Things Good Readers do

Attribute Graph (Visualizing, Making Connections, Summarising)

What is it?
Students read a fiction or non - fiction text, they reflect on which attributes and characteristics  the individuals in the text exhibit. 
This works well with non - fiction, however would also be a worthy exercise when looking at historical figures, authors or contemporary leaders or even the climax in a story.

How to do it?

Students read a text. They focus on one character or individual for each graph. They decide on ten attributes - they can be general.  For example - brave, shy, creative, friendly.

The students then shade each attribute out of ten or whatever the bar graph goes to.

When this activity is finished, the class must reflect on what score they gave each character, for each attribute and explain why.

For example - In the the graph above, if the character was CINDERELLA, students would write words along the bottom like - Kind, hard working, selfish, patient, resilient, creative and nasty.

They would then shade the column for each to show how strongly CINDERELLA displays that attribute. For example, For PATIENT a student would probably shade the column almost to the top. For NASTY a student might just shade to zero.

The discussion and reflection are what is really integral, students need to discuss WHY.

How did it go?

This has been used in a few focus groups. Students always enjoy this activity and the graph makes thinking about and reflecting on a character's attributes very easy.

Materials
Attribute graph hand out (On the U drive.)

Summarising and Inferring (Alpha Antics)

 

 

How to do it?

• Students read a text.

    •Students reflect on and write down words that show they understand what they have read.

    •For example  - While studying eagles students might decide that WINGSPAN, PROTECTED STATUS and EYESIGHT are important.

   •Use the following format to create ALPHA ANTICS:

• W is for eagle. Because they can have up to an eight foot wingspan.
• P is for eagle. Because eagles are protected  by law
• E is for eagle. Because eagles have incredible eyesight and can see much better at a distance than a human.
• M is for snowman because eventually they melt.
• A is for worm because worms eat apples
• M is for lunar because lunar means moon
• P is for fraction because fractions are made up of  parts

How did it go?

This was done with a focus group using an article about pizza toppings found around the world. The students had fun and showed a clear understanding of what they had read.
Example response:
C is for Pizza in India - because it has curry on it.
S is for pizza in Australia because it has shrimp on it.

Materials
Article to read
Alpha Antics worksheet (On U drive)

 

 

 

 

 

 



 

Summarising (Box the main idea and Bullet the detail)

 

 

How to do it?

 

Box the main idea and bullet the detail can be done after a paragraph, section or page of reading. After the section of text has been read and discussed, students choose the main idea. (Usually only one or two sentences.) and write it in the box that says "Main Idea" or "Box the main idea."

Students are then to choose 1, 2, or 3 three ( however many you want)  supporting details to write in bullet points ( Dot points) in the box below, that says "Supporting ideas" or "Bullet the details". (Whatever you choose to use.)

It can look like this:

 

Or this:

 

 

 





How did it go?

This was used in a Geography class on Reading Maps. After each section we boxed the main idea and from each subheading we chose one detail to write in the box beneath.

This meant that the class , after reading each section had to explain and understand what they had read before finsing the main idea.

 

There are many ways to do this activity. It is about monitoring what we have read and summarising effectively.

 

Materials

Box the main idea handouts

 

 

 

 



Focus on Reading Stuff on Pinterest

For even more Focus On Reading ideas please follow my Pinterest page as well as this blog!

 https://www.pinterest.com/lizpitham/focus-on-reading-stuff/

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Questioning (Test - Style Questions )

How to do it?

•Students read a text

•They choose five or six important facts from the text they have read (This number can change and depends on the teacher and how long the text is. ( Give handout to write facts on.)

•E.g. Fact 1 –  Franz Marc helped create the second movement of expressionism called the Blue Rider

•Students then have to use each fact to create a question.

•E.g Fact 1 - becomes this question – What was the name of the second movement of expressionism that Franz Marc helped to create?

•Students then have to insert one correct answer and three distractors that are almost correct.

•For e.g. – a) Blue rider

                     b) Blue strider

                     c) Green riders

                     d) Bridge

•   (The correct answer is?)

•As a class  or in groups or partners answer each person’s questions.

 

Extension Activity  -

Beat the teacher

•Students work independently or with partners to create poster size versions of a test – style question related to a topic, unit of study or reading.

•The teacher takes the hot seat while students attempt to “Beat the Teacher” with their test style questions.

 

Handy Hints :

Give students a handout that models how a test would be set out.
 
 

How Did it Go?

This idea was used in an art class.
The students did well at summarising the information and deciding what was important.  Rephrasing the question was challenging for some students. However this activity was really great for making sure students understood and remember the content.
Materials
Test style questions scaffold (On U drive)

 

 

 

 

         

 

 

 

 

 

 

 

Revisit, Reflect, Retell

Many of the ideas used on this blog can be found in this book, Revisit, Reflect, Retell, By Linda Hoyt.