Reading Strategies
For
Content Areas
Part I
After Reading
Table of Contents
Questions to Promote Metacomprehension ...................................................................................... 03
CUBING........................................................................................................................................................ 04
More Cubing Ideas .................................................................................................................................... 06
Differentiated Cubing ............................................................................................................................. 08
Concept Definition Mapping ................................................................................................................... 09
Frayer Model ............................................................................................................................................... 12
Investigative Teams Literature Circles for Content Area Reading ........................................... 17
RAFT (Role, Audience, Format and Topic).......................................................................................... 19
Numbered Heads Together.................................................................................................................... 20
Opposites Attract – Contrasting Points of View (Dialogue Poems) ............................................ 21
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Questions to Promote Metacomprehension
(Use “Think-alouds” and reflections to promote student use of the
process of metacomprehension)
After Reading Questions
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What were the main ideas in this passage? Were
your predictions accurate?
What other information do you want to remember
from this passage? How will you help yourself
remember this information?
Did you accomplish your reading goal?
Which reading and learning strategies did you find
most helpful, and why?
What parts of the passage interested you the most?
What ideas made you think?
How has your thinking changed as a result of reading
this passage?
Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Than Who? Aurora:
McREL
(Mid-continent Regional Educational Laboratory), 2000
3
CUBING
Developed by Cowen and Cowen (1980)
This strategy is designed to support students in concept development after studying a
specific topic. Cubing requires students to construct meaning about a topic from six
different perspectives:
Description: What is it like?
Comparison: What is it similar to or different from?
Association: What does it make you think of?
Analysis: How is it made or what are its different parts?
Application: What can you do with it? How is it used?
Argumentation: Take a stand arguing for it or against it.
Teacher begins by modeling the cubing process with a familiar topic. Then students are given
their assigned topic and do guided practice in small groups or with a partner with time
allotted (3-5 minutes) to write on each side of the cube. Cubing can also be used as an
individual assessment activity after studying a specific unit of instruction.
Compare it
Analyze it
Argue for or against it
Associate it
Describe it
Apply it
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5
More Cubing Ideas
•
•
•
Cubing is a technique to help students look at a subject from a variety of perspectives.
It is an excellent technique for a problem/solution essay.
Cubing enables a student to go beyond mere surface discussion.
Directions for cubing:
a.
Use all six sides of the cube.
b. Move fast. Don’t allow yourself more than 3 to 5 minutes per side of the cube.
c. For sides of the cube:
describe, compare, associate, analyze,
apply, and argue for or against it.
Describe:
Color, size, looks, touch, smell
Compare:
Associate:
Analyze:
Apply:
Argue for
It is like a _______.
How it is used … with other items.
Talk about the parts
Use it for something else
or against it: For or against having/using it
Candy Kiss Model
Describe: A glistening pyramid
Compare: A triangle of temptation
Associate: A promise of pleasure/a reward for behavior
Analyze: A little tin brings a smile
Apply: Fills an empty spot in my tummy
Argue for or against it: If you take it away, I would be sad.
Classroom applications
1.
2.
3.
4.
Use the American Revolution (or any conflict) and look at it from different perspectives.
Look at a particular game or sport in P.E. from different viewpoints.
Take a particular character (author) and analyze different perspectives.
Look at all the following from different perspectives:
a. a piece of music, an instrument, a sound
b. a chemical substance
c. a driver’s license
d. a life cycle of a particular plant
e. a cell life cycle
f. any country, state, or city
g. any government
h. any foreign policy
i.
any type of engine (car, lawnmower, weed-eater)
j. a computer, typewriter, a specific business machine
k. a calculator, slide ruler
l.
any process
m. methods of cooking, foods themselves
n. chemicals for perms
o. any idea or concept
Developed by Duella Strobbe, Douglas ESD
6
Cubing
Description
What is it like?
Comparisons
What is it similar to or
different from?
What does it make you think
of?
How is it made or what are its
different parts?
What can you do with it?
How is it used?
Take a stand arguing for it or
against it.
Association
Analysis
Application
Argumentation
Cubing 4-12, Douglas ESD 10/2000
Description
Tell about it.
Comparison
What else is it like? What is it
different from?
What else do you think of?
Association
Analysis
Application
Argumentation
Tell about its different parts?
How is it used? What can you
do with it?
What’s good or bad about it?
Cubing K-3. Douglas ESD, 10,2000
Irvin, Judith L. Strategies to Improve Reading in the Content Areas, Florida State University
7
Differentiated Cubing
•
•
•
•
•
Keep clear learning goals in mind.
Students must understand the verbs and directions for the tasks.
You may group students according to readiness, with different colored cubes giving tasks
or questions appropriate to their level of understanding and ability level in that particular
topic or skill. Students assist one another in their learning.
