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Good readers establish a purpose and activate prior knowledge before reading. During reading, they sample the text, visualize, hypothesize, and monitor comprehension. After reading, they recall and discuss information, evaluate concepts, and apply what they learned to new readings. Teachers can support readers through strategies like previewing text structures, using graphic organizers, think-alouds, and teaching fix-up and metacognitive skills.
Good readers establish a purpose and activate prior knowledge before reading. During reading, they sample the text, visualize, hypothesize, and monitor comprehension. After reading, they recall and discuss information, evaluate concepts, and apply what they learned to new readings. Teachers can support readers through strategies like previewing text structures, using graphic organizers, think-alouds, and teaching fix-up and metacognitive skills.
Good readers establish a purpose and activate prior knowledge before reading. During reading, they sample the text, visualize, hypothesize, and monitor comprehension. After reading, they recall and discuss information, evaluate concepts, and apply what they learned to new readings. Teachers can support readers through strategies like previewing text structures, using graphic organizers, think-alouds, and teaching fix-up and metacognitive skills.
Possible evidence-based Reading instructional strategies
establish a purpose Always preview the text -
for reading use an approach like THIEVES to activate their prior structure and scaffold the Before knowledge previewing process develop questions K-W-L-S - What do you about the the text already Know? What do you Want make predictions to know? (BEFORE and AFTER) Anticipation guides - find a handout here or create your own.
sample text Stop-and-
visualize talk/write/highlight/draw hypothesize Pause-and-reflect confirm and/or alter Think-alouds (this video predictions shows a teacher engaging in a monitor their think-aloud with her class) During comprehension Model annotating or coding text Use graphic organizers appropriate for the text and task (like Venn Diagrams for comparing and contrasting ideas or texts) Double/Triple Entry Diaries Teach the purpose of and model Fix-up Strategies and provide students with a checklist like this
recall and retell K-W-L-S - What did I
information Learn? Did I answer my evaluate information questions? What do I Still discuss want/need to learn? (see reread BEFORE) apply concepts from Use graphic organizers like After the reading Venn Diagrams and Story Maps read more Question-Answer Relationship Get the GIST strategy 25 Word Abstract The Final Word Teach students to think inferentially using It Says-I Say- And So Metacognitive logs