The following reading activities are suited for High School learners.

PRE-READING ACTIVITIES
1. Quotations

 Prepare some quotes related to the topic and ask students to comment on them.
 They don’t have to do that as a class, they can make groups of 3 to 5 people
 then a member of each group can share the ideas with other groups.

2. What do you know about?

(Activating background knowledge; words and phrases)

 Put picture around the room.

 Ask students to walk around the room and look at each picture
  Ask students to write anything they know about the picture ( use phrases to describe the
picture)
 Ask students to write complete compound sentences about each picture
 Give students a word, phrase, or sentence

3. Stand Where you Stand

 Make a simple statement related to the topic of the reading.

 Ask students to stand together based on which group fits their level of agreement
 Agree, strongly agree, disagree, strongly disagree
 Ask students to explain their choices
 If other students change their positions based on arguments presented, the move to
that group

4. Tossing Line
  Select key line from the text ( dialogues in the story are best) . Create sentence strips
and distribute them to students.
 Give students a few minutes to memorize and practice their lines
 Ask students to form a circle and give one student a ball. After she speaks her line, the
student passes the ball to another student.
 Students toss the ball throughout the circle until all line have been heard a few times.
 Encourage students to speak line with varying emotions , seeking out ways to perform
the lines

5. Retelling

Retelling involves having students orally construct a story that they have read.
Retelling requires students to activate their knowledge of how stories work and apply it to the
new reading. As part of retelling, students engage in ordering and summarizing information and
in making inferences. The teacher can use retelling as a way to assess how well students
comprehend a story, then use this information to help students develop a deeper understanding
of what they have read.

Types of Retelling

Simple retelling
The student can:

 identify and retell the beginning, middle, and end of a story in order.
 describe the setting.
 identify the problem and the resolution of a problem.
More complete retelling
The student can:
  identify and retell events and facts in a sequence.
 make inferences to fill in missing information.
 identify and retell causes of actions or events and their effects.
Most complete retelling
The student can:

 identify and retell a sequence of actions or events.

 make inferences to account for events or actions.
 offer an evaluation of the story.
6. Think- Alouds

 It helps students learn to monitor their thinking as they read and improves their
comprehension.
 It teaches students to re-read a sentence, read ahead to clarify, and/or look for context
clues to make sense of what they read.
 It slows down the reading process and allows students to monitor their understanding
of a text.
 Begin by modeling this strategy. Model your thinking as you read. Do this at points in the text
that may be confusing for students (new vocabulary, unusual sentence construction).
 Introduce the assigned text and discuss the purpose of the Think-Aloud strategy. Develop the
set of questions to support thinking aloud (see examples below).
o What do I know about this topic?

o What do I think I will learn about this topic?

o Do I understand what I just read?

o Do I have a clear picture in my head about this information?

 o What more can I do to understand this?

o What were the most important points in this reading?

o What new information did I learn?

o How does it fit in with what I already know?

 Give students opportunities to practice the technique and offer structured feedback to students.
 Read the selected passage aloud as the students read the same text silently. At certain points
stop and " think="" aloud"="" the="" answers="" to="" some="" of="" pre-selected="" questions.
 Demonstrate how good readers monitor their understanding by rereading a sentence, reading
ahead to clarify, and/or looking for context clues. Students then learn to offer answers to the
questions as the teacher leads the think-aloud.
7. Speed Chatting

 Prepare one or two simple questions related to the topic of the reading.
 Ask the class to make two rows facing each other.
 Then, encourage your learners to ask each other the questions, but warn them that they
only have 60 seconds to do so. Once the 60 seconds are up, one of the rows rotates so
each learner has a new partner.
 Repeat the process several times.
8. Pictionary

 Select some of the key words from the text. Put the class into two or three groups.
 In turn, a learner from each group (at the same time) comes to the whiteboard.
 They are told the word and they have to draw that word.
 They are not allowed to use letters or numbers in their drawing.
 The other students try to guess the word and earn points for their team. This can get
very lively indeed!

9. How Many Word Do You Know

 The teacher prepares the board by writing the letters of the alphabet in 3 or 4 columns.

 The students form two lines standing behind each other.

 Use 2 colored markers so you know which team wrote what. The first student at the
front of each team gets the board marker.
  The teacher gives a topic to the class.

 The 2 students move to the board and write one word related to the topic on the board
next to the letter it begins with, then pass the marker to the next students in their team
and go to the back of the queue.

 The 2 teams compete to write as many words as possible on the board in 3 minutes.

 The team with the largest number of appropriate and correctly spelled answers wins!

10. Brainstorming

The teacher gives the title of the reading to the learners and students have to share their
knowledge about the topic.
The goal of this activity is help learners create expectations about what they are about to read
and then see if their expectation were met.

