Project Engagement

Reading Strategies

Many different reading comprehension strategies are used throughout the Project Engagement curriculum guides, and many more opportunities exist for additional strategies to be introduced and practiced throughout the program. Many of these reading strategies are taken from Houghton-Mifflin textbooks for upper elementary English Language Arts classes.

The following is a partial list of reading strategies with information about what they are used for and how to introduce them to students. Click on each strategy to read the description or click here to download printable version.

Author's Viewpoint

Author’s Viewpoint is a lot like Making Inferences because it involves reading between the lines about something.
Explain to students that the author of a piece of writing sometimes has a certain point of view. He or she believes something and wants to get a point across. His or her attitude, values or opinions can come through his or her writing. This is not always obvious.
Students will need to use their own experiences and put different things together from the reading to understand what the author’s viewpoint may be.
Consider what the author (or character) is saying. Ask yourself, “What do they want the reader to believe?”
Notice words with strong feelings or opinions or extreme words like “never” or “always”.
Notice the tone or mood that is being set. Is it a negative or positive mood or tone?
Consider what the writer is trying to do. Is he or she debating or arguing? Is he or she pleading?
After formulating an opinion of what you think the reader is trying to achieve, reread the selection for specific examples.

Cause and Effect

Explain to students that cause and effect go together like a chain.
Explain that an effect is something that happened, like a boy falls and hurts his arm. A cause is what made that happen, like another boy pushed him.
Explain that this chain can keep going. For example, a cause for the one boy pushing the other could be that he called him a name.
The way to identify cause and effect is to ask questions. First, ask, “What happened?” That will identify the event that is the effect.
Then ask, “What made it happen?”

Characterization: A Character Sketch

Explain to students that cause and effect go together like a chain.
Explain that an effect is something that happened, like a boy falls and hurts his arm. A cause is what made that happen, like another boy pushed him.
Explain that this chain can keep going. For example, a cause for the one boy pushing the other could be that he called him a name.
The way to identify cause and effect is to ask questions. First, ask, “What happened?” That will identify the event that is the effect.
Then ask, “What made it happen?”

Compare and Contrast

Tell students that comparing and contrasting is looking at how alike or different two things are.
Noting details: Begin by brainstorming separate lists of the details on the board from the reading selections being compared. This may not be necessary if students are able to see the details to be compared without this step.
Charting comparisons: Create one of the following: Comparison and Contrast Chart or Venn Diagram (or it can be done more informally through discussion) that will be used for this exercise. Explain what each of the columns or sections of the circle are for (see diagrams)

Comparison and Contrast Chart

Similarities	Differences

Venn Diagram

Either using the lists of details or from the students suggestions, fill in the chart or diagram with the items that are similar or in common and the differences or things that only apply to Reading #1 or Reading #2.

Making Inferences

Explain that making inferences has to do with figuring out information that is not obvious. We sometimes say to “Read between the lines” in order to understand more about something than is obvious.
Making inferences also has to do with putting things together to come up with something different. Often we use our own experiences to understand something.
For example, if you read about a boy who was told that he was not allowed to go to the party, and you read that she got very quiet when she was told the news. You might put the two things together with your own experience about being disappointed about something and make the inference that she was disappointed about not being allowed to go to the party.
One way to do this is to make a list of things the character does or says and write your own experience next to it. You might then make an inference about what the character is thinking or feeling.

Drawing Conclusions

Drawing Conclusions is very similar to Making Inferences. By putting together all of the information from one or more reading selection on the same subject, the reader can draw a possible conclusion based on the information as a whole.
Have students read the selection or selections reading for detail.
Look at the details either informally or by listing them. Notice what patterns emerge, what categories become obvious or the similarities and differences within the information.
- For example, students could read a selection that describes a character as lazy, unwilling to work. The selection may give information about how this character doodles on his school work, forgets it at home, and doesn’t participate in class. The reading might even have dialogue where the character states, “I can’t wait to get out of school.” Students might notice the similarities of this information or the pattern of behavior and attitude.
- The reading might also include information about this students test scores being unusually high. It might include information about how this student won a science contest and how his teachers last year described him as “exceptionally intelligent.” This information is in direct contrast with the information above. Students might notice this point.
- Finally the reading selection may discuss the other students teasing him for being “too smart.” It may have some dialogue where the student in question is talking to a parent, saying that no one likes him or that no one likes someone who is smart. This would be yet another category of information to use.
Try putting all the information together. Use only one sentence, if possible that includes what the reader knows. For example, the students might come up with the following conclusion:
- This student is appearing to be uninterested in school and doing poorly on purpose in order to be cool to his friends.
This is drawing a conclusion.

