Book Introductions for Teaching Strategic Actions on the First Read
Lea M. McGee
Ohio State University
Strategic actions many children need to learn in EARLY lessons
Try something/make an attempt (use the picture as information)
Notice/monitor attempts that are gross visual mismatches
Notice/monitor attempt matches the picture and makes sense
Reread as a way to solve a problem when noticed (learn to search for information in meaning and structure)
Check to confirm a word (slow visual inspection to match attempt and text)
Strategic actions in early learning are focused on making attempts and then noticing when something is not right
Strategic actions many children need to learn in MID lessons
Consistent monitoring of both meaning/structure and visual
Think about the story (beyond the picture)
Locate increasing amounts of visual information in a word (learn to search visual information)
Flexible ways to search inside short (one syllable) words
Flexible ways to search for and notice inflectional endings
Flexible ways to search in longer words
Use meaning and structure with visual information (learn to coordinate and integrate MSV; make multiple attempts using different kinds of information)
Confirm attempt looks right, fits story (learn another way to search visual information)
Check that an attempt looks like the word and fits meaning/structure
Check that an attempt looks like a word with inflectional endings and fits meaning/structure
Check that an attempt looks like a longer word word and fits meaning
Strategic actions in mid learning continue to focus on monitoring in more detail, but also beginning to learn how to solve words and confirm attempts using visual information coordinated or integrated with meaning and structure. By the end of mid learning children should sometimes be making multiple attempts using different sources of information.
Strategic Actions Many Children need to learn in LATE lessons
Solving unknown words in different (flexible) ways (noticing the difference between long and short words and using different approaches on these words); Confirming on the run as a part of solving. Children will make and monitor/confirm multiple attempts.
Phrased and fluent reading (fast paced) except for slowing down to problem solve
Keeping the meaning and structure firmly in mind on the run including during solving (less rereading for more efficient processing)