HANDOUT 3

INSTRUCTIONAL STRATEGIES (Handout 3)

  • The first six comprehension strategies (Harvey & Goudvis, 2000) – that are used by proficient readers -- can be found routinely among best practices in the teaching/learning process and contribute to the development of higher order thinking processes.
  • Pearson, Roehler, Dole, and Duffy (1992) add a seventh strategy (Monitoring and Clarifying) that proficient readers also use.
  • Other strategies include, but are not limited to, those listed below. See VDOE Enhanced Scope & Sequence Documents for Lesson Plans, Strategies, etc. for teaching SOL.

NAME OF STRATEGY / DESCRIPTION
Making Connections / Learners connect text with
  • Themselves.
·  Other texts & concepts.·  The world.
Asking Questions / Learners question themselves about·  The text.·  Their reactions.·  The author’s purpose (or the purpose of the lesson/chapter).
Visualizing / Learners envision
  • What the characters look like (or what the mathematical problem looks like).
  • The location of events.
  • The antagonist and protagonist(s); (animate or inanimate)

Determining Text Importance / Learners use text to
  • Determine what is important.
  • Define problems.
  • Determine solutions, etc.

Making Inferences / Learners (with the help of text clues and their prior knowledge)
  • Ask questions that predict/lead to conclusions.

Synthesizing / Learners
  • Combine prior knowledge with new learning to form new ideas….

Marzano’s Strategies / http://ideas.aetn.org/__data/assets/pdf_file/0018/3834/Teachscape_HY_catalog.pdf
Reciprocal Teaching
(RT) & other strategies / See descriptions in VDOE content-related Enhanced Scope & Sequence Guides.
See Rozzelle and Scearce (2009).
Mnemonics / http://www.k8accesscenter.org/index.php/category/mnemonics/
An example mnemonic devise for order of operations in math:
"Please Excuse My Dear Aunt Sally."): [ Parentheses / Exponents / Multiplication & Division / Addition & Subtraction ]