Monitor/Clarify

Ask yourself if what you are reading makes sense and if you are learning what you need to know.
If you don’t understand something, you can reread it (to see if you missed something), look at the titles or pictures (to see if it gives any additional clues) or read ahead (in case it clarifies later in the reading) to see if you understand better.

Reading Poetic Devices & Images

Sometimes writers use words in unusual ways to give the reader the feeling about something. The reader can make pictures in their heads about the things they are reading about.
Show the students some of the poetic devices, explaining that sometimes writers use images to give the reader the feeling of what is happening, such as:
Explain the poetic devices:
- Simile: A comparison between 2 or more things using “like” or “as.”
- Metaphor: A comparison between 2 or more things without the use of “like” or “as.”
- Personification: Giving a non-human thing human-like or life-like qualities.
- Onomatopoeia: A word that sounds like what it is, like “bang.”
“The ticking of the clock waits impatiently” has an example of personification or “Time rears like a spooked horse overwhelmed by its burden” has an example of a simile. Help students get the sense of what is being described.
Have students identify examples of the selected poetic device as they are used in the reading selection.
Ask students to describe what is being communicated by the poetic device. Is it a strong image? A funny image? What is the author trying to say? (Guide this.)

Use of Images

Tell students that sometimes a writer tries to use words so that the reader can create a picture in their mind when they are reading. When a writer does this, it can become confusing to the reader at first.
Whenever it seems like the writing is not making sense, ask yourself, “Is the writer trying to paint a picture for me?”
Imagine what is in the reading, for example, “The clock screams out its one note.” Imagine a clock yelling out its “gong” when it strikes 1:00. It is loud and not happy. There is a feeling to it. Sometimes it can help to think of it like a cartoon.
Then reread that section again and see if your new image helps you understand what the writer is trying to tell you.

Predicting

Predictions are guesses of what will happen based on what has happened before. When predicting, the reader uses details from their reading in order to predict what could happen next.
Making the prediction: Identify the question you want to focus on. (e.g. What will happen if Cinderella doesn’t change her attitude?)
Write what you think will happen. That’s your prediction.
Supporting your prediction: Prepare a list of what is known about the character or situation from the reading that makes you think your prediction will come true. Be very careful that assumptions are not being added to the list. (e.g. If Cinderella goes back before she changes her attitude, people will get hurt. This is based on Cinderella’s own words, “My stepsister and stepmother are in my way. . . I have to get rid of them.”)
You may want to add where the information came from (the page number, the reading selection or the quote).

Questioning

Students who learn to develop questions as they read are more engaged in their reading and can improve their reading comprehension.
While you read, ask yourself questions about what you are reading (you can even writing them down).
As you read, see if you can answer your questions.
If you don’t know the answer, reread to see if you can find the answer or read on to see if it is revealed later. Keep in mind what you already know about the story.
After you are finished reading, ask some more questions and see if you can answer those questions.
If you can’t, reread.

Reading for Detail

Students learn that details in their reading help them understand characters and events, evaluate characters and picture the setting.
Once they have identified the details, they must decide which ones may be more important.
Some details help the reader to ask questions instead of giving answers. That can be just as important to understanding.
When reading for detail, students will note any specific information, such as the time of day, what the characters may be feeling or what the place looks like where the story takes place.
Readers may make a mental note or actually write the note down. They can even underline or circle the detail in the reading for later.

Reading for Mood

Discuss with students the idea that, just like people have moods, reading selections can have a mood, especially stories. Give some examples, like the mood of a mystery might be spooky or mysterious.
The mood, or feeling, of a story can give clues about the story and what might happen in the story. For example, if the story is a funny story, it is less likely to have something really sad happen in it.
Often the mood of the story comes from the way things are described in the story. Tell students to watch for “mood” words like, “gloomy”, “dark”, “sparkling”, “bright” – words that describe. If they say a lot of the same kind of descriptive word, that is probably going to lead the reader to the mood of the story.
Use the Reading for Sense directions and apply them to read for the mood of the story.

Reading for Purpose

Tell the students that sometimes writers write with a very particular purpose in mind. For example, writing a list of ingredients and steps to make something would have purpose of creating the food dish.
Often the form of a reading selection gives us clues as to what the reading is for. Ask yourself, “What do I notice about the format of this writing?” “Is a letter, a list, steps in a process?”
After looking at its form, read the selection. Ask yourself the question, “What did the writer write this for?”
If you can’t answer the question upon completion of the reading. Look for clues. Look at the first sentence or paragraph. Look to see if there are steps. Look at the last sentence or paragraph. Is there a title? Is there an order to what is being written?
Reread the selection again with this new information in mind.

