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School of Education at Johns Hopkins University-Articles Guided Reading in the Balanced Reading ProgramMelissa J. RickeyA literacy expert explains the importance of guided reading in a strong literacy program and shares lessons using the method. When Nothing Seems To Work: Best Practices For Improving the Responsiveness of Students with Chronic Behavioral Challenges to Reading InstructionGreg BennerUniversity of Washington/Tacoma faculty member discusses specific ways to improve the literacy skills of students with behavioral challenges. Helping Struggling ReadersLinda Campbell and Crystal KellyPhonics instruction, listening comprehension, reading comprehension, tutoring and an at-home component are the essential ingredients of a successful reading program. Comprehension and Discipline Literacy: The Key to High School AchievementYvette JacksonPractical ideas for improving literacy in secondary education. How to Create Competent, Eager WritersJean AzemoveWith the emphasis on testing, teachers feel pressure to have their students perform. Mr.

Mind Pictures: Strategies That Enhance Mental Imagery While Reading ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you. More Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals. More Teacher Resources by Grade Your students can save their work with Student Interactives. More Home › Classroom Resources › Lesson Plans Lesson Plan Overview Featured Resources From Theory to Practice In this lesson, a three-pronged approach is used to help students create mental images while reading. back to top Picture Book Questions handout: Students will use this helpful handout to answer questions about the assigned picture book Hibbing, A., & Rankin-Erickson, J.L. (2003).

Instruction/Cognitive Strategies/Teacher Tools/Imagery Strategies | Special Connections Imagery Strategies What is an imagery strategy? Imagery strategies involve activating the memory by taking what is to be learned and creating meaningful visual, auditory, or kinesthetic images of the information. How can imagery strategies help your students? Imagery strategies are helpful when a student has some grasp of the information to be learned. How can you implement imagery strategies to effectively meet the diverse learning needs of students? Imagery is a highly effective strategy for increasing comprehension. A visual imagery strategy for reading comprehension is RIDER (Clark, Warner, Alley, Deshler, Schumaker, Vetter, & Nolan, 1981): R= Read a sentence I= Image (make an image) D= Describe how the new image is different from the last sentence E= Evaluate (as you make the image, check to be sure it contains everything necessary) R= Repeat (as you read the next sentence, repeat the steps to RIDE) How do you construct your own imagery strategy?

Reading For Meaning: Tutoring Elementary Students to Enhance Comprehension Imagine three different children reading the following page from the popular story, M & M and the Bad News Babies, by Pat Ross. Mandy put a pink sea castle into the fish tank.Mimi added six yellow stones that glowed in the dark.The friends M and M had been fixing up the old fish tank all week."Now all we need are the fish," said Mimi."But fish cost money," said Mandy. Think about what the following readersdid to understand this passage. Reader 1: Mark is familiar with other stories about the two friends M and Mby Pat Ross and already knows that this story is an adventure about two girlsnamed Mandy and Mimi. Reader 2: Lizzy is not familiar with other stories about M and M. Reader 3: Paul also quickly previewed the text, realizing that he doesn't knowanything about fish or fish tanks. These examples demonstrate three paths to understanding the passage. This article will provide you, the tutor, with proven techniques for helping students acquirecomprehension skills and strategies. Conclusion

Understand what you read Lesson IV: Reading for Implied Meaning Reading for Implied Meaning Writers do not often indicate everything they may mean to say. In fact, it is just not possible for the writer to indicate everything he or she means to say in the words he uses. Meanings of some written pieces can be found only by going beyond the meanings of the words and sentences in the text. That means you can only arrive at some meanings of texts through inference, interpretation or detecting their implication. . In short, meaning can be derived from two main sources in the text: a. b. Recognising surface meaning of a text is the simplest level of reading skills. She walked to my house in the rain. It is assumed that you understand the meaning of every word and every sentence in the text. 1. 2. 3. 4. Answers to these questions would form part of the total meaning of the text and provide you the reader with experience while the basic or surface meaning provides you with knowledge.

Logging up reading mileage / English Units:Years 9-10 / Archived English Online units / Teaching & learning sequences / Teacher needs / English Online / English - ESOL - Literacy Online website - English Teacher Stewart Tagg Teacher background reading Teaching and learning activities Learning task 1 Learning task 2 Learning task 3 Assessment Give students plenty of room to move with respect to the style of assessment assignment due for their personal reading programme. Some possible approaches to assessment may be: A focus strand per term (ie. The key is variety of choice for the student. Choice of Personal Reading Assignments (just a few starter ideas - mix'n'match to suit!) Resources Electronic Print Carter, Garry. (1990). Other Your school library as well as your local one (ever thought about organising a class trip to your local library?).

