Teaching Text Structures for Non-Fiction Reading

Love and Friendship | Moderna språk Lagaholmsskolan Introduction Watch the video: What is love? We are going to analyze different aspects of love in the following weeks. You will read the popular novel ”The Perks of Being a Wallflower” by Stephen Chbosky. We will also have a look at Shakespeare and his works. 1. Read: The Perks of Being a Wallflower (e-book) Part 1: Pages 1-42 Who do you think Charlie is writing to? Tea and consent (video) / Dear Dad (video) 11. Vocabulary 1 Vocabulary 2 Part 2 2. Vocabulary 3 Discussion1 : Dear Agony aunt, Advice (read the piece of advice you gave) Discussion 2: Expectations ”I asked my brother if Kelly was unconventionally beautiful. The science of attraction (video)Charlie´s sister and brother have an argument about how girls think they should act to fit in society. The masks we all wear (Video) Gender equality (video) Redefine yourself. 3. “I am starting to see a real trend in the kind of books Bill gives me to read. 4. Choose one radio program and listen to it. 5. 5.

5 Ways to Support Students Who Struggle With Reading Comprehension When we think of reading issues, we often imagine children who struggle to decode the letters in text and turn them into spoken language. This type of struggling reader has a very difficult time figuring out what many of the words are and has poor phonological (speech-sound) skills. However, there are also many students who sound like they’re reading beautifully but have difficulty with understanding vocabulary and figurative language, inferencing, verbal reasoning, grammatical development, and oral expression. As children get older, if they are decoding text well we assume they are reading well. Since this type of struggling reader is less noticeable than ones who have difficulty decoding, they often slip under the radar until they begin to fail standardized state comprehension tests. These struggling readers should be targeted for remediation—the earlier the better. Start of newsletter promotion. We read the major academic journals and case studies so you don’t have to. I want that 1.

Spelling: In Depth Learn about the different stages young children go through in developing their spelling skills and how phonetic or "invented" spelling can play an important role in helping children learn how to write. Children advance through identifiable stages in their development as spellers. These stages have been described by several different researchers but all derived from the research of Charles Read and Edmund Henderson in 1971. Researchers began to understand that learning to spell is not a matter of merely memorizing letter sequences, but of developing and applying linguistic knowledge as well as knowledge of letter-sound relationships and vowel patterns. Children’s spellings provide a window into their understanding of language, which is informative for understanding their reading as well as their spelling. High-quality spelling instruction includes building upon a child's word knowledge and enabling them to move from one stage to the next. Learn the stages of spelling development below.

Elementary Reading | Tom's Day Read the following text, then do the exercise below. On Sunday, Tom gets up at 10 o'clock. Then he reads his newspaper in the kitchen. He has breakfast at 11.30 and then he telephones his mother in Scotland. In the afternoon, at 1.00, Tom plays tennis with his sister and after that, they eat dinner in a restaurant. Thematic Units Differentiated Instruction for English Language Learners | Colorín Colorado Each student comes to school, not only with unique academic needs, but also with unique background experiences, culture, language, personality, interests, and attitudes toward learning. Effective teachers recognize that all of these factors affect how students learn in the classroom, and they adjust, or differentiate, their instruction to meet students' needs. Getting Started Tomlinson and Imbeau (2010) describe differentiation as creating a balance between academic content and students' individual needs. Content — the information and skills that students need to learnProcess — how students make sense of the content being taughtProduct — how students demonstrate what they have learnedAffect — the feelings and attitudes that affect students' learning These curriculum-related factors are based on student need in three areas: Thus, "differentiated instruction is not the same as individualized instruction. Differentiating Instruction for ELLs Videos from Larry Ferlazzo and Katie Hull Sypnieski

Taking Notes By Hand May Be Better Than Digitally, Researchers Say Laptops are common in lecture halls worldwide. Students hear a lecture at the Johann Wolfang Goethe-University on Oct. 13, 2014, in Frankfurt am Main, Germany. Thomas Lohnes/Getty Images hide caption toggle caption Thomas Lohnes/Getty Images Laptops are common in lecture halls worldwide. As laptops become smaller and more ubiquitous, and with the advent of tablets, the idea of taking notes by hand just seems old-fashioned to many students today. For one thing, research shows that laptops and tablets have a tendency to be distracting — it's so easy to click over to Facebook in that dull lecture. In the study published in Psychological Science, Pam A. "When people type their notes, they have this tendency to try to take verbatim notes and write down as much of the lecture as they can," Mueller tells NPR's Rachel Martin. Mueller and Oppenheimer cited that note-taking can be categorized two ways: generative and nongenerative. But the students taking notes by hand still performed better.

Phrase-Cued Text Lessons | Intervention Central DESCRIPTION: Phrase-cued texts are a means to train students to recognize the natural pauses that occur between phrases in their reading. Because phrases are units that often encapsulate key ideas, the student’s ability to identify them can enhance comprehension of the text (Rasinski, 1990, 1994). Two copies of a student passage: One annotated with phrase-cue marks and the other left without annotation. PREPARATION: Here are guidelines for preparing phrase-cued passages: Select a passage. NOTE: You can use the free application Phrase-Cued Text Generator to speed the creation of these passages in pdf format. INTERVENTION STEPS: Phrase-cued text lessons should be carried out in 10 minute sessions 3-4 times per week. [When first using this strategy] Introduce phrase-cued texts to the student. Additional Ideas for Using Phrase-Cued Texts. Use phrase-cued texts in a group-lesson format. References Rasinski, T.V. (1990).

Reader Response Questions and Prompts for Fiction and Nonfiction 1. Explain a character's problem and then offer your character advice on how to solve his/her problem. 2. Explain how a character is acting and why you think the character is acting that way. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.