Ask students to share findings with the large group or to form base groups of experts to
share their tasks.
As an alternative, use a die with numbers 1 to 6 and provide students with activity cards
at various levels of complexity related to the topic.
Examples:
Green Cube
1. Draw the main character as you think he/she looks.
2. Use a Venn diagram and compare _______ and _______.
3. Use a comic strip to tell what happened in this chapter.
4. Shut your eyes and describe the setting. Jot down your ideas.
5. Predict what will happen in the next chapter. Use symbols.
6. In your opinion, why is _____a _____?
Yellow Cube
1. Use a graphics program on the computer to create a character web for the main
character.
2. Use symbols on a Venn diagram to compare _____and _____.
3. Use a storyboard to show the progress of the plot to this point.
4. Draw the setting and label the (items, people, buildings, etc.).
5. What is the message that you think the writer wants people to remember? Draw a symbol
that illustrates your idea.
6. When you think of the title, do you agree or disagree that it is a good choice? Why or
why not?
The activities/questions on the Green Cube require work at a more basic level with key
aspects of the story. The Yellow Cube stretches student thinking more in the
abstraction, extending ideas and making connections
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Concept Definition Mapping
What is it? (definition)
What is it like?
What is it like?
The Word
What are some examples?
Barton, Mary Lee and Clare Heidema. Teaching Reading in Mathematics. Aurora: McREL (Mid-continent Regional
Educational Laboratory),2000
9
Concept Definition Mapping
(Math Example)
What is it?
Mathematical
Shape
What is it like?
Closed
Plane figure
The
Word
Polygon
Straight Sides
Twodimensional
Made of line
segments
Pentagon
Hexagon
Rhombus
What are some examples?
Barton, Mary Lee and Clare Heidema. Teaching Reading in Mathematics. Aurora: McREL (Mid-continent Regional
Educational Laboratory),2000
10
Completed Concept Map
(Desert Example)
Category
What is it?
Climate
Properties
What is it like?
Less than 25 cm.
of rainfall
Rain forest
No cloud cover;
winds dry land
Desert
Heat radiates into
dry air at night
Mojave
Gobi
Sahara
Illustrations
What are some examples?
Barton, Mary Lee and Clare Heidema. Teaching Reading in Mathematics. Aurora: McREL (Mid-continent Regional
Educational Laboratory),2000
11
Frayer Model
Definition
A many sided
figure
What is it like?
Definition
What is it like?
It’s like the cover
of a book.
WORD
WORD
Example
Non-example
Example
Non-example
Definition
What is it like?
Definition
What is it like?
WORD
Example
WORD
Non-example Example
Nonexample
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Frayer Model
Definition
What is it like?
Definition
WORD
What is it like?
WORD
Example
Non-example
Example
Non-example
Definition
What is it like?
Definition
What is it like?
WORD
Example
WORD
Non-example
Example
Non-example
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Frayer Model
Essential Characteristics
Examples
Non-essential Characteristics
_____
(Word)
Non-examples
*Creating their own personal examples and non-examples especially helps special needs and ELL
students to create a more concrete definition of a new term.
Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Than Who? Aurora: McREL (Mid-continent
Regional Educational Laboratory),1998
14
Frayer Model
Definition
Characteristics
A mathematical shape
that is closed plane figure
bounded by 3 or more line
segments
Examples
♦ Pentagon
♦ Hexagon
♦ Square
♦ Trapezoid
♦ Rhombus
♦ Closed
♦ Plane figure
♦ More than 2 straight
sides
♦ 2-Dimensional
♦ Made of line segments
Polygon
Non-examples
♦ Circle
♦ Cone
♦ Arrow
♦ Cylinder
Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Than Who? Aurora: McREL (Mid-continent
Regional Educational Laboratory),1998
15
Frayer Model
Definition (in own words)
Examples
(from own life)
_____
(Word)
Characteristics
Non-examples
(from own life)
Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Than Who? Aurora: McREL (Mid-continent
Regional Educational Laboratory),1998
16
Investigative Teams: Literature Circles
for Content Area Reading
Investigative Teams is a strategy that uses the same process as literature circles: students
are assigned specific roles to respond to a reading selection; they come to their assigned
group with prepared responses and use these responses to hold a discussion about the
reading with a small group. Unlike Literature Circles, the roles in Investigative Teams are
designed to respond to non-fiction or content area reading using different roles from
journalism: investigative reporter, headline writer, graphic artist, editorial writer, critic,
travel reporter, ad designer, researcher, and social columnist.
 Depending on the topic of study, teachers may adapt roles or limit roles to four or five
that fit the reading. The investigative report role is usually always kept since this person
is also leads the discussion.
