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This document discusses problems with basal reading programs and provides recommendations for teaching reading comprehension. It recommends avoiding one-size-fits-all basal programs and instead enriching vocabulary, teaching outside the box, building background knowledge, and teaching students to infer. The document advocates starting with vocabulary enrichment through activities like synonym maps and examples of word usage in different contexts. It also suggests avoiding "rules" about spelling and pronunciation.
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This document discusses potential problems that may arise in classroom discussions and provides suggestions to promote student participation. It notes that students may lack motivation, knowledge, or time to think if thrown into an open discussion. To address this, the document recommends framing the activity well, allowing preparation time, using role cards or specific topics, and varying seating arrangements. Sample discussion activities are also provided such as interviews, comparing information, finding differences in pictures, and planning a group activity. The goal is to encourage meaningful communication over accuracy.
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4534 presentation kosko_ken
- 1. Teaching Reading Comprehension …There is no try.” “Do, or do not…
- 2. First…the Do Not The one-size, fits-all, reading programs Aliases: Basal, Core, Foundations, etc Why should we avoid these?
- 3. Problems With Basal Reading Programs Haphazard presentation of materials, genres, styles, etc Failure to enrich vocabulary • Overly academic • No bridges to other meanings Too many strategies = shallow instruction Lack of connection with the text Errors in context Lack of Release of Responsibility over time
- 4. What should you do? Start: Enrich & practice vocabulary Synonyms (bubble maps & tree maps) Usages & Contexts (tender & present) Avoid “Rules” (two-vowels, “i” before “e”, etc) The Gallagher effect Example: “ghoti” Enough Women Caution f i sh Next: Teach outside the box & make words fun This also explains why English can be challenging to teach and learn
- 5. Next Steps: Teach “infer” & create background knowledge
- 7. Digital Presentation Reading Comprehension: A Poetic Exploration Produced for free at GoAnimate Ken Kosko READ 4534 4-17-2013