JCU 473/573 Narrative Expository PowerPoint
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This document discusses strategies for teaching narrative and expository text structures to students. It provides an overview of the KWL strategy to activate prior knowledge and guide reading comprehension of narratives. It also describes how to use story mapping to help students visualize and sequence the major events and characters in a story. For expository texts, it recommends building students' topic knowledge and understanding of text structures like description and cause/effect. Modeling retelling skills and using graphic organizers are presented as ways to help students comprehend and recall information from expository texts.
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Before, During, and After Reading Strategies
This document provides an overview of various reading strategies that can be used before, during, and after reading to improve student comprehension. Some strategies discussed include using KWL charts, picture walks, think-pair-share activities, semantic maps and vocabulary instruction before reading to activate background knowledge. During reading, teachers can use think alouds, self-questioning, timelines, visuals and paired reading. After reading, students can summarize, complete exit slips, practice question-answer relationships, finish KWL charts and participate in group discussions. The purpose of these strategies is to engage students and help them understand and recall the important information from texts.
TEACHING-STUDENTS-TO-RESPOND-TO-LITERATURE-THROUGH-WRITING.pptx
This document discusses strategies for teaching reading comprehension before, during, and after reading. It suggests that teachers activate students' background knowledge and discuss the text before reading. During reading, teachers should ask questions and have students summarize and make predictions. After reading, students should discuss, apply ideas to other situations, and summarize what they learned. The document also discusses using story maps, frames and retelling to aid comprehension of narratives and using KWL charts for expository texts.
Edu 5701 7 Dunn & Dunn Learning Styles Model[1]
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Reading Comprehension Strategies.pptx
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2) Generating and asking questions to stay engaged and focus on important details. Readers should also make inferences and predictions by combining text details with their background knowledge.
3) Summarizing requires pulling together key information to explain the main ideas in their own words. Visualizing and using tools like the KWL chart can also aid comprehension before, during, and after reading.
Holly granthamca1red4348
This document outlines various reading strategies that can be used before, during, and after reading to improve student comprehension and engagement. Some strategies described include semantic mapping, KWL charts, think alouds, paired summarizing, word walls, and journal responses. The strategies are designed to activate prior knowledge, build background, encourage questioning, monitor understanding, and allow students to reflect on what they've learned. Implementing these strategies provides opportunities for students to engage with texts on a deeper level.
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This document provides strategies for improving reading comprehension. It discusses modeling comprehension strategies for students like predicting, questioning, inferring, and summarizing. Different strategies are described for narrative texts like story maps and retelling, and for expository texts like identifying text structure, using graphic organizers, and the KWL strategy. Several Read Naturally programs are also summarized that focus on fluency, phonics, and vocabulary with teacher-led small group instruction.
RED 4348 Before, During, & After Reading Strategies
Reading strategies help students comprehend text by guiding them as they read. These include previewing vocabulary, making predictions, and using graphic organizers. During reading, strategies like partner reading, note taking, and readers theater aid understanding. After reading, students reflect on what they learned through exit slips, summarizing, retelling, and story maps. These techniques support comprehension at every stage of reading.
PD of Collaborative Strategic Reading
This document describes the Collaborative Strategic Reading (CSR) strategy for improving reading comprehension. CSR is a 4-stage process: 1) Before reading involves previewing the text to build background knowledge and make predictions. 2) During reading has students identify what they understand ("clicks") and don't understand ("clunks"), using strategies to address clunks. 3) Students work to get the main idea of each paragraph and the overall text. 4) After reading, students generate and answer questions about the text. The document outlines the specific goals and activities within each stage of CSR.
Seven strategies to teach students text comprehension
Seven strategies are outlined to teach students text comprehension: 1) monitoring comprehension, 2) metacognition, 3) using graphic and semantic organizers, 4) answering questions, 5) generating questions, 6) recognizing story structure, and 7) summarizing. Effective comprehension instruction is explicit, involving direct explanation, modeling, guided practice, and application of strategies. Teachers should explain why and when to use strategies, model their own thinking, assist students as they practice, and help students apply strategies independently. Cooperative learning can also be used to successfully teach comprehension strategies by having students work together to understand texts.
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This document provides an overview of a presentation on a strategic approach to teaching reading comprehension. It discusses establishing an effective literacy environment, using a gradual release of responsibility model, explicitly teaching reading skills and strategies, and employing techniques like reciprocal teaching. The objectives are to review principles of teaching reading, describe a framework and components for comprehension instruction, clarify the differences between skills and strategies, and identify resources.
