HOW WELL DO I KNOW STRATEGY
DEFINITION:
Using the How Well Do I Know strategy, students rate their familiarity with an unknown word before word study begins. Students will chart the words from text into different categories, going from most familiar words to least familiar words. Students can then physically see which words they may want to spend more time becoming familiar with instead of focusing on words that they already know.
This is a great way for students to look at each word individually and rate how well they think they know them. As a Social Studies teacher, this can be a great review tool that students can use before taking a test. This is a great way for students to rate how well they feel they know terms and concepts and shows them which areas need more time on.
Using the How Well Do I Know strategy, students rate their familiarity with an unknown word before word study begins. Students will chart the words from text into different categories, going from most familiar words to least familiar words. Students can then physically see which words they may want to spend more time becoming familiar with instead of focusing on words that they already know.
This is a great way for students to look at each word individually and rate how well they think they know them. As a Social Studies teacher, this can be a great review tool that students can use before taking a test. This is a great way for students to rate how well they feel they know terms and concepts and shows them which areas need more time on.
STEPS TO DOING A HOW WELL DO I KNOW CHART:
1. Students will be given a list of words that they may or may not be familiar with.
2. Using the columns of the chart they are given, the students will rate each word based on how well they have an understand of the its context and meaning.
3. Students will then use the results from the chart to examine the words/phrases they are most unfamiliar with first.
1. Students will be given a list of words that they may or may not be familiar with.
2. Using the columns of the chart they are given, the students will rate each word based on how well they have an understand of the its context and meaning.
3. Students will then use the results from the chart to examine the words/phrases they are most unfamiliar with first.
Sources:
Adler, C.R. (Ed). 2001. Put Reading First: The Research Building Blocks for Teaching Children to Read, pp. 49-54. National Institute for Literacy. Retrieved July 12, 2015, from http://www.nifl.gov/partnershipforreading/publications/reading_first1text.html.
Beers, K. (2009). When Kids Can't Read: What Teachers Can Do. Retrieved July 12, 2015, from http://teachersites.schoolworld.com/webpages/JD'Ippolito/files/kylene%20beers.pdf
Eyre, E. (2015). Reading Strategies: Reading Efficiently by Reading Intelligently. Retrieved July 12, 2015, from
http://www.mindtools.com/rdstratg.html
Johns, J., Lenski, S., & Berglund, R. (2003). Comprehension and Vocabulary Strategies for Primary Grades (p. 58). Kendall/Hunt Publishing Company.
Texas Educational Agency. (2002). Comprehension Instruction, 9-12. Retrieved July 12, 2015, from http://www.netxv.net/pm_attach/67/TRI-Comprehension_Instr.pdf.
Adler, C.R. (Ed). 2001. Put Reading First: The Research Building Blocks for Teaching Children to Read, pp. 49-54. National Institute for Literacy. Retrieved July 12, 2015, from http://www.nifl.gov/partnershipforreading/publications/reading_first1text.html.
Beers, K. (2009). When Kids Can't Read: What Teachers Can Do. Retrieved July 12, 2015, from http://teachersites.schoolworld.com/webpages/JD'Ippolito/files/kylene%20beers.pdf
Eyre, E. (2015). Reading Strategies: Reading Efficiently by Reading Intelligently. Retrieved July 12, 2015, from
http://www.mindtools.com/rdstratg.html
Johns, J., Lenski, S., & Berglund, R. (2003). Comprehension and Vocabulary Strategies for Primary Grades (p. 58). Kendall/Hunt Publishing Company.
Texas Educational Agency. (2002). Comprehension Instruction, 9-12. Retrieved July 12, 2015, from http://www.netxv.net/pm_attach/67/TRI-Comprehension_Instr.pdf.