Good readers think as we read; that’s why we say ‘Reading is Thinking.’ There are many ways to think about what we read, but most good readers use a mix of strategies. On day 3 and 4 this week, (Monday and Tuesday), we’ll review some of the ways good readers think about what we read. You’ve probably been hearing about this in Humanities, but a little review is always a good thing, since effective reading is one of the most important ‘study skills’ there is.
I’ll demonstrate these a quick read aloud from one of my favorite books of all time. Then when we meet individually on day 5 and 6 to talk about your reading goals, I’ll check in with you about what strategies you are currently using the most.
Below are some strategies good readers use when reading.
Connect: Good readers use what they know to better understand what they read.
- ‘This reminds me of something that happened to me.’
- ‘This reminds me of something I know from school.’
- This reminds me of another book I read.
Question: Good readers ask questions as they read.
- ‘I wonder….
- ‘Who, what, where, when, why?’
Predict: Good readers use clues to think what might happen next.
- ‘I predict ____ will happen…’
- ‘I think this character will____ because….’
Infer: Good readers use clues and what they know to understand things that are not directly stated in a book.
- ‘I think this means that…’
- ‘This clue makes me think the character is nervous/sad/happy.’
Visualize and use sensory images: Good readers imagine what a story looks, smells, sounds like…
- ‘In my mind I see…’
- ‘In my mind, I hear…’
Determine what is important: Good readers use what is important in what I read so they can summarize it or find answers to what they want to know.
- ‘This was mainly about….
- ‘I found answers to what I wanted to know in chapter 5 of this book….’
Synthesize: Good readers pull together many ideas to find the big ideas or themes in what they read.
- ‘The theme of this book is….’
‘One big idea I see here is that…’
Use evidence: Good readers support my thinking about what they read with evidence or clues.
- ‘I think this because it says…’
- Because I know____, and it says ____, I think….’
- ‘I can tell____, because it says_____’