 As in Literature Circles, students need practice in each of the roles before independently
assigning them. This is often done through modeling with a short selection and partner
work for guided practice.
 Each student on a team will be assigned a different role, but over the course of the
reading or a unit, they should rotate roles.
 It is important that for each team to share ideas throughout the discussion team rather
than just reading his/her response and moving on. The investigative reporter's job is to
encourage an interactive discussion.
 It is wise to include some form of debriefing or individual assessment of the team
meeting to provide accountability for continuous learning.
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Investigative reporter—Develop five thinking questions about the reading selection to get
the group started. Ask to explain answers and use evidence from the selection to support
responses.
Headline writer—Create three headlines that reflect the content and grab the reader's
attention. Present to group and discuss reactions.
Graphic artist—Create a visual interpretation of the reading (could be chart, map, graph,
collage, etc.) or find a picture or cartoon related to the reading. Present to group and
discuss how image relates to reading.
Editorial writer—Develop five possible connections between the reading and other current
events, issues or people. Help the group make connections or see ways to use the information
in their lives.
Critic—Develop five personal reactions to the reading-what you like or disliked and why. Help
the group critique the reading and give reasons for whether it held their interest or not.
Travel reporter—Record key information from the reading related to the timeframe of
events, maps or geography (places mentioned) or traveling conditions.
Ad designer—Design an ad for a specific product that is related to the reading (could be an
actual product or one you create» Present ad to the group and discuss how it relates to the
reading.
Researcher—Locate up to five other reading selections or topics related to the reading and
present them to the group. Explain why you chose them and how they relate.
Social columnist—Develop five possible social questions related to the social conditions of
the time or place discussed--such as common beliefs, accepted roles, prejudices, daily life,
or other examples of how people might think and feel about this topic:
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RAFT
A great activity to do after reading to review and synthesize content. You, or
students, make selections from each of the areas below to direct the activity.
Role
– Choose a role for you, as the author
Audience
Format
Topic
– Who is your audience?
– What format will you use?
– What is your topic?
Examples:
You are Meriwether Lewis (role) about to leave from Camp Wood. Write a
letter (format) to your family (audience) about what you are planning to do
(topic).
You are a comma (role) creating a 30 second radio ad (format) for sentences
(audience) about why you are important (topic).
You are magma (role). Develop a comic strip (format) for middle grade children
(audience) in which you tell about your journey through a volcano (topic).
Adapted from the ASCD video, After Reading Strategies for the Content Areas
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Numbered Heads Together
Organize the class into groups containing the same number of students. Assign
each group a number from one to six. Have students count off so that each
student has a number between one and six within the group. Ask the class
review questions and give them time to discuss the answers. It is the group's
responsibility to make sure every member knows the answer. Spin a spinner or
roll a die to choose one of the groups. Have the chosen group stand. Then spin
or roll once more to select the person within that group to answer. This is a
great activity to do after reading or prior to a test.
Here are some sample social science questions:
1.
How many judges sit on the U.S. Supreme Court?
Answer: 9
2.
How often is a national census taken?
Answer: Every 10 years
3.
Name the three branches of government.
Answer: Judicial, Executive, Legislative
4.
Identify the meaning of the acronym S.A.L. T.
Answer: Strategic Arms Limitation Talks
5.
What is the political division that places all voters within the boundary
voting in the same place?
Answer: Precinct
Adapted from Spencer Kagan, Resources for Teachers, 1999
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Opposites Attract – Contrasting Points of View
(Dialogue Poems)
One method of assessing comprehension after reading is to have students look
at a topic, idea, concept, etc. from opposite or contrasting points of view. This
method often reveals subtleties of understanding that otherwise would go
undetected. It can also add humor and compassion to the assessment process.
Dialogue Poems are a particularly effective method for eliciting contrasting
points of view. Dialogue Poems are poems where two voices or points of view are
expressed in an alternating format. Students can write Dialogue Poems on any
subject.
Procedure:
1. Teacher or students choose a partner (Students can also work alone).
2. Each student group selects two people, two objects, two ideas, etc. that
can be contrasted (Topics can also be assigned). For example, a pair of
students might decide to contrast the different points of view or
experiences of a slave and slave owner, an atom of hydrogen and helium,
Africa and the United States, etc.
3. Each partner establishes a particular point of view to maintain throughout
the poem.
4. Students write the poem in alternating format. To highlight the
contrasting points of view, colored pens or colored strips of paper can be
used.
5. Students revise the poem. The final draft should include illustrations.
6. Students read their poems to class.
7. Poems are placed on display.
Submitted by Paul Weill, Curriculum Coordinator, Springfield Public Schools
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