Strategies for
Supported Reading
Say Something
Background
A during reading strategy that helps readers remain engaged and supports their efforts to make sense of challenging text used in any content area or grade. The strategy interrupts the reading process and engages readers with the text to allow them to express confusion, carlify understanding, ask new questions, relate to other info, restate & summarize, create a hypothesis or interpretation, discuss insights and reactions, as well as share strategies they use to make sense of the text, and illuminate that reading requires action on the students part.
Sources
Beers, G. (2003). When kids can't read, what teachers can do: A guide for teachers, 6-12. Portsmouth, NH: Heinemann.
Borasi, R., Siegel, M., Fonzi, J., & Smith, C. (1998). Using Transactional Reading Strategies to Support Sense-Making and
Discussion in Mathematics Classrooms: An Exploratory Study. Journal for Research in Mathematics Education, 29(3), 275-305.
Retrieved July 26, 2015, from
Brunner, J. (2013). Doing what works: Literacy strategies for the next level. Lanham: Rowan & Littlefield Education, a division of
Rowman & Littlefield.
Bukowiecki, E. (2014). The importance of using primary sources in social studies, K-8: Guidelines for teachers to utilize in
instruction. R & L Education.
Directions
Put students into groups of 2-3 to take turns reading a desginated portion of text outloud, or they can read silently and signal when finished. When they complete the section of reading they pause to say something. They can make predictions, ask questions, clarify any confusion, comment on what's happened or been said previously, or connect text to something they know. Reading partners can then offer a response to what was said. Then different students says something or they can read the next section of text and the next person say soemthing when they pause. Students may need to reread, jot down notes, etc. as they are reading or discussing the text. Once the text is finished as class debrief the protocol. Then have students reflect on an exit card/ticket. (Students can self- assess using rubric or teacher may use rubric for scoring.)
