Michael Martinez The Comprehension Connection, Task 2 - 5 Fit It Up Strategies
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This document contains information about various reading comprehension "fix-up" strategies that can be taught to K-12 and special education students. It includes strategies such as decoding words by sounding them out and looking for prefixes/suffixes, using context clues, self-monitoring comprehension, using graphics/images, and maintaining an appropriate reading speed. The document proposes creating a PowerPoint or lesson plan to teach students 5 different fix-up strategies and provides several links to additional resources on the topic.
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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.
SSBI.ppt
The document discusses language learning strategies and their integration into instruction. It defines strategies as specific actions that help students learn a second language. The document distinguishes strategies from learning styles. It encourages teachers to help students identify their styles and strategies in order to expand their repertoire. It categorizes strategies as metacognitive, task-based, or using resources. Examples are provided for how strategies can support the three communication modes and cultural understanding. Teachers are advised to integrate strategies instruction into regular lessons rather than teaching them separately.
Focuson literacy
This document provides guidance on comprehension strategies to use before, during, and after reading a text. It recommends choosing two strategies for each phase, such as using graphic organizers or KWL charts before reading, interacting with the text through key words or visual representations during reading, and reconstructing or extending the text after reading. Specific strategies discussed in more detail include KWL, QuADS, 3-2-1, anticipation guides, SQ3R, and various exercises for interacting with and understanding texts like highlighting, cloze passages, sequencing, and matching headings to paragraphs. The document also covers spoken language strategies to promote exploratory talk and higher-order thinking when discussing texts.
Supporting ELLs in Math
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Ps york institute
This document provides an overview of strategies to use before, during, and after reading to improve content area literacy. It discusses activating prior knowledge through anticipation guides and chapter walks before reading. During reading, it recommends strategies like note-taking, graphic organizers, and questioning to monitor comprehension. After reading, the document describes having students apply their new knowledge through activities like RAFTs, last word, and rating scales. The objective is to effectively use these strategies to accelerate and improve student learning.
Teaching of writing
Writing can be classified into different types and modes according to its purpose and form. The types discussed are extensive writing, where the writer is given a subject to write about, and intensive writing, where the focus is on a specific point.
The writing process involves several steps: prewriting to explore the topic, drafting a rough version, revising to improve content and structure, editing for grammar and mechanics, and publishing the final work. Developing writing skills is important for school and career success.
Effective writing has clear ideas and organization, an engaging voice, precise word choice, varied sentence structure, and follows conventions of spelling and grammar. Various techniques can help students improve their writing, such as guided paraphrasing,
teachingofwriting-131007063450-phpapp01.pdf
Writing can be categorized into different modes such as narrative, informative, and persuasive. The types of writing are extensive writing, where the writer is given a broad topic, and intensive writing, where the topic is more focused. The writing process involves several steps: prewriting, drafting, revising, editing, and publishing. Qualities of good writing include having interesting ideas, clear organization, an engaging voice, precise word choice, varied sentence structures, and correct grammar conventions.
Scaffolding workshop notes from 18/8/11
This document discusses strategies for scaffolding reading and writing for students in an academic setting. It emphasizes explicitly teaching academic language, reading skills and strategies, and the structures and choices involved in different types of texts. Some key strategies mentioned include modeling, joint construction of texts with students, providing graphic organizers, teaching vocabulary in context, and using techniques like partner reading, outlining, rewriting and feedback to support students in developing their skills. The goal is to make the processes involved in reading and writing as transparent as possible for students.
How to teach_a_-pdp-_reading_lesson (3)
This document discusses reading lessons and provides guidance on using reading aloud in the classroom. It outlines the typical steps in a reading lesson as pre-reading, during/while reading, and post-reading activities. Pre-reading involves preparing students for the text, such as reviewing vocabulary. During reading consists of comprehension questions and exercises. Post-reading allows the teacher to evaluate students' understanding through activities like summarization. The document also advises that students do not learn to read through reading aloud and that it should only be used in the classroom in limited ways, such as the teacher reading aloud while students follow along silently.
392383604-15-Vocabulary-Strategies.pptx
The document provides 15 strategies for teaching vocabulary to students. Some of the key strategies include: the Frayer Model which uses definitions, examples, and visuals to teach words; word walls where students create posters of terms and definitions; and making meaning by introducing words before reading and using context clues to define them. Overall, the strategies emphasize active student participation, multiple exposures to words in different contexts, and incorporating visual and interactive elements to help students learn new vocabulary.
