RAP Strategy:
RAP ---Reading for Information and Comprehension RAP stands for Reading a single paragraph, Asking oneself to define the main idea and supporting details, then to Put the information into the readers language. Elementary students can RAP on sticky notes or in a journal: I chose to use a graphic organizer that also allows students to include related personal information which may help them recall the newly learned info and/or activate prior knowledge. |
Connection:
This mini-lesson is on a focused strategy that can benefit students comprehension while reading non-fiction texts. This strategy guides students into breaking down texts into paragraph by paragraph understandings. Students new to reading non-fiction independently, beginning to read longer or more complex non-fiction texts or students who struggle to gain understanding during reading can benefit from this strategy. Once introduced, this three step activity can be done independently by the student on a variety of non-fiction and other texts. Teachers can gain insight into the students' progress by implementing a journal or graphic organizer to record important information and readers thoughts; students can also use a record to refer to if reading spratically or for research. RAP can be adapted by varying levels and text complexity: some students can read multiple paragraphs, or a chapter before reflecting on the information received Students can graduate from graphic organizers to journaling to reflective thinking; the reference card is important for Elementary students or those new to this strategy to allow them to refer back to the processes required.
This mini-lesson is on a focused strategy that can benefit students comprehension while reading non-fiction texts. This strategy guides students into breaking down texts into paragraph by paragraph understandings. Students new to reading non-fiction independently, beginning to read longer or more complex non-fiction texts or students who struggle to gain understanding during reading can benefit from this strategy. Once introduced, this three step activity can be done independently by the student on a variety of non-fiction and other texts. Teachers can gain insight into the students' progress by implementing a journal or graphic organizer to record important information and readers thoughts; students can also use a record to refer to if reading spratically or for research. RAP can be adapted by varying levels and text complexity: some students can read multiple paragraphs, or a chapter before reflecting on the information received Students can graduate from graphic organizers to journaling to reflective thinking; the reference card is important for Elementary students or those new to this strategy to allow them to refer back to the processes required.
Active Engagement:
Following the model of the Perigrine Falcon RAP and record sheet, explain that the students will be working on another paragraph from the same article. Monitor students reading engagement, thinking time and then record taking. Teacher will intervene if student is not effectively executing the skills within the strategy or requires redirection. Link:
Students will begin a fresh three column graphic organizer to record their RAP for their non-fiction guided reading book (begin with a small number of pages or chapter). This will help the teacher to appropriately monitor students thoughts and understandings having pre-read the texts.Students will work independently on their reading and recording and will bring graphic organizer to guided reading to discuss with peers and the teacher. Teacher will guide students to use this strategy and skills involved to build reading comprehension and understanding by purposefully pointing out important information within texts. Adaptions to this strategy will be made on and individual or group basis. |
Teaching Point:
Students will be introduced to the RAP strategy for breaking down text comprehension into smaller sections by paragraph. RAP questions will be asked of student to read, define main idea with at least two supporting details and transform that information into ones own words. This strategy forces students to maintain comprehension before moving forward in any text; especially fact driven non-fiction texts. Once introduced, modeled and practiced, the RAP strategy can be preformed independently and possibly naturally throughout reading. Teach/Model:
I will read aloud the first three paragraphs. I will then read aloud the falcon paragraph at the top of the page. After reading this aloud I will pick up my RAP index card and read through the steps. Read paragraph-check, Ask myself for main idea and details: it's about a peregrine falcon and how fast he can fly 300mph & 60mph level --check, Put into own words by recording on graphic organizer (3 column notes) Perigrine falcon /flies 60mph flat, 200mph downward--check, Finish third column with something related to me personally: I watched Wild Krats and they were Perigrin Falcons, Pridgeons fly close to the same speed as falcons horizontally. |
Hagaman, J. L., Luschen, K., & Reid, R. (2007). The " RAP" on Reading Comprehension. Teaching Exceptional Children, 43, 22–29.
Hagaman, J. L., Luschen, K., & Reid, R. (2007). The " RAP" on Reading Comprehension. Teaching Exceptional Children, 43, 22–29.