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"Good readers are active readers," says R. David Middlebrook. "This is a great way to address the weaknesses in reading comprehension," says nell k. Duke. Scrolls enable students to see and comprehend the whole text at once. Students can see the heading structure, illustrations, key words, etc.
"Good readers are active readers," says R. David Middlebrook. "This is a great way to address the weaknesses in reading comprehension," says nell k. Duke. Scrolls enable students to see and comprehend the whole text at once. Students can see the heading structure, illustrations, key words, etc.
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"Good readers are active readers," says R. David Middlebrook. "This is a great way to address the weaknesses in reading comprehension," says nell k. Duke. Scrolls enable students to see and comprehend the whole text at once. Students can see the heading structure, illustrations, key words, etc.
Copyright:
Attribution Non-Commercial (BY-NC)
Verfügbare Formate
Als PPTX, PDF, TXT herunterladen oder online auf Scribd lesen
Terms of Use: http://www.textmapping.org/copyright.html Derived from the original works of R. David Middlebrook. For more information, visit http://www.textmapping.org. Why Textmapping?
"Good readers are active readers....Good
readers typically look over the text before they read, noting such things as the structure of the text and text sections that might be most relevant to their reading goals." Source: Duke, Nell K., and Pearson, P. David
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2 What teachers say about textmapping "Active, global modes of teaching reading comprehension are rare.... This is a great way to address the weaknesses in reading comprehension, and to teach active/metacognitive reading skills." - u
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3 What teachers say about textmapping "This has great value to help visually organize text that some LD, etc. children just don't see on their own. This is a skill oftentimes assumed by teachers, especially at the upper levels!" -
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4 What teachers say about textmapping "This is a great strategy for visual kinesthetic learners. You have come up with the perfect platform for teaching traditional techniques. This is an in-context meaningful way to help students know themselves as learners." - u u
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6 Ômplementation Scrolls are the foundation Scrolls enable students to see and comprehend the whole text at once. The text organization is explicit. Students can see the heading structure, illustrations, key words, etc.
8 Îow to Begin Introduce technique by taping a scroll to the blackboard. Scroll and blackboard together form an extended marking area.
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9 Îow to Begin Single sheet provides common focus. Gather students near the board if necessary.
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(0 Ôntroducing the Technique Scroll and blackboard become a common text. Teacher ³thinks aloud´ and marks text and board to record thinking. Markings form a cumulative record of the lesson.
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(( Oecide on an Ônstructional Goal Introduce and preview new content Model reading and study strategies Review content previously covered Test knowledge of what students have read Something else? (2/(0/20(0 Free template from www.brainybetty.com (2 þapping a Scroll Identify relevant features of the text Mark the features Mark the areal extent ± These boxes lift the text from the ³text stream.´
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(3 Guided Practice Share the pen Student volunteers mark the group copy with teacher direction Examples: ± "Mark all of the vocabulary words." ± "Mark all of the questions." ± "Draw a box around each sub-section." ± "Mark those points on the scroll where there are scene-changes in the story".
(8 Strategic Reading The scroll provides a whole, comprehensive model of the text Students are required to recognize and use typographic and textual cues Creates a model for writing
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(9 Active Reading Students move physically across the length of the scroll. Marking the text requires physical interaction with the text. Student can clearly see progress on the task by looking at marked pages.
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20 2omprehension Link Text itself becomes the map Bridges the gap between text and the graphic organizer. Clearly focuses students on pre- reading strategies
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2( Record of Thinking Students clearly see their progress. Shows concretely what comprehension is. Students learn from their peers. Teachers can easily monitor the work.
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22 Students with Oisabilities Visual tracking Cognitive deficits Auditory processing Memory Sequencing ADD
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23 Learning Styles Particularly helpful in reaching students who are ± Visual ± Spatial ± Tactile ± Kinesthetic ± Global
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24 Äor more information The Textmapping Project http://www.textmapping.org