5-Day Unit Plan for Introducing Nonfiction Overview By learning to how to use information presented in various types of nonfiction material, students will prepare to use the multitude of expository texts that readers of all ages encounter daily, including newspapers, brochures, magazines, instruction manuals, recipes, and maps. Objective Students will: Get an introduction to nonfiction texts and identify what they already know about this genre Prepare to read a nonfiction article by building background knowledge and learning key vocabulary Learn text features associated with types of nonfiction Learn about different text structures used in nonfiction and identify the text structure of a specific passage Check their comprehension skills and apply what they've learned to their own writing Lesson Plans for this Unit

The Comprehension Zone: Rocket Rap - Bonnie Terry Learning — Bonnie Terry Learning Improve Reading Comprehension Skills Whether students need help identifying factual information, recognizing the main idea, or sequencing information, The Comprehension Zone: Rocket Rap can help! 3 Reading Levels(2nd-3rd; 4th-6th; 7th-12th grades)100 story cardsContent Topics: Planets and Historical Biographies2 – 4 players or 4 teams of 2 players A Parent Says…”I Would Happily Pay Double”… “The Comprehension Zone: Rocket Rap had amazing results for one of our children. Kimberly Olive, Parent You CAN make a difference in your child’s life today! Comprehension Zone: Rocket Rap is Based on 25 Years of Research from the University of Kansas From my hands-on experience with my kids I knew the difference it had made in their lives, but having 25 years of research behind it really validated my work. Read the SIM Strategies Read the research on Learning Memory and the Brain Don’t let your child spend another day frustrated, trying to get the meaning out of what they read. Guarantee

{12 Days of Literacy} Alphaboxes: 14 Strategies to Use Before, During, & After Reading Day 8: 14 Simple Strategies for Using & Extending Alphaboxes Alphaboxes, as created by Linda Hoyt, is a strategy which encourages student to interact with text. In addition, alphaboxes helps student activate prior knowledge, build vocabulary, and increase comprehension. Using the alphaboxes graphic organizer helps students make connections to new information before, during and after reading. Alphaboxes is an ideal strategy for students to work collaboratively with a partner or small group to engage with informational text. The following strategies provide a variety of ideas for using and extending alphaboxes to encourage and support interaction, conversation, and connections to text. 14 Simple Strategies for Using & Extending Alphaboxes Before, During, and After Reading Before Reading Key Academic Vocabulary: Use alphaboxes as a way to introduce students to key academic vocabulary before reading. During Reading After Reading

The Surprising Power of Reading Fiction: 9 Benefits “There is no doubt fiction makes a better job of the truth.” ― Doris Lessing One of the most inspiring perks we’re lucky enough to have at Buffer is a free Kindle for each teammate (and her family!) and as many free Kindle books as you like, no questions asked. When we share what we’re reading at Buffer on our Pinterest page or in our Slack community, the selections often tend to skew more toward non-fiction—you can generally find teammates reading books that help us improve at our jobs, understand our world better and become more productive, for example. What’s interesting—and maybe a bit counterintuitive—is that reading fiction can provide many of those same self-improvement benefits, even while exploring other worlds through stories that exist only in the mind. In fact, the practice of using books, poetry and other written words as a form of therapy has helped humans for centuries. 1. “…In particular, interactions in which we’re trying to figure out the thoughts and feelings of others.

Literacy Professional Learning Resource - Teaching Strategies - Literacy to Learn Page Content Literacy to Learn videos Secondary teachers working in Northern Metropolitan region with Associate Professor John Munro have trialled and developed a series of literacy teaching procedures to support literacy learning in all learning domains. The procedures are referred to as ‘high reliability literacy teaching procedures’ or HRLTP’s and work by suggesting how readers can “act on” what they are reading in a number of systematic ways. The procedures met a number of criteria they: Enhance text comprehensionCan be included in the regular teaching program and be implemented on a whole class basisTeach the learning outcomes that teachers were intending to achieve in each lessonLead to reading comprehension strategies that students could learn to use initially when directed and then independently and spontaneously as the need arose. Three aspects of getting students’ knowledge of a topic ready for learning: For more information, see: 1. 2. Supporting comprehension 3. 4. 5. 6. 7. 8. 9.

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