DURING READING ACTIVITIES

1. Choral Reading
 Choral reading activity can provide less skilled readers the opportunity to practice and receive
support before being required to read on their own.
It provides a model for fluent reading as students listen.
It helps improve the ability to read sight words.

 Choose a book or passage that works well for reading aloud as a group:
 Patterned or predictable (for beginning readers)
 Not too long
 At the independent reading level of most students
 Provide each student a copy of the text so they may follow along. (Note: You may wish
to use an overhead projector or place students at a computer monitor with the text on
the screen)
 Read the passage or story aloud and model fluent reading for the students.
 Ask the students to use a marker or finger to follow along with the text as they read.
 Reread the passage and have all students in the group read the story or passage aloud in
unison. Choose a book or passage that works well for reading aloud as a group:

o Patterned or predictable (for beginning readers)

o Not too long

o At the independent reading level of most students

 Provide each student a copy of the text so they may follow along. (Note: You may wish to use an
overhead projector or place students at a computer monitor with the text on the screen)
 Read the passage or story aloud and model fluent reading for the students.
 Ask the students to use a marker or finger to follow along with the text as they read.
 Reread the passage and have all students in the group read the story or passage aloud in unison.
2. Shared Reading

 It provides struggling readers with necessary support.

 Shared reading of predictable text can build sight word knowledge and reading fluency
 Allows students to enjoy materials that they may not be able to read on their own.
 Ensures that all students feel successful by providing support to the entire group.
 Introduce the story by discussing the title, cover, and author/illustrator. Ask the students to
make predictions regarding what they think the story might be about.
 Read the story aloud to the students using appropriate inflection and tone. Pause and ask the
students to make predictions. Ask brief questions to determine students' comprehension level.
 Conclude the reading by reserving time for reactions and comments. Ask questions about the
story and relate the story to the students' similar experiences. Ask the children to retell the
story in their own words.
 Re-read the story and/or allow time for independent reading.
 Conduct follow-up activities such as making crafts related to the story.
3. Jigsaw

 It helps build comprehension.

 It encourages cooperative learning among students.
 It helps improve listening, communication, and problem-solving skills.

 Introduce the strategy and the topic to be studied.

 Assign each student to a "home group" of 3-5 students who reflect a range of reading abilities.
 Determine a set of reading selections and assign one selection to each student.
 Create "expert groups" that consist of students across "home groups" who will read the same
selection.
 Give all students a framework for managing their time on the various parts of the jigsaw task.
 Provide key questions to help the "expert groups" gather information in their particular area.
  Provide materials and resources necessary for all students to learn about their topics and
become "experts."

Note: It is important that the reading material assigned is at appropriate instructional levels
(90–95% reading accuracy).
 Discuss the rules for reconvening into "home groups" and provide guidelines as each "expert"
reports the information learned.
 Prepare a summary chart or graphic organizer for each "home group" as a guide for organizing
the experts' information report.
 Remind students that "home group" members are responsible to learn all content from one
another.
4. Reciprocal

 It encourages students to think about their own thought process during reading.
 It helps students learn to be actively involved and monitor their comprehension as they read.
 It teaches students to ask questions during reading and helps make the text more
comprehensible.
Before Reciprocal Teaching can be used successfully by your students, they need to have been taught
and had time to practice the four strategies that are used in reciprocal teaching (summarizing,
questioning, predicting, clarifying).

 Put students in groups of four.

 Distribute one note card to each member of the group identifying each person's unique role:
Summarizer
 Questioner
Clarifier
Predictor
 Have students read a few paragraphs of the assigned text selection. Encourage them to use
note-taking strategies such as selective underlining or sticky-notes to help them better prepare
for their role in the discussion.
 At the given stopping point, the Summarizer will highlight the key ideas up to this point in the
reading.
 The Questioner will then pose questions about the selection:
Unclear parts
Puzzling information
Connections to other concepts already learned
 The Clarifier will address confusing parts and attempt to answer the questions that were just
posed.
 The Predictor can offer predictions about what the author will tell the group next or, if it's a
literary selection, the predictor might suggest what the next events in the story will be.
 The roles in the group then switch one person to the right, and the next selection is read.
Students repeat the process using their new roles. This continues until the entire selection is
read. (Source: ReadingQuest)
 Throughout the process, the teacher's role is to guide and nurture the students' ability to use
the four strategies successfully within the small group. The teacher's role is lessened as students
develop skill.
5. Making Connections
Let the learners write a journal on the connections they make while reading.
Include the page and the type of connection.
Let the explain the connection in class.
6. Directed Reading Activity
Teachers should follow the steps below when creating a DRTA.

1. Determine the text to be used and pre-select points for students to pause during the reading
process.
2. Introduce the text, the purpose of the DRTA, and provide examples of how to make predictions.
Note: Be aware of the reading levels of each student, and be prepared to provide appropriate
questions, prompts, and support as needed.

