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Seven Strategies to Teach Students Text Comprehension

Seven Strategies to Teach Students Text Comprehension
1. Monitoring comprehension Students who are good at monitoring their comprehension know when they understand what they read and when they do not. They have strategies to "fix" problems in their understanding as the problems arise. Research shows that instruction, even in the early grades, can help students become better at monitoring their comprehension. Comprehension monitoring instruction teaches students to: Be aware of what they do understand Identify what they do not understand Use appropriate strategies to resolve problems in comprehension 2. Metacognition can be defined as "thinking about thinking." Students may use several comprehension monitoring strategies: Identify where the difficulty occurs "I don't understand the second paragraph on page 76." 3. Graphic organizers illustrate concepts and relationships between concepts in a text or using diagrams. Regardless of the label, graphic organizers can help readers focus on concepts and how they are related to other concepts. 4. 5.

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University of Southern Maine What is Curriculum-Based Measurement (CBM)? CBM is an assessment system that provides standardized, reliable, and valid general outcome measures of student performance in the core academic areas of reading, writing, spelling, and math. Maze CBM The "maze" test is a type of CBM that measures silent reading fluency. Students are given 3 minutes to read a passage silently and circle the word that goes in a blank. Below are mazes for grades 4, 5, 6, 7, and 8. Teaching Strategies for Reading: Professional Development Resource Highlights SummerSummer is here! While most of your students will be on break from school for a few months, you can still engage their minds this summer. Try our summer reading suggestions, math and science worksheets, and cross-curricular resource packets to prepare kids for what the next school year will bring!

Adolescent Literacy 101 Click the "References" link above to hide these references. ACT (2006). Reading between the lines: What the ACT reveals about college readiness in reading. Ames, IA: Author. Bates, L., Breslow, N., and Hupert, N. (2009). Reading with Purpose in the Content Areas Our lesson plans are written and reviewed by educators using current research and the best instructional practices and are aligned to state and national standards. Choose from hundreds of topics and strategies. More Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

Poems Kids Like The following is a selection of poems kids love. Many of these poems are especially suitable for younger children and students in elementary school. read more poems for kids Antigonish [I met a man who wasn’t there] by Hughes MearnsYesterday, upon the stair,I met a man who wasn’t there... At the Zoo by William Makepeace ThackerayFirst I saw the white bear, then I saw the black;Then I saw the camel with a hump upon his back;... Elementary English & Reading, Elementary Reading Comprehension & Vocabulary Strategies Your browser does not support JavaScript! This site uses JavaScript but is fully functional without it. Elementary English & Reading

Middle School Reading Comprehension Activities That Work written by: Sharilyn Rose • edited by: Elizabeth Stannard Gromisch • updated: 9/11/2012 If a student seems to be reading the words fluently but is still struggling to understand by middle school, reading comprehension activities can and should be emphasized. These simple strategies may improve comprehension and make reading more enjoyable. Active Reading How to Read with a Purpose Tutorial What is your reading PURPOSE? “I’m reading…” [] to understand the material [] to get a good grade in the class [] to pass the test [] to get information for my research paper

The Lexile® Framework for Reading There is no direct correspondence between a specific Lexile measure and a specific grade level. Within any classroom or grade, there will be a range of readers and a range of reading materials. For example, in a fifth-grade classroom there will be some readers who are ahead of the typical reader (about 250L above) and some readers who are behind the typical reader (about 250L below).