GCU College of EducationLESSON PLAN TEMPLATE© 2018. Gran.docx
GCU College of Education
LESSON PLAN TEMPLATE
© 2018. Grand Canyon University. All Rights Reserved.
Section 1: Lesson Preparation
Teacher Candidate
Name:
Larry Lope
Grade Level:
3rd
Date: April 2, 2018
Unit/Subject: Reading Informational Text
Instructional Plan Title: A Medieval Feast Study
Lesson Summary and
Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on
the content and skills you are teaching.
The focus of this lesson is reading informational text. Students will use
information from illustrations and words in the text of A Medieval Feast by Aliki
to demonstrate understanding of the text.
Classroom and Student
Factors/Grouping:
Describe the important classroom factors (demographics and environment)
and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted
learners), and the effect of those factors on planning, teaching, and assessing
students to facilitate learning for all students. This should be limited to 2-3
sentences and the information should inform the differentiation components
of the lesson.
This classroom of thirty students consists of 14 boys and 16 girls. There are four
English language learners, five students with IEPs or 504 plans, and three
students with a gifted classification. Additionally, six students are Tier 2 or 3
RTI for reading and one or two years below their grade level in reading. These
factors affect planning, teaching, and assessing because students with an IEP or
504 plan will need to be accommodated per these plans. Student who are English
language learners, but do not have an IEP, will also need to be taken into
consideration when teaching and assessing.
Whole group instruction for initial reading of the text, followed by small group
collaboration for activity. Arturo, Diana, Eduardo, Enrique, Fatma, and
GCU College of Education
LESSON PLAN TEMPLATE
© 2018. Grand Canyon University. All Rights Reserved.
Frederick will be pulled out to work in a small group with me.
National/State Learning
Standards:
Review national and state standards to become familiar with the standards you
will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the
lesson being presented. Standards must address learning initiatives from one
or more content areas, as well as align with the lesson’s learning
targets/objectives and assessments.
Include the standards with the performance indicators and the standard
language in its entirety.
CCSS.ELA-Literacy.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the
words in a text to demonstrate understanding of the text (e.g., where, when, why,
and how key events occur).
Specific Learning
Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to
measure in learning. These must be aligned with the standards. When creating
objectives, a learne ...
Clinical Field Experience B Humanities Instructional and Engageme
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I picked Ms. Dawn’s class at Children’s of America in Fredericksburg Virginia, for this week's field excursion. Unbeknownst to me, parent teacher conferences were held last week, providing me with a wealth of experience listening to/observing parent participation and cooperation with their kid and their child's instructor. Despite the fact that I was not permitted to speak to the parents on Ms. Dawn's behalf, I was given the chance to assist Ms. Dawn in planning the meeting and conducting two of the sessions. Apart from that, I was given the bulk of my time in the classroom to engage and interact with the kids, which frequently needed me to utilize my own personal group problem-solving abilities to keep the students on task and focused on the activities at hand. This was a fantastic opportunity for me to meet with the parents and families of Ms. Dawn's remarkable children as well as watch, practice, and reinforce my own problem-solving abilities.
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Educators are aware of how kids develop and flourish. They understand that learning and development processes differ from person to person and across cognitive, linguistic, social, emotional, and physical domains. To accommodate these variances, instructors must be able to create and administer developmentally appropriate and demanding learning experiences that are adaptable. The educator meets students where they are, which means they begin with what the student already understands, then they provide guidance and ongoing support as needed. This will change depending on the issue. When introducing new topics, scaffolding is beneficial. The educator scaffolds information and/or assignments based on the student's specific requirements. Educators evaluate individual and group performance on a regular basis in order to plan and alter education to fulfill students' requirements in each area of development (cognitive, linguistic, social, emotional, and physical), as well as scaffold instruction for the next level of growth. The strategy involved when interacting with the students started with first understanding their needs and secondly addressing ...
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This lesson had students write short narrative stories using themes, with examples given of "Ant and Grasshopper" and "Goat and the Fox". Students provided feedback to one another on their stories. One student did not incorporate the feedback and thus did not meet the learning objectives, while a second student did use the feedback to improve their story and achieve the targets. The school focuses on visual learning and frequent formative assessments to improve teaching and learning through feedback.
Developmental Reading lesson 3 lecture only
This document discusses reading comprehension and strategies for teaching it. It explains that skilled readers actively engage with text by predicting, questioning, monitoring understanding, clarifying confusion, and connecting to prior knowledge. Developing reading comprehension is important as it increases reading pleasure and helps with school and life. Teachers can develop comprehension by activating background knowledge, modeling strategies like questioning and retelling, and using visual aids and graphic organizers to focus on text structure.