3. Use the following outline to guide the procedure:

D = DIRECT. Teachers direct and activate students' thinking prior to reading a passage by
scanning the title, chapter headings, illustrations, and other materials. Teachers should use
open-ended questions to direct students as they make predictions about the content or
perspective of the text (e.g., "Given this title, what do you think the passage will be about?").

R = READING. Students read up to the first pre-selected stopping point. The teacher then
prompts the students with questions about specific information and asks them to evaluate their
predictions and refine them if necessary. This process should be continued until students have
read each section of the passage.

T = THINKING. At the end of each section, students go back through the text and think about
their predictions. Students should verify or modify their predictions by finding supporting
statements in the text. The teacher asks questions such as:

o What do you think about your predictions now?

o What did you find in the text to prove your predictions?

o What did you we read in the text that made you change your predictions?

7. Think-Alouds
 It helps students learn to monitor their thinking as they read and improves their
comprehension.
 It teaches students to re-read a sentence, read ahead to clarify, and/or look for context clues to
make sense of what they read.
 It slows down the reading process and allows students to monitor their understanding of a text.
 Begin by modeling this strategy. Model your thinking as you read. Do this at points in the text
that may be confusing for students (new vocabulary, unusual sentence construction).
 Introduce the assigned text and discuss the purpose of the Think-Aloud strategy. Develop the
set of questions to support thinking aloud (see examples below).
o What do I know about this topic?

o What do I think I will learn about this topic?

o Do I understand what I just read?

o Do I have a clear picture in my head about this information?

o What more can I do to understand this?

o What were the most important points in this reading?

o What new information did I learn?

o How does it fit in with what I already know?

 Give students opportunities to practice the technique, and offer structured feedback to
students.
 Read the selected passage aloud as the students read the same text silently. At certain points
stop and " think="" aloud"="" the="" answers="" to="" some="" of="" pre-selected="" questions.
  Demonstrate how good readers monitor their understanding by rereading a sentence, reading
ahead to clarify, and/or looking for context clues. Students then learn to offer answers to the
questions as the teacher leads the think-aloud.
8. Response Card

This is a great way to mix things up a bit.

 Have students create a stack of typical responses, including agree/disagree, true/false, yes/no,
greater than/less than, multiple-choice options, and everyday emotions.
 After students have created their response cards, you can have them use them to respond in
various settings. For example, while reading a book together as a class, you may pause and ask
your students what they think the character is feeling right now.
 The students then select one of the everyday emotion cards from their personal stack of cards
and lift it up to answer the question.

9. Pop Corn Reading

Popcorn reading is an interactive way to mix up reading time in the classroom. You can implement it
with any text you need to present to your class.
 Have one student read at least one paragraph of text aloud to the class.
 When they finish, have them shout “Popcorn!” This signals that it’s the next student’s turn to
resume reading where the previous student left off.
 If the text is long enough, everyone can have a turn reading twice.
 This works for shorter documents, too. You can do this alphabetically by the last name, by
seating chart, or allow the kids to choose who will read next.
 The only important thing is that you get everyone involved in reading.

10. Identifying Prediction

Understanding a text based on its context — and anticipating what will happen next — is an important
skill for students to practice. When you allow your class to make predictions regarding an assigned text,
it encourages them to make connections based on prior knowledge about similar topics.
This is a great way to prompt your students to anticipate what comes next in a story, which requires
them to carefully synthesize everything they’ve read so far and to examine context clues. This method is
especially helpful in a debate or logic-oriented class, as it emphasizes the importance of knowing all the
facts before making an assumption.
 In order to track this activity in your classroom, have your students write down their thought
processes. Start off with 1-3 assumptions listed next to bullet points.
 Make sure enough space is left under each one to write additional notes in case these
assumptions change.
 Then, when they finish reading, ask your students to write a detailed report identifying their
original ideas, the reasons for any changes to those ideas, and any new conclusions that they
formed.

After Reading Activities

1.Story Frames

Similar to story maps, story frames are visual representations that focus students' attention on
the structure of a story and on how the content of the story fits its structure.

Students use story frames as a way to activate their background knowledge of the elements of
story structure and thus to organize and learn new information from a story. Simple story
frames require students to provide basic information about the sequence of events in a story:

The problem in the story is ______.

This is a problem because ______.
The problem is solved when ______.
In the end ______.
More complex frames might involve having students supply more detailed information by
summarizing sequences of actions or events, or providing factual information to explain
problems or motivations.

The procedure encourages students to interact with each other, asking questions, seeking
clarifications, and sharing evaluations. Again, as with story maps, the procedure can be
simplified for use with younger students — it has been used successfully with grade-one
students *— or made more sophisticated for use with older students.

