This Literacy Routine addresses the following questions:
How can I help my students read difficult texts?
How do I help them remember what they read?
How can I motivate them to read with purpose?
How to implement Be the Lead Reader in your classroom:
Select texts carefully.
When choosing text/s, consider text complexity, text features, and student interest in and familiarity with the topic. Consider supplementing complex text with additional high-interest texts, adapted texts, or native language texts.
Read text closely
As you prepare for your lesson, read the text with your students in mind, asking yourself, “What is critical? Interesting? Confusing? Difficult? Unnecessary?” Jot down key ideas related to the learning standard. Note the overall structure of the text. Pre-plan stropping points with appropriate questions to check for understanding or spark conversation. Determine how much frontloading and scaffolding is necessary based on the text difficulty and student readiness. For students who need more support, consider providing text-to-speech Software, or pulling them into a small group (see the Huddle literacy routine for more suggestions).
Lead a pre-reading ritual.
This suite of pre-reading strategies can be adjusted and re-ordered depending on the text.
Skim and Predict. Ask students to read the title and quickly skim the text and graphic features then predict what they will learn as a result of reading.
Focus. Set a purpose for the reading related to the learning standard. Present a guiding question. Explain what students will do with what they learn.
Activate Background Knowledge. Use a strategy such as Think-Pair-Share, free write, KWL, Anticipation Guide, outline, or concept map. As needed, build additional context.
Connect. Help students make personal and real-world connections.
Preview Vocabulary. Quickly go through the text, calling students’ attention to difficult incidental vocabulary. Pronounce and provide a synonym.