click and clunk
What: Proficient readers monitor their reading and have a variety of strategies to determine the meaning of the words that are unfamiliar with, beyond looking the word up in a dictionary. This strategy focuses on monitoring comprehension of individual words while reading, and then applying a “fix-up” strategy to determine the meaning of readers.
Why: Successful readers use a variety of strategies to comprehend texts. Struggling readers, and particularly students with learning disabilities, students with Speech and Language Impairments, and ELLs may have problems determining the meaning of individual words.
With Whom: The Click and Clunk strategy has been shown to be effective with students who have learning disabilities, and also with students who are ELLs. Bremer, Vaughn, Clapper and Kim (2002).
When: The Click and Clunk strategy has also been implemented as part of a Collaborative Strategic Reading (CSR). In this classroom routine students read a text as a group going through a routine in which they preview the text, monitor the reading for understanding determine the main idea (using the Get the Gist Strategy), and finally summarize what they are reading.
The strategy could also be taught explicitly early in the year in ELA as a whole class activity. Check lists should be used to remind students of the steps.
Alternatively, a series of small group lessons have also been demonstrated to be effective. Consequently, instruction could take place either in a pull out SETSS setting or as a strategy for alternate teaching in an ICT classroom. An outline of the small group lessons is attached.
How/Procedure: Utilizing the SRSD teaching strategy, students will be taught to apply the following four steps before, during, and after reading. The teacher first demonstrates the difference between a click and clunk. A click is a word that students instantaneously understand the meaning of. A clunk is a word that makes no sense and interferes with understanding the text.
1. Reread the sentence as though the clunk were a blank space and try to guess another word that would be appropriate in the place of the clunk. There is a good chance that the clunk has the same or similar meaning.
2. Reread the sentence with the clunk and the sentences before or after the clunk to look for clues as to the meaning of the clunk (i.e. other words or phrases that may help indicate the meaning of the clunk).
3. Look for a prefix or suffix in the clunk that may help you define its meaning.
4. If possible, break the clunk into smaller, more familiar word that may indicate the clunks meaning.
Risks: Implementing reading strategies that bring focus to students with struggling readers will typically be resisted by adolescent readers. Sensitivity should be demonstrated in the implementation of the strategy to not highlight the difference of students, and mixed ability groupings could be used with (CSR) so as not to bring undue attention to struggling readers.
(Graphic Organizer adapted from www.readwritethink.org)
Why: Successful readers use a variety of strategies to comprehend texts. Struggling readers, and particularly students with learning disabilities, students with Speech and Language Impairments, and ELLs may have problems determining the meaning of individual words.
With Whom: The Click and Clunk strategy has been shown to be effective with students who have learning disabilities, and also with students who are ELLs. Bremer, Vaughn, Clapper and Kim (2002).
When: The Click and Clunk strategy has also been implemented as part of a Collaborative Strategic Reading (CSR). In this classroom routine students read a text as a group going through a routine in which they preview the text, monitor the reading for understanding determine the main idea (using the Get the Gist Strategy), and finally summarize what they are reading.
The strategy could also be taught explicitly early in the year in ELA as a whole class activity. Check lists should be used to remind students of the steps.
Alternatively, a series of small group lessons have also been demonstrated to be effective. Consequently, instruction could take place either in a pull out SETSS setting or as a strategy for alternate teaching in an ICT classroom. An outline of the small group lessons is attached.
How/Procedure: Utilizing the SRSD teaching strategy, students will be taught to apply the following four steps before, during, and after reading. The teacher first demonstrates the difference between a click and clunk. A click is a word that students instantaneously understand the meaning of. A clunk is a word that makes no sense and interferes with understanding the text.
1. Reread the sentence as though the clunk were a blank space and try to guess another word that would be appropriate in the place of the clunk. There is a good chance that the clunk has the same or similar meaning.
2. Reread the sentence with the clunk and the sentences before or after the clunk to look for clues as to the meaning of the clunk (i.e. other words or phrases that may help indicate the meaning of the clunk).
3. Look for a prefix or suffix in the clunk that may help you define its meaning.
4. If possible, break the clunk into smaller, more familiar word that may indicate the clunks meaning.
Risks: Implementing reading strategies that bring focus to students with struggling readers will typically be resisted by adolescent readers. Sensitivity should be demonstrated in the implementation of the strategy to not highlight the difference of students, and mixed ability groupings could be used with (CSR) so as not to bring undue attention to struggling readers.
(Graphic Organizer adapted from www.readwritethink.org)
toolbox_clunks_graphic_organizer.docx | |
File Size: | 85 kb |
File Type: | docx |
toolbox_clunk_cards.pdf | |
File Size: | 387 kb |
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