequisite to comprehending the text.

Writing strategies

Writing strategy	Writing skill/s targeted	Materials needed
Data charts	Writing, comprehension, and content areas	Charts
Gallery walk	Writing	Graffiti boards/sheets of paper, and maps
Interactive writing	Phonemic awareness, spelling, writing, and content areas	Chart papers, texts, and pen
Language experience approach	Oral language, fluency, and writing	Pen, and paper or exercise book
Double entry journal	Writing, comprehension, and content areas	Reading log with two columns, and a pen
Clear outline	Writing, and content areas	Story map or outline map
Use of a captivating opening sentence	Writing	Story map/ storyboard
Opening a dialogue/speak to audience	Writing, and connecting with audience	Story map
Use of mentor texts	Writing, and content areas	Journals, articles, and stories
Use of a tone of sincerity	Writing, and connecting with audience	Fact notes

Strategy 1: Data charts

Strategy 2: Gallery walk

Strategy 3: Interactive writing

Strategy 4: Language experience approach

Strategy 5: Double entry journal

Strategy 6: Clear outline

Strategy 7: Use of a captivating opening sentence

Strategy 8: Opening a dialogue/speak to audience

Strategy 9: Use of mentor texts

Strategy 10: Use of a tone of sincerity

Peer-reviewed research article

Graham, S., & Perin, D. (2007). Writing next-effective strategies to improve writing of adolescents in middle and high schools. Retrieved 11th Dec. 2017 from https://all4ed.org/wp content/uploads/2006/10/WritingNext.pdf

Research article summary

According to Graham, and Perin, (2007), writing well is not just optional for students but a necessity. Along with reading comprehension, writing skill is a predictor of academic success and a basic requirement for participation in civic life and in the global economy. Writing strategies enable students to plan, revise, and edit their compositions. This can be collaborative writing which involves developing instructional arrangements whereby adolescents work together to plan, draft, revise, and edit their compositions. It shows a strong impact on improving the quality of students’ writing. Additionally, the writing strategies adopted must take into consideration the specific product goals which involves assigning the students specific, reachable goals for the writing they are to complete. It includes identifying the purpose of the assignment as well as characteristics of the final product. Undeniably, for the attainment of the goals, students should use an outline as a framework.

One of the main aspects that students need to learn in the writing strategies is word Processing, which uses graphic organizers, computers and word processors as instructional supports for writing assignments. The writing strategies also enable students to combine sentences or construct more complex, sophisticated sentences. Prior to the writing process, students are encouraged to do a prewriting, which engages them in activities designed to help them generate or organize ideas for their composition. Through the use of mentor texts, students are able to make inquiry activities, which engages them in analyzing immediate, concrete data to help them develop ideas and content for a particular writing task. Whether they are writing for authentic or general audiences, their writing should connect with the audience.

Math strategies

Math strategy	Math skill/s targeted	Materials needed
Using the number line	Addition, and subtraction	A number line
Count with tallies	Addition	Tally sticks
Counting on	Addition	Numbers on cards
Counting back	Subtraction	Numbers on cards
Drawing a picture	Addition, and subtraction	Pictorials of numbers or number representations
Doubles	Addition	Same number repeated on cards
Flip flop	Commutative property	Numbers to be interchanged
Using fingers	Addition, and subtraction	One’s palm fingers
Writing a number sentence to show a mathematical relationship	Addition, and subtraction	A note book, and pen
Anchor charts	Addition, subtraction, and commutative property	Charts

Strategy 1: Using the number line

Strategy 2: Count with tallies

Strategy 3: Counting on

Strategy 4: Counting back

Strategy 5: Drawing a picture

Strategy 6: Doubles

Strategy 7: Flip flop

Strategy 8: Using fingers

Strategy 9: Writing a number sentence to show a mathematical relationship

Strategy 10: Anchor charts

Peer-reviewed research article

Glenda J.A., (1994). Learning Strategies in Mathematical Education. Retrieved 11th Dec. 2017 from https://mro.massey.ac.nz/bitstream/handle/10179/3862/02_whole.pdf

Research article summary

All students need strategies to find success in math, including those with learning disabilities. Undeniably, solving a mathematics problem requires more than understanding a description of the problem that is, more than understanding the quantities, the data, the conditions, the unknowns, and all other mathematical facts related to the problem. It requires determining what mathematical facts to use and when and how to use those facts to develop a solution to the problem. It requires a strategy.

Mathematics problems are solved by using a wide variety of strategies. Also, there may be different ways to solve a given problem. Therefore, students should develop a repertoire of problem-solving strategies, as well as a sense of which strategies are likely to work best in solving particular problems. Attempting to solve a problem without a strategy may lead to a lot of work without producing a correct solution. For instance, Word problems are often solved by translating textual information into an arithmetic or algebraic representation through charting, graphical representation or drawing a picture.

After determining a strategy, students must carry it out. If they get stuck, they check the work to see if they made an error in their solutions. It is important to have a flexible, open mind-set. If students check their solution and cannot find an error or if their solution strategy is simply not working, they ought to look for a different strategy.