Literacy Log

Literacy Log

Reading Strategies

The K-W-L Strategy

This teaching technique allows the students to engage in their background knowledge prior to reading. It is also used after their reading to apply what they have gained in their reading. K stands for what the students already know about the topic. W is what the students want to know about the topic. L represents what they learned from the reading. The teacher prepares the K-W-L charts and the students fill in the K and W categories. After reading the selection, students document in the L chart what they’ve learned in their reading. The K-W-L focuses on comprehension as it allows the students to gain an understanding of their reading selection before and after. The effectiveness depends

Thinking aloud is when a student is verbally saying what he or she is thinking. This strategy allows the students to have control over their reading. It may be used before, during and after reading. It focuses on comprehension and oral language (thinking aloud). For different types of learners, the teacher may model this strategy for all students.

Echo Reading

This is a rereading strategy for students to develop fluent reading. During an echo reading exercise, the teacher reads the text aloud while tracking the print (to reinforce directionality). After reading, the children echo the teacher. This strategy focuses on phonemic awareness and fluency as it helps children to develop reading skills. The exercise will be done during the reading portion. The teacher will assess its effectiveness by evaluating the students’ fluency when it is the students’ turn to read.

Context Clues

This strategy gives students an opportunity to seek the clues that the author may have to help define or clarify. Context clues are used during the reading portion. Students will read the materials and look for clues based on the reading selection. This strategy focuses on vocabulary and comprehension. Teacher may model how students can effectively search for context