Beruflich Dokumente
Kultur Dokumente
What was the last thing you read that was difficult for you? Why was it difficult? What factors make reading easier or harder?
Good Comprehenders:
Know how texts work (use structure). Are active readers - think as they read. Approach reading with a purpose. Have knowledge of the world & texts. Have good vocabularies.
Text structure
Narrative: setting, characters, problem/goal, events/plot, resolution. Expository: differs from text to text, usually includes description, sequence, compare/contrast, cause/effect, problem/solution.
Teacher needs to explicitly teach structures & how to navigate.
Active Readers
Need to approach reading with a purpose - prereading activities. Need to think as they read - during reading activities. Need to assess whether they understood (metacognition) & integrate new knowledge with old - post reading activities.
Prereading Strategies
Brainstorm - list & group what you know about the topic. Set questions before reading. Story Words Holly story. Anticipation Guides The True or False Book of Dogs. Contrast Charts. K-W-L. DRTA - Barefoot
Vocabulary
Word knowledge is key to good comprehension must know the concept behind the word.
Select key words for teaching. Activate background knowledge. Show students how to elaborate word meaning. Energize students to be active learners. Create ways to insure student independence.
Vocabulary cont
High school chemistry texts may contain 3000 technical words unfamiliar to students - more than are taught in foreign language classes. Need to focus on words needed for true understanding - question: Ten years from now, what do I want the students to remember?
Vocabulary cont
Start with what students know about a concept to teach new vocabulary.
Brainstorm - discuss.
Student independence - teach strategies to learn unknown words when encounter outside of class.
Think Alouds, modeling.