If you are reading for a class assignment retention is a necessity. It will help you in your class seminars, discussion boards, projects and exams. III. Formulate a plan A. If you only need basic understanding of what you have read you can: 1) Skim the reading material 2) Highlight the points you think are important 3) Take notes B.
When we watch the videos the teachers were thinking out loud and discussing the little voice in her head that tells her things while she is reading, like “oh I have no idea what I just read” or “hum I wonder who this person is?” or “wow that’s neat!”. The students were able to connect with her and start thinking about reading and listening to the voice inside their head they then wrote or discussed with a peer what they thought about the reading passage. A literacy activity I could do in my classroom would be a think aloud. I could explain exactly what I am thinking while reading a passage, then have the students read another passage and practice talking about what they read and where thinking to a peer. I could also incorporate highlighters or underlining strategies to incorporate note taking and thinking while reading into this lesson.
Students must ask themselves, “What did my instructor say about this chapter or subject when it was assigned?” and “What do I already know about this subject?” Reading in order to find the answer gives students a purpose for reading. Read. As students begin to read, they must look for answers to the questions they asked in the prior step. Students will reread captions under pictures and graphs, note all underlined and bold printed words or phrases, and pay special attention to underlined, italicized, bold printed words or phrases. For more difficult passages, reading speed should be reduced.
Module Six RDG 583 Comprehension Strategy Integration December 8, 2010 Grand Canyon University Abstract Reading comprehension is an active process between the reader and the text. To help students comprehend information texts, strategies were developed to be used before, during, and after reading. Included in this paper is a discussion about these instructional strategies along with a description of nine selected strategies. A table depicts these strategies in place during the instruction of the topic: Earth’s Land and Water for a third grade classroom. Introduction “Reading comprehension is the act of constructing meaning from text.
It will be assumed that you have read the text and have some introductory knowledge of the work to be covered each lesson; failure to do so may affect your progress in class. Your teacher will then teach you the concepts and show you how to do the examples in the workbook thus ensuring you have exemplars when completing additional questions from the workbook and texts. Your teacher also has all the worked answers to the additional questions in this workbook and you must check your answers when you
Interpersonal – Communicating with others, students who learn by communicating with peers. Intrapersonal – Self reflection, students that reflect on self experiences. Naturalistic – The world and nature, students who appreciate the world and nature. Two Intelligences That I Apply Most Closely To Me There are two intelligence that apply more closely to me and they are Visual and Linguistic. For example, imagine your teacher has assigned you to read a novel and then develop a project of your choice based on the book.
This started my brains to think this is going to be an awesome activity. • A detailed description of the audiences that will be taught this lesson Building on students’ existing knowledge of plot structure and of cycles in other content areas, this lesson invites students to use a circle plot graphic organizer to explore the structure of this type of story. The cyclical nature of the stories is an excellent match for discussion of prediction and sequencing skills. After exploring the features of circular plot stories in this activity, students write their own stories individually or in small groups. “Since prediction is an important strategy used in the reading process, the teacher can demonstrate this strategy by stopping at significant points [in the story] and asking, ‘what do you think will happen next?
Schema Activation Activities Elizabeth E. Laird Grand Canyon University RDG583: Teaching Reading in the Content Area May 26, 2010 Abstract Schema refers to a developmental system where information and memory are stored. To build a student’s schema is of primary importance for the student to make connections with their prior knowledge and experiences they have encountered. Best teaching practices encourage teachers to activate prior knowledge enabling students to make those connections thereby building their schema. The following paper details anticipation guides a teacher may use within the classroom to engage students’ prior knowledge and build their schema. Schema Activation Activities Students who are unfamiliar with reading content based texts are often unwilling to complete reading assignments, and frequently feel at a loss for successfully analyzing and retaining the material they have read (Vacca, 2002).
According to Spandel (2009) it is a vision, a way students and teachers can think and talk about writing. Writing is different from other school subjects. In other school subjects students are suppose to study the same things and many times come up with the same solution. However in writing everyone’s response is suppose to be unique. The only way that this can be accomplished is if students make different choices when they write, choices about the topics they pick, the words they use, details they include and different beginning and ending strategies.
The children use their thinking and cognitive skills to become literate. Concept books are a way for teachers to teach their students early literacy skills. One way to use a concept book is by reading to the class and discus what the book is about. Children are able to learn new words that they hear from books and it can help them expand their vocabulary so they can be able to improve their communication skills. Another way to use concept books is to use them to introduce ideas, serve reinforce concepts or to add further information to a topic that children have already explored through direct experience (Giorgis & Glazer, 2009, p. 146).