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Strategies for Better Reading

Strategies for Better Reading

25 Reading Strategies That Work In Every Content Area 25 Reading Strategies That Work In Every Content Area Reading is reading. By understanding that letters make sounds, we can blend those sounds together to make whole sounds that symbolize meaning we can all exchange with one another. Without getting too Platonic about it all, reading doesn’t change simply because you’re reading a text from another content area. Science content can often by full of jargon, research citations, and odd text features. Social Studies content can be an interesting mix of itemized information, and traditional paragraphs/imagery. Literature? This all makes reading strategies somewhat content area specific. But if you’d like to start with a basic set of strategies, you could do worse than the elegant graphic above from For related reading, see 50 of the best reading comprehension apps, different ways your school can promote literacy, or how reading in the 21st century is different. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. To the above list, we’d add:

6 Scaffolding Strategies to Use with Your Students What’s the opposite of scaffolding a lesson? Saying to students, “Read this nine-page science article, write a detailed essay on the topic it explores, and turn it in by Wednesday.” Yikes! No safety net, no parachute—they’re just left to their own devices. Let’s start by agreeing that scaffolding a lesson and differentiating instruction are two different things. Simply put, scaffolding is what you do first with kids. Scaffolding and differentiation do have something in common, though. So let’s get to some scaffolding strategies you may or may not have tried yet. 1. How many of us say that we learn best by seeing something rather than hearing about it? Try a fishbowl activity, where a small group in the center is circled by the rest of the class; the group in the middle, or fishbowl, engages in an activity, modeling how it’s done for the larger group. 2. 3. All learners need time to process new ideas and information. 4. 5. 6.

Reader Response Questions and Prompts for Fiction and Nonfiction Reader Response Prompts for Fictionreader response questions 1. Explain a character's problem and then offer your character advice on how to solve his/her problem. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. Reader Response Prompts for Nonfictionreader response questions 20. 21. 22. 23. 24. 25. Return to Daily Teaching Tools from Reader Response Questions Think Alouds Classroom Strategies Background Think Alouds help students learn to monitor their thinking as they read an assigned passage. Students are directed by a series of questions which they think about and answer aloud while reading. This process reveals how much they understand a text. Benefits Think Alouds are practical and relatively easy for teachers to use within the classroom. Create and use the strategy Begin by modeling this strategy. What do I know about this topic? Teachers should next (1) give students opportunities to practice the technique, either in pairs, small groups or individually; and (2) offer structured feedback to students. Initially, the teacher reads the selected passage aloud as the students read the same text silently. Further reading Davey, B. (1983). Olshavsky, J. Wilhelm, J. Wilhelm, J.

Teaching Divergent: Building Background Knowledge | Teengagement® Practitioner Network (TPN) My students’ reading list doesn’t yet include Divergent, and most aren’t motivated to read it on their own. Although some may see the film, if I want to teach the Teengagement® Divergent Unit in my classes I’ll have to build their background knowledge. In an effort to provide students experience with the five factions of Divergent, I created a “values spectrum.” Begin by discussing the factions and the words below them. Divergent Factions “Values Spectrum” To allow students to “see” the values and characteristics in action, I would suggest projecting the following clips from You might finish by asking students to decide if these five factions cover all of the values in our society. In case you were wondering, I’m not sure in which faction I’d belong. Surely not. What are you?

Re begreppsträd CommonLit 54 search results for travel Filters: Fiction 9th-10th A Lexile ® score is a measurement of text complexity based on individual words and sentence lengths. For more information see page 8 of this report. Story of An Hour This is a classic short story from the early feminist writer, Kate Chopin, in which a woman is overcome by the death of her oppressive husband. Kate Chopin Vogue December 6, 1894 The Metamorphosis Gregor Samsa, a traveling salesman, wakes up to discover he has turned into an insect in this famously bizarre short story. Franz Kafka Translated by David Wyllie 1915 Short Story 9th-10th The Ambitious Guest Based on a true event - the Wiley tragedy of Crawford Notch, New Hampshire - this story follows a young traveler with big dreams, who stops by a family cottage in a snowy mountain pass. To Build A Fire A man ignores warnings and slowly freezes to death in the wilderness. Short Story 11th-12th The Legend of Sleepy Hollow Fable 7th-8th The Bear and the Two Travelers Non-Fiction 7th-8th

The Importance of Asking Questions to Promote Higher-Order Competencies Irving Sigel devoted his life to the importance of asking questions. He believed, correctly, that the brain responds to questions in ways that we now describe as social, emotional, and cognitive development. Questions create the challenges that make us learn. The essence of Irv's perspective is that the way we ask questions fosters students' alternative and more complex representations of stories, events, and circumstances, and their ability to process the world in a wider range of ways, to create varying degrees of distance between themselves and the basis events in front of them, is a distinct advantage to learning. However, Irv found that schools often do not ask the range of questions children need to grow to their potential. Tell: Tell children the story by reading the text or having them read the text. Suggest: This involves providing children with choices about what might happen next or possible opinions they might have. For the story, here are some two-question rule sequences:

Shakespeare - Hamlet | LearnEnglish Teens | British Council Hamlet, the Prince of Denmark, has come back from university to find that his father, the old king, is dead. His mother has married his father’s brother, Claudius, who is now king of Denmark. Hamlet is shocked that his mother has married so soon after his father’s death, and angry that she has married Claudius. Soon, a ghost is seen walking on the castle walls. Hamlet can’t believe that his mother would marry the man who murdered her husband. A group of travelling actors arrives in town. Hamlet’s plan works. This of course means that Hamlet has killed the father of his girlfriend Ophelia. At the end of the play, all of the royal household of Denmark are dead.

Att bedöma läsförståelse Det finns inga test som kan bedöma läsförståelse utan det är pedagogen som är det bästa bedömningsverktyget (Westlund) Det är genom textsamtalen som man får syn på elevernas kunskapsutveckling (Liberg) Ett medvetet strukturerat arbete med läsförståelsestrategier gör att eleverna får verktyg att ta sig in i texter och förstå det de läser. - att förutspå -att utreda oklarheter, nya ord och uttryck -att ställa frågor -att sammanfatta -att se inre bilder När vi samtalar om text med dessa läsförståelsestrategier som stöd ser jag som pedagog snart nog vilka elever som kan förutspå, ställa olika typer av frågor, göra textkopplingar, plocka ut nyckelord, återberätta med en röd tråd. Textsamtalen är för mig den viktigaste "källan" till bedömning men jag använder mig också av andra bedömningsverktyg. Jag låter eleven läsa några olika typer av texter (korta) med uppmaningen att han/hon skall tänka högt kring sin egen strategianvändning, hur han/hon använder sina Läsfixare.