Strategy 1 : Reaction Review Guide

Sources: Guiding readers through text: Strategy Guide for new times(2 nd ed) by
Karen D. Wood, Diane Lapp, James Flood, and D. Bruce Taylor, 2008, by the
international reading association
Explain the rationale for choosing the strategy
It provides an organizational structure that guides students as they read and analyze the text
passage. Teachers can use this guide to activate students background knowledge before
reading, help them identify textual evidence during reading, help them to evaluate their own
and one or more authors perspectives after reading

Text you would use with this strategy

I Am a Living Thing (Introducing Living Things) October 15, 2007, by Bobbie

Kalman (Author), Reagan Miller (Editor), Robin Johnson (Editor)
Why the strategy supports the reading of the text you will use the
strategy with
This text has a lot of facts about living things. Students can have a better
understanding about living things by practicing on the statement. And this strategy
is helpful for introducing the key concept, living things is a key concept for the unit.
A description of how you would use the strategy
1. Activate students prior knowledge by asking them, what do they know about
living things? Can you give me a few examples of living things. Have students
think share and pair to share their answers.
2. Reading the book, I am a living thing to the students. Stop and give definition
of reproduce while reading. After reading the article, students will get a
reaction guide to work on. Teacher will demo the first question by checking
the agree/disagree of the statement and then have students work on the
guide.
Name of the group members:
Topic: Living things
Directions: With your partners, take turns reading and discussing each of the
statements below. Put a check if you agree or disagree with each statement.
Statement
Agree
Disagree
Living things need sunshine, water and air.
Living things does not change.
Living things grow.
Human are living things.
Plants are not living things.
How you feel the strategy will benefit your students

This strategy will help students to work in group to review key concepts. And it also
helps the students to think and analysis after reading the article.

Strategy 2 : I see, I wonder, I know

Sources: 35 strategies to for guiding readers through information texts, Barbara
Moss, Virgina S. Loh, 2010, by the Guilford Press
Explain the rationale for choosing the strategy
The purpose of this strategy is to focus student attention on the illustrations and
headings found in information texts. This strategy can focus attention on the
importance of carefully reading and attending to illustrations and headings.
Furthermore, it prompts students not only identify illustrations and headings, but to
pose questions about the content and locate answers to those questions as they
read. In this way it provides a purpose for their reading.
Why the strategy supports the reading of the text you will use the
strategy with
In the text, How do living things find food? it tells the relationship between living
things and resources, and at the same time, the book title itself is a question to
generate students interest. After reading the title, students may have more
questions about the topic. I see, I wonder, I know is a great strategy for this text.
Students can start with the cover and the tile to work on I see, and then, after
teacher explain the cover, title and read a small section, students can work on I
wonder, and then after reading, students can work on I see. It is a strategy that I
would like to use to help my students to familiar with inquiry approach.
Text you would use with this strategy
How Do Living Things Find Food? August 1, 2010, Bobbie Kalman
A description of how you would use the strategy
1. Use the text How do living things find food? Bobbie Kalman, 2010
2. Get students to predict what the text will be about through a brief
examination of the cover, title, and illustration.
3. Using the first page of the text, model for students how to think about what
they see in the illustrations and headings. Demonstrate for them how to
record what they see in the I see column of the chat in words or pictures.
In addition, model for students how to complete the sentence starter I
wonder with a question they have about the illustration or heading. And
then I will read a section and model how to complete the I know column.
4. Give students guided practice in using this strategy b projecting illustrations
and headings from the text on the document camera. Take students through

the completion of the chart, letting them work with a partner to complete
each of the first two columns. Then read a small section of the text and have
them complete the third column.

How you feel the strategy will benefit your students

This strategy will help my students to read carefully with questions. It also
encourages my students to be an independent thinker, to observe, to think, and to
solve the problems.

Strategy 3 : Preview, Predict, Confirm

Source: The reading teacher, Vol. 58, No. 1 September 2004, Ruth Helen Yopp,
Hallie Kay Yopp
Explain the rationale for choosing the strategy
Preview-Predict-Confirm is designed to build content-specific vocabulary because it
requires students to think about and use the language of a discipline. Students draw
on their own relevant vocabulary, are exposed to the vocabulary of their peers, and
pay close attention to the authors language as they later read or listen to the text
(see Yopp & Yopp, 2002). PPC also provides a structure for activating and building
students background knowledge on the topic of the text. By having to generate
words and semantically organize them, students think about what they already
know or believe they know about a topic. They learn from their peers who may have
different experiences and other knowledge about the topic. In addition to enhancing
comprehension of a text through attention to vocabulary and domain knowledge,
PPC engages students in other behaviors that are supported by the professional
literature.

Text you would use with this strategy

Baby Foxes April, 1 st, 2010, Bobbie

Kalman
Why the strategy supports the reading of the text you will use the
strategy with
The book baby wolf is an information text with pictures. It is a good material to use
the preview, predict, and confirm strategy because it has pictures, facts, and it is
about animals. It will be easier for students to make the prediction of the words and
then figure it out.
A description of how you would use the strategy
Preview
The teacher shows pictures from an informational text to the students. The
students will see the cover of the baby wolf.
Predict
The teacher asks the class for several word predictions and reasons for those
predictions. For example: What words you might find in the book? After nodding
with understanding, the teacher asks for another word prediction and the reason for
it. More students volunteer words, and each time the teacher asks why the student
thinks his or her word will appear in the text.
The students work in groups to record additional predictions on blank cards.
Each group sorts its words into meaningful categories and labels each category.
Category labels are shared with the entire class.
Each group selects from among its cards a word that the group members think
every other group will have, a word the members think no other group will have,
and a word the members find interesting. These words are written on sentence
strips, and a representative from each group shares the three words.
The teacher leads a discussion about the words that have been shared, including
their possible context in the book.
Confirm
The students listen to or read the book, confirming predictions as the text is read.
The students compare the authors selection and use of words with their own and
discuss the benefits of previewing a book in this way.
How you feel the strategy will benefit your students
Preview, predict, confirm will support my students thinking about the language and
content of a text as they draw on observation and background knowledge to
generate and semantically sort words. It creates a sense of anticipation and

encourages self-directed purpose setting, which is critical for independent reading

and learning for my students. It also encourages students in a thinking strategy.