And again, as with the other procedures that have been described, the procedure is introduced
through explicit instruction, with the teacher first explaining why story frames are useful, then
modeling when and where to use them, guiding students through practice opportunities, and
providing corrective feedback along the way.

2. Question Answer Relationship

 It can improve students' reading comprehension.
 It teaches students how to ask questions about their reading and where to find the answers to
them.
 It helps students to think about the text they are reading and beyond it, too.
 It inspires them to think creatively and work cooperatively while challenging them to use higher-
level thinking skills.
 Explain to students that there are four types of questions they will encounter. Define each type
of question and give an example.

Four types of questions are examined in the QAR:

 Right There Questions: Literal questions whose answers can be found in the text. Often the
words used in the question are the same words found in the text.
 Think and Search Questions: Answers are gathered from several parts of the text and put
together to make meaning.
 Author and You: These questions are based on information provided in the text but the student
is required to relate it to their own experience. Although the answer does not lie directly in the
text, the student must have read it in order to answer the question.
 On My Own: These questions do not require the student to have read the passage but he/she
must use their background or prior knowledge to answer the question.
 2. Read a short passage aloud to your students.
 Have predetermined questions you will ask after you stop reading. When you have finished
reading, read the questions aloud to students and model how you decide which type of question
you have been asked to answer.
 Show students how find information to answer the question (i.e., in the text, from your own
experiences, etc.).
4. Story Map

 They improve students' comprehension

 They provide students with a framework for identifying the elements of a story.
 They help students of varying abilities organize information and ideas efficiently.
 Discuss the main components of a story (e.g., characters, setting, plot and theme OR beginning,
middle, end).
 Provide each student with a blank story map organizer and model how to complete it.
 As students read, have them complete the story map. After reading, they should fill in any
missing parts.
5. Word Walls

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They provide a permanent model for high frequency words
 They help students see patterns and relationship in words, thus building phonics and spelling
skills
  They provide reference support for children during reading and writing activities.
 Make words accessible by putting them where every student can see them. They should be
written in large black letters using a variety of background colors to distinguish easily confused
words.
 Teachers and students should work together to determine which words should go on the word
wall. Try to include words that children use most commonly in their writing. Words should be
added gradually — a general guideline is five words per week.
 Use the word wall daily to practice words, incorporating a variety of activities such as chanting,
snapping, cheering, clapping, tracing, word guessing games as well as writing them.
 Provide enough practice so that words are read and spelled automatically and make sure that
words from the wall are always spelled correctly in the children's daily writing.
 New information should be added on a regular basis.
 Use content-area material from the curriculum rather than randomly selected words.
 Word walls should be referred to often so students come to understand and see their relevance.

6. Marginal Notes

Encourage students to use a system of marginal notes instead of a highlighter while they are reading a
text. This will be a new activity for many students and will require a great deal of practice for students to
feel comfortable with it. For example:
  After reading a paragraph from a longer text, students can summarize the main point and any
major details in the margin. (Pencils should be used to make corrections easier.) These notes
should be written in students' own words as much as possible to make sure they are
understanding the concepts being presented.
 Students can also write questions they have about the information to help them remember to
bring up a specific point in class.
 To show that they are relating existing knowledge with new concepts, students can write
examples from their life that are related to ideas in the text.
 Students should also be encouraged to write definitions for new vocabulary they encounter in
the text.

7. Secret Answer

This activity is great for students that might not be confident in ther answers—students that look
around the class when doing Stand Up/Sit Down or Thumbs Up/Thumbs Down to see how the other
students’ answer before they answer themselves.

To give students a secret way to answer, assign different responses a number and have students hold up
the number of fingers that correspond to the answer they think is correct.

 To do this exercise properly, have your students place their hand near their heart (physically)
with the appropriate number of fingers raised to indicate their answer.
 This way, especially if all the students are facing the teacher, it is difficult for students to copy
their neighbor’s answer.

8. One Word Splash

  After reading a passage or learning new vocabulary terms, ask your students to write down one
word that they feel sums up that material.
 This might seem overly simplistic, but it requires higher processing skills to help your students
digest what they are reading.
 Students can do this with pencil/paper or a dry erase marker/personal whiteboard.

9. Quick Draw

This activity is perfect for visual learners or students who aren't entirely writing yet.

 After reading a part of a story or learning a new concept or topic, have your students draw a
picture about what they've just read or understood.
 For example, after reading part of the story Jack and the Beanstalk, have your students draw
what has happened in the story up to that point.
 A student may draw a picture of a boy planting seeds with a beanstalk growing in the
background.

10. Gallery Walk

  To help students get some of their energy out, have them do a Gallery Walk to see their peers'
work. This activity is an excellent add-on to Quick Writes and Quick Draw.
 Because students seek approval from their peers, they will put more effort into their work when
they know the class will view it.

Submitted by : Junna Balolot

Submitted to : Dr. Janet Mananay