Guided reading lesson grades 4 6
This document outlines a guided reading lesson plan for grades 4-6. It includes running records, word study, guided reading of chapter books with a focus on comprehension strategies. Students will read independently, with a teacher, and discuss what they read by summarizing, retelling stories, and responding to questions. The goal is to improve students' problem solving, fluency, vocabulary and comprehension.
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.
Reading Strategies.pptx
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.
Reading workshop series day 4
This document appears to be an agenda for a guided reading training session. It includes:
- A discussion of homework assignments where teachers shared insights from assigned reading.
- A review of teachers' guided reading lesson plans and getting feedback from peers on lessons.
- A presentation on various reading strategies including word work, read alouds, think alouds, and comprehension techniques like CAFE, Mosaic of Thought, and QAR.
- A focus on using graphic organizers and close reading techniques to practice strategies.
- An emphasis on implementing guided reading and addressing the challenges (messy process) of educational change.
- An activity where teachers practice teaching a guided reading lesson to peers and
Reading strategies ca1 hannah_angeline
Before reading, students use skimming, scanning, and analyzing first lines to preview the text and make predictions. During reading, vocabulary strategies like the Vocabulary Knowledge Rating Scale help students understand new words in context. After reading, students reflect on the text through activities like semantic gradients and story pyramids to deepen their comprehension. The document provides strategies to support reading at each stage.
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- 1. Michael Martinez Professor Alissa Rosenburgalissaspieces@hotmail.com The Comprehension Connection: Strategies to Teach Reading and Listening Comprehension Skills in the Classroom (K-12 & Special Education) July 2013
- 2. DECODING the ability to break down words by parts • • • • • Sound out the word, letter by letter, blends Look for parts of the word you might know Look for prefix or suffix you might know Do you see a full word inside you know? Draw lines in the work to read syllables
- 3. USE CONTEXT reread text to find clues • Reread the text to find clues that will help you understand the word or meaning of the passage • Look for other key words or vocabulary you might know • Draw lines, if possible, to make connections
- 4. CHECK UNDERSTANDING self-monitor • Be reflective • Try to relate what you are reading to your life • Self-check, paraphrasing, summarizing and retelling
- 5. LOOK FOR GRAPHICS use images • Use pictures, drawings, charts, tables and diagrams to help you understand the text • Make a drawing to help you understand • Look for key words you can draw • Look for patterns, like numbers to show data
- 6. READING SPEED read to understand • Do not read too fast because you might just miss some important information • If you are confused, reread, but read a bit slower • Read at your normal reading rate • Do not compete with someone to be the first one
- 7. I picked the PPT on 5 Fix It Up Strategies • • Choose only 1: Submit a 1-2 page response to the readings in this lesson. OR Submit a Powerpoint presentation that explains and summarizes at least 5 fix up strategies that can be presented to your students or class. OR Submit a lesson plan or comprehensive lesson summary that you can use in your classroom that utilizes fix up strategies. Lesson 2: Fix It Up Lesson Objectives: 1. Understanding the use of Fix Up strategies 2. Explain or demonstrate the use of a variety of Fix Up strategies in the classroom “Children will use a variety of fix up strategies to read unfamiliar words. Students will learn to pronounce words, determine meanings in context, and figure out words using knowledge of root words, prefixes and suffixes, among other strategies. They will learn to figure out the meaning of an unfamiliar word. Sometimes that results from figuring out how to pronounce the word. Sometimes that is by inferring from context. Of the two skills, students need to know that figuring out the meaning is more important.” Karen Haag Understanding the Concept: · http://www.liketoread.com/monitor.html http://www.thinkport.org/9157d784-ff3a-477b-9aa8-8457e21b13d7.asset Sample Lesson and Handout: · http://www.readinglady.com/index.php?module=pagemaster&PAGE_user_op=view_page&PAGE_id=5 (I don't know why, but with this link you must right click on it and then open it in a new tab. If you have a problem opening this page please let me know) More Handouts: · http://www.readinglady.com/mosaic/tools/Fix-Up%20Strategies%20bookmarks%20by%20Cherie.pdf · · http://www.lisle.dupage.k12.il.us/pages/uploaded_files/FixUpDetails.pdf · http://www2.scholastic.com/content/collateral_resources/pdf/r/reading_bestpractices_comprehension_stopaskfixchecklist.pdf