Beruflich Dokumente
Kultur Dokumente
Bell
Daily Instructional
Activities
Components of Instruction
(Reading)
Instructional Centers
Technology
Active Learning
Independent Reading
Wrap-up
I do it
Guided
Instruction
We do it
Collaboration
Independent
Student Responsibility
You do it
together
You do it
alone
I do it
Guided
Instruction
We do it
Independent
Student Responsibility
You do it
alone
I do it
Independent
Student Responsibility
You do it
alone
Independent
Student Responsibility
You do it
alone
Components of Instruction
English (ELA)
Writing Instruction
Journal Response
Strategy grouping
Independent Reading
Wrap-up
Components of Instruction
English (ELA)
The National Reading Panels synthesis (NICHD, 2000) of comprehension research studies
indicates explicit or formal instruction in the application of a multiple-strategy method
has been shown to be highly effective in enhancing understanding. The seven techniques
below appear to provide a scientifically based foundation for the improvement of
comprehension.
Question answering: where readers answer questions posed by the teacher and receive
immediate feedback;
Question generation: where readers ask themselves questions about various aspects of
the story;
Story structure: where students are taught to use the structure of the story as a means
for helping them recall the story content in order to answer questions about what they
have read;
Data Analysis
Targeting the Movers and Shakers
Data Notebooks
LESSON IDEAS
for Classroom Instruction
Example Lesson #1
TP-CASTT Strategy
(TP-CASTT): used for analyzing a
poetic text by identifying and
discussing Title, Paraphrase,
Connotation, Attitude, Shift,
Theme, and Title again.
Purpose: to use an analytical
process to understand the authors
craft.
Example Lesson #2
secondary: LA.910.1.7.7
Q&A Period
Graphic Organizers
and
Pre-AP Reading
Strategies
RAFT Strategy
(RAFT): used for responding to
and analyzing text by
brainstorming various Roles
(self or characters from other
texts), Audiences (a different
character or a real person),
Formats (letter, brochure,
essay, or travel guide), and
Topics; readers may choose
one particular role, audience,
format, and topic to create a
new text.
Purpose: to initiate reader
response; to facilitate an
analysis of a text to gain focus
prior to creating a next text.
SIFT Strategy
(SIFT): Used for analyzing a
fictional text by examining
Stylistic elements,
especially symbol Images,
and Figures of speech in
order to show how all work
together to reveal Tone and
Theme.
Purpose: to focus and
facilitate an analysis of a
fictional text by examining
the title and text symbolism,
identifying images, and
sensory details, analyzing
figurative language and
identifying how all these
elements reveal tone and
SOAPSTone Strategy
(SOAPSTone): used for analyzing
text by discussing and identifying
the Speaker, Occasion,
Audience, Purpose, Subject, and
Tone.
Purpose: to use an analytical
process to understand the
authors craft.
TWIST Strategy
(TWIST): Used to arrive at a thesis
statement that incorporates the
follow literary elements: Tone,
Word Choice (diction), Imagery,
Style, and Theme.
Purpose: to create an interpretive
thesis in response to a prompt
about a passage.
http://www.eduplace.com/graphicorganizer/ -
http://www2.scholastic.com/browse/article.jsp
?id=2983
http://www.teachervision.fen.com/graphic-orga
nizers/printable/6293.html
Contact Information
Taryn Ortiz
Secondary Curriculum
Reading 6-12 Resource Teacher
PX: 43806 ; Direct line: (561) 963-3806
ortizt@palmbeach.k12.fl.us
Crystal Young
Secondary Curriculum
Language Arts/English 6-12 Resource Teacher
PX: 43869; Direct line: (561) 963-3869
Crystal.young@palmbeach.k12.fl.us
Sandee Fleming
Secondary Curriculum
Content Literacy Specialist 6-12
PX: 76315 (Gold Coast), 48454 (FHESC)
flemings@palmbeach.k12 .fl.us