Instructional focus
The document provides an overview of strategies that will be focused on at Cedarbrook Middle School over the 2009-2010 academic year to improve student understanding and achievement. It discusses eight main strategies: setting the purpose for reading, test taking strategies, context clues, questioning strategies, determining essential vs. non-essential information, inferring and visualizing information, summary and synthesis, and problem solving strategies. For each strategy, it provides a brief explanation and examples of how it can be implemented and its importance for student comprehension. It also discusses how these strategies can be applied to different subject areas, especially reading and math.
Instructional focus
The document provides an overview of strategies that will be focused on at Cedarbrook Middle School over the 2009-2010 academic year to improve student understanding and achievement. It discusses eight main strategies: setting the purpose for reading, test taking strategies, context clues, questioning strategies, determining essential vs. non-essential information, inferring and visualizing information, summary and synthesis, and problem solving strategies. For each strategy, it provides a brief explanation and examples of how it can be implemented and its importance for student comprehension. It also discusses how these strategies can be applied to different subject areas, especially reading and math.
1-28-2022 Lesson Plan.pdf
The document outlines a lesson plan for a 1st grade adapted curriculum class. The lesson focuses on teaching students to identify characters, settings, and key details in stories. The teacher will begin by playing a familiarization game with students and then read a story aloud, stopping regularly to ask questions and prompt students. Students will then work independently to listen to another story and answer teacher questions to assess comprehension. The teacher will use informal observations and anecdotal notes to evaluate student understanding during discussions. Intervention plans are outlined for students struggling to understand.
M1-L2 Reading and Writing Skills strategies.pptx
This document provides strategies and techniques for developing effective reading skills. It discusses strategies that can be used before, during, and after reading a text. Some key points:
- Before reading, activate prior knowledge by reviewing what is already known about the topic, making predictions, and asking questions. This helps readers connect new information to existing schemas.
- During reading, monitor comprehension by thinking aloud, annotating the text with notes and questions, and using context clues to understand unfamiliar words.
- After reading, reflect on what was learned and incorporate it into one's existing knowledge framework. Summarize the key points and discuss any unanswered questions.
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JCU 473/573 Narrative Expository PowerPoint
- 1. ED 473/573 Spring 2010 Molly Dubiel, Jessica Eaton, Julie Leeson, Katherine O`Sullivan, Jessica Riley
- 2. Theoretical Foundations- Narrative Text "Children learn the structure of narrative text by being read to" (Caldwell, p.152). A study was conducted in kindergarten, results showed that students who were read to, when asked to retell, were able to recall the main elements of a story including characters, problem, some events, and some sort of solution. The results also showed that students who have not been exposed to stories may need more explicit instruction when learning about the elements of a story.
- 4. Theoretical Foundations- Narrative Text General Principles for Developing Narrative Retelling 1. Connect with Prior Knowledge - The most effective instructional strategies begin by connecting a child's past experience and knowledge with new information being introduced. 2. Focus on Developing an Understanding of Event Structures 3. Focus on Text Structure - Students knowledge of daily events can be used to show them how stories are structured.
- 18. Expository Demonstration "Story Mapping" - The purpose of the Story Map is to visually see the sequence of major events in a story or action of story characters. - The Story Map is used for storytelling, retelling, and outlines for story writing. - The Story Map lets students’ relate the story events and structure these events in their own way. - It enhances students’ ability to visualize the story characters, events and settings. - The Story Map also increases students’ awareness to story characters and events that are interrelated.
- 19. “ Story Mapping” Procedure/ Essentials - The purpose of the Story Map is to visually see the sequence of major events in a story or action of story characters. - The Story Map is used for storytelling, retelling, and outlines for story writing. - The Story Map lets students’ relate the story events and structure these events in their own way. - It enhances students’ ability to visualize the story characters, events and settings. - The Story Map also increases students’ awareness to story characters and events that are interrelated.
- 20. References Caldwell, J. and Leslie, L. (2009) Intervention strategies to follow informal reading inventory assessment: So what do I do now? Boston, MA: Pearson. Duke, N.K., & Bennett-Armistead, S.(2003) . Reading and writing informational text in the primary grades: Research-based practices. New York: Scholastic. McGee, L.M. (1992). Awareness of text structure: Effects on children's recall of expository text. Reading Research Quarterly, 17( 4 ) , 581-590. Moss, B. (1997). A qualitative assessment of first graders’ retelling of expository text. Reading Research and Instruction, 37 (1), 1-13.