CollaborativeStrategicReading

MirahYuliarsianita
1212021085

Introduction
Reading

=receptiveskillinthewrittenmode
=helptobuildvocabulary

Idea of creating meaning and constructing

knowledge from the text reading
comprehension

Tankersley2003,
wedonotcomprehendunlesswe
makeconnectionsandareableto
processthewordsthatwereadat
thethinkinglevel.Althoughitis

When Teachers present content

area text strategically and
effectively, students find it easier to
learn the material and are more
likely to transfer the strategies
modeled by the teacher
(Day & Elksin,1994, cited in
Standish, 2005).

READING?

CollaborativeStrategicReading
DevelopedbyJanetteKlingner&SharonVaughan

Whatisit?
CollaborativeStrategicReading
(CSR)combinescooperativelearningand
readingcomprehensionstrategyinstruction
CSRwasdesignedtopromotecontent
learning,languageacquisition,andreading
comprehensionindiverseclassrooms

CSR:Overview
TheOverview:

Forexpositorytext
Reciprocalteaching
+cooperativelearning
UsesBefore,During,
&AfterReading
Strategies

TheReadingStrategies:

preview
clickandclunk
getthegist
wrapup

Advantages
1)Itpromotesactivereadingandactive
engagementofalllearners
2)Provideopportunitytoactasboth
teacherandstudent
3)itmakesreadingactivityfunand
challenging
4)Itencouragesstudentstothinkabout
theirownthoughtprocessduring
reading
6)Itteachesstudentstoaskquestions
duringreadingandhelpsmakethetext
morecomprehensible

CSR:StudentsRoles

Leader:Leadsthegroupintheimplementation
ofCSRbysayingwhattoreadorwhichstrategy
tousenext
ClunkExpert:Leadsthegroupintryingto
figureoutdifficultwordsorconcepts
GistExpert:Guidesthegrouptowardthe
developmentofagistanddeterminesthatthegist
containsthemostimportantideasbutno
unnecessarydetails

CSR:StudentsRoles

QuestionExpert:Guidesthegroupto
generateandanswerquestions
Encourager:Watchesthegroupandgives
feedback.Looksforbehaviorstopraise.
Encouragesgroupmemberstoparticipate
andhelpeachother(optional).
TimeKeeper:Setsthetimerforeach
portionofCSRandletsthegroupknow
whenitistimetomoveon.Helpskeepthe
groupontask(optional).

CSR:1.PreviewingGoals

Studentspreviewtheentirepassagepriortoreadingeachsection.

tobuildandactivatestudentsbackgroundknowledgeabout
thetopic
tolearnasmuchaboutthepassageastheycaninabrief
periodoftime
tohelpstudentsmakepredictionsaboutwhattheywilllearn
tomotivatestudentsinterestinthetopicandtoengage
theminactivereadingfromtheonset

BeforeReading:Previewing

Previewinghelpsstudentsmakeconnectionsmakesthetextrelevant.

Brainstorm

Whatdoweknow
aboutthetopic?

Predict

Whatdowepredict
wewilllearnabout
thetopicwhenwe
readthepassage.

ClickandClunkGoals
Studentsclickandclunkwhilereadingeach
selectionofthepassage.Thegoalsofclickand
clunkare:

Forstudentstomonitortheirreading
comprehension

Forstudentstoidentifywhentheyhave
breakdownsinunderstanding

Tousefixupstrategiestofigureoutclunks

Toidentifyandexplainwhichfixupstrategy
wasusedandwhy

DuringReading:ClickandClunk
FixUpStrategies
Contextclues:

Rereadthesentencewithoutthe
word&thinkaboutwhatwould
makesense.
Readaroundthesentencewith
theclunkandlookforclues.

Wordanalysis:

Lookforaprefix,root,or
suffixintheword.
Breakthewordapartandlook
forsmallerwordsyouknow.

ClarifytheConcept:

Identifythepartofthepassagethat
isnotclear,Discussthepassageto
clarifywiththeCSRGroup.

GettheGist
Goals:

Toteachstudentstorestate,intheir
ownwords,themostimportantpoint
asawayofmakingsuretheyhave
understoodwhattheyhaveread
Toimprovestudentsmemoryofwhat
theyhavelearned

DuringReading:GettheGist
Identify:

Mostimportantideainasectionoftext
(usuallyaparagraph)
Mostimportantperson,place,orthing
Mostimportantideaabouttheperson,
place,orthing

Goals:WrapUp

Formulatequestionsaboutwhat
theyhavelearned

Reviewkeyideas

Thegoalsaretoimprovestudents

knowledge

understanding

memoryofwhatwasread

AfterReading:WrapupReview

Studentsthentaketurnssharingtheirbest
questionsandprovideevidencetosupport
them.

Whydoyouthinkthis?

Whatmadeyousaythat?

Studentswritedownthemostimportant
ideasfromthereading(text)intheirCSR
learninglogs.Writethekeyideas!

CSRTheTeachersRole

Conductawholeclasspreviewand/orwholeclasswrapupto
introduceand/orreviewkeyvocabularyandimportant
concepts.
Concludethelessonwithawholeclassdiscussionoranalysis
ofkeyideaslearned.
Usedatafromlearninglogsandlessonstomakechangesin
instruction.
Provideminilessonstofinetunestrategyusage.
Usehighqualityfeedbacktoredirect,guideandchallenge
studentsthinking(includestherigor&relevance!).

PhasesofStrategyInstruction
Independentphase

ModelingPhase

Theteachermodelseach
stepofthestrategywhilethinking
aloud
Idoit;youwatch.

Teacherassistedphase:

Theteacherguidesthestudents
throughthestrategy
Youdoit;Ihelp.

Thestudentscomplete
thestrategyontheir
own(worktowards
automaticity)
Wedoit;Teacher
watchesandstillhelps
asneeded.

CONCLUSION
Using Collaborative Strategic Reading can give new experience in
teaching reading for both teacher and students. It is appropriate for all
ages, especially to teach expository text.
Not only that, Collaborative Strategic Reading also give them a lot of
chance to socialize with other students through collaborative learning. So
they can reach their goal that is improving reading comprehension and
increase conceptual learning in ways that maximize students involvement

lovewhatyouread,readwhat
youlove
anonymous

TheEnd