This document discusses strategies for teaching narrative and expository text structures to students. It provides an overview of several strategies including KWL, story mapping, connecting to prior knowledge, focusing on text structure, modeling retellings, and using visual aids. Evidence-based techniques are described for teaching narrative elements like character, problem, and solution. For expository texts, techniques include developing topic knowledge, understanding text structures, modeling oral retellings, and using graphic organizers. The document provides procedures and essential steps for implementing strategies like KWL and story mapping.
RED 4348 Before, During, & After Reading Strategieskasey1030
This is a presentation to teach about a few of many different reading strategies to use before, during, and after reading a narrative story or article. This is my critical assignment for RED4348.
RED 4348 Before, During, & After Reading Strategieskasey1030
This is a presentation to teach about a few of many different reading strategies to use before, during, and after reading a narrative story or article. This is my critical assignment for RED4348.
This presentation explains how to summarize a narrative text. For more resources for summarizing stories, check out my unit on TeachersPayTeachers: http://www.teacherspayteachers.com/Product/Summarizing-Stories-216952
Clinical Field Experience B Humanities Instructional and EngagemeWilheminaRossi174
Clinical Field Experience B: Humanities Instructional and Engagement Strategies 2
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.
I've always known that leadership and collaboration are critical in any classroom, but I had to take a step back and evaluate just how difficult it is to manage all of the responsibilities that come with being an educator, particularly leadership, social skills, and collaborative practices. Ms. Paddock was able to provide me with a great deal of guidance as I prepare to teach my own class and work with my own students and families. "Your students' parents will (ideally) be their child's number one fan," Ms. Dawn said, "and as an educator, you ought to be their number one fan as well." Make use of this common ground to tell parents how important their child's success is to you as their educator; parents will appreciate it, and kids will become more interested!"
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 ...
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.
3.
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.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
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.