Because you have completed many years of language arts study, you can be sure that you already use at least some reading strategies. If you’re a fairly good reader, you use all or most of them without thinking about it, especially when you read something you really enjoy. At those times, strategies are just part of your natural reading process.
However, reviewing what happens in your mind when you use a strategy can help you prepare for the more difficult texts that you’ll encounter this year. The activity below describes a series of situations that involve reading. Can you recognize the reading strategy used by each student? Click the box that contains the correct strategy.
Sasha is reading about the Dust Bowl of the 1930s. As she places her bookmark at the end of a chapter, she remembers last summer when she visited her cousin in Arizona. The desert was hot and dry, and one day the wind was blowing so hard she couldn’t stand being outside. The sand got in her hair, eyes, and mouth.
Sasha is connecting the content from the text she is reading to a personal experience she had in Arizona.
Sasha is connecting the content from the text she is reading to a personal experience she had in Arizona.
Sasha is connecting the content from the text she is reading to a personal experience she had in Arizona.
Daryl notices that the author of the article he is reading frequently uses words that show the order in which things happened, such as first, second, and next.
connections
graphic organizer
structure
Daryl has realized that the author is describing events in chronological order.
Daryl has realized that the author is describing events in chronological order.
Daryl has realized that the author is describing events in chronological order.
Lulu is reading a brochure about the Statue of Liberty and finds herself wondering how long it took the French to make the statue. She flips to the back of the brochure where additional facts are listed.
Lulu is asking questions while she reads, and she finds herself sifting through the brochure to see if she can find the answer.
Lulu is asking questions while she reads, and she finds herself sifting through the brochure to see if she can find the answer.
Lulu is asking questions while she reads, and she finds herself sifting through the brochure to see if she can find the answer.
Barrett realizes that while he was reading the first page of his novel, he was thinking about his soccer game instead. He shakes his head, refocuses, and rereads the page.
Barrett is thinking about his own thinking. He is using metacognition and is aware when he is not comprehending the text.
Barrett is thinking about his own thinking. He is using metacognition and is aware when he is not comprehending the text.
Barrett is thinking about his own thinking. He is using metacognition and is aware when he is not comprehending the text.
Mora is reading an article about animals that use camouflage. She draws a large T on a piece of paper and begins to list the pros of camouflage on one side and the cons on the other side.
Mora is creating a graphic organizer to organize and visualize the pros and cons of camouflage.
Mora is creating a graphic organizer to organize and visualize the pros and cons of camouflage.
Mora is creating a graphic organizer to organize and visualize the pros and cons of camouflage.
You got # out of # correct. Click the Retry button for another attempt.
You got a perfect score. Great job!