Reading for Sense

Before reading: Explain to students that they are about to read the selection only to get a sense of what it is saying. Explain that a different kind of reading is done in this case.
Tell students that when one reads to get the sense of a selection, it is important not to get stuck on words the reader doesn’t know or phrases that are awkward or unfamiliar to the reader. Instead, the reader reads past those segments to get the idea of what the selection is saying.
If it is necessary, guessing at meanings by using context clues or by the sound of the word can help.
Model this with a different reading selection than the one that will be read by the students.
Reading together: Read the reading selection aloud as the students follow along.
Ask the students what they think it is about.
Talk through how a reader uses the sound of the word and context clues to determine meaning.
By speaking aloud, come up with the gist of the reading selection.
Reading for Sense Independently: Have students read the reading selection, this time on their own.
Have them speak through what they think the selection is about.
Review the reading. (If the reading is very challenging, the following will help guide them. If not, this section may not be necessary.)
First try to get the mood. Have students pick out words that give them a strong feeling. What kind of feeling is the writer trying to convey? Light and airy? Mysterious? Exciting? Boring?
Take it sentence by sentence, asking the students what they think the author is describing. Model the use of context clues to understand the meaning of certain words.
Guide them through the reading with questions. Ask them what certain words sound like, what comes to their mind when they hear the word. It may be helpful to reread sentences aloud.
Tell them that reading for the sense of a selection instead of getting stuck on each word can sometimes give them more information than if they were to interpret each syllable word-by-word.
If there are poetic devices, continue with the following reading strategy.

Reading Instructions

Skim the document and comment on what they think it is. Point out the numbers and the title and some of the subtitles to identify this document as a step-by-step instruction sheet.
Talk about what that means.
You read such documents differently because your purpose for reading them is different.
Read the document and identify what the first thing is to do.
Share answers. Did anyone skip a step? How did we know what was first?
Go on through the document for each step in the same way.
Discuss why it would be important to be aware of order in this reading?

Scanning Information

Explain to students that they do not have to read an entire piece of writing to get information from it. Sometimes, they can just skim or scan a piece. To skim means to look quickly over and entire article to find the main ideas or type of reading it is.
To scan means to look quickly for specific information. Readers scan by glancing at each line, checking for particular words or phrases. When you find the word, you can read that part to see what it says about the thing you are looking for.

Sequence of Events

Explain to students that sometimes, stories are not told in the order that things happen.
It can help if the reader can create an event map.
An event map creates as list of events in the order that they occurred. Start by putting an event down on the event list.
Ask yourself, “What happened before that?” OR “What happened after that?” Write the answers down either before or after the event, depending on when it happened.
Pay attention to words like, “Then” or “First” or “Before” or “After” or “Next” or “Finally”. Those are words that signal information about the order is going to be present.
Keep asking those questions and writing the answers down until you can’t answer the question anymore.
Reread and/or review to see if you missed anything.

Summarizing

Before the Reading: Before students begin to read, tell them to focus on the question, “What is this about?” Have them write this question down in their journals or on a piece of paper.
Have students read the short selection silently.
After Reading: After the reading, have them jot down in their journals a short sentence answering the question. Tell them not to worry about getting the right answer or punctuation, spelling, etc.
Checking the Summary Statement: Have the students pair off with the person sitting next to them. (Students may need some help in pairing off.) Have them each take turns sharing their thoughts. If there is time, they can go back to their reading to answer the questions that may come up from this.
Have the pairs work together to come up with one sentence that is a summary of what they read. (An example might be helpful. E.g. Little Red Riding Hood is about a girl who visits her grandmother and gets in trouble when she finds a wolf instead.) A few students may share their sentences.
Purpose of Summarizing: Summarizing is a good way for students to help remember what they are reading.

Summarizing Main Points

Before Reading: Look at the reading material, what can be known about it at first glance. (e.g. If it is a letter, who is it to? Who is it from?, etc.)
People write to communicate something. There is something that they want the reader to know. When you read this selection, ask yourself, “What are the most important things the writer is trying to tell me?” “Why did they write this?”
Discuss how the form of writing can give the reader a clue to the type of thing that could be. For example, if the reading selection is a set of instructions, the writer probably wants to communicate how to do something. Discuss what the purpose of the reading might be based on the form of the reading selection.
Reading: Read with the question, “What are the most important things the writer wants to tell me?”
After Reading: Jot down the first three things that you think the writer wants to communicate. Keep it short and simple.
Share with the class.
Refer to the reading selection if necessary.