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EQ: How can I design instruction to meet students comprehension needs?

Today’s Learning Goals : Explore development of student understanding through instructional strategies that are appropriate to content reading before, during, and after instruction. EQ: How can I design instruction to meet students comprehension needs?. What : ….Lesson Design

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EQ: How can I design instruction to meet students comprehension needs?

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  1. Today’s Learning Goals:Explore development of student understanding through instructional strategies that are appropriate to content reading before, during, and after instruction.

  2. EQ: How can I design instruction to meet students comprehension needs? • What:….Lesson Design • When:….Pre-Reading, During Reading, After Reading • How: Modeling, Direct Instruction, Cooperative Learning, Problem Based Learning

  3. Components of Literacy • Read Aloud: a planned oral reading of a book on a specific topic usually whole group. • Shared Reading: the teacher explicitly models the strategies and skills of proficient readers can be small or whole group. • Guided Reading: teacher directs small groups of readers as they learn to use various reading strategies. • Independent Reading: reading on their own.

  4. Usually-Before Reading/Pre-Reading • Vocabulary Building • Graphic Organizers • Chapter Subtitle/Heading Hunt-teacher guides previewing text by using the subtitles or headings. Students predict what the section of the text will be about. • List-Group-Label-teacher identifies the broad topic of the text. The teacher leads the students in brainstorming group related words or subtopics. • Previewing Text Structure- teacher draws attention to captions, dialogue, side bars, or highlighted words. The teacher asks prompting questions that focus attention on the text structure or features, and how they enhance comprehension. • Three Minute Write-After the topic is identified, students are asked to write all that they know about the topic. When they run out of information, they may also write questions they would like answered.

  5. Usually- During Reading: • Double-Entry Journal -fold paper vertically two columns: The left, "Key Ideas," the right, "What It Means to Me.” • Inquiry Reading-Students read silently to find the answer to a teacher posed question or to find evidence to support an answer. • Learning Logs- Students keep notebooks to record their previous knowledge about a topic, what they would like to know about the topic, and what they have learned through a combination of reading, lecture, and class discussion. • LINK-List, Inquire, Note, Know • Reciprocal Teaching -an interactive dialogue first modeled by the teacher that incorporates questioning, clarifying, predicting and summarizing.

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  7. Usually-After Reading: • QAR -Question-Answer-Relationships-Students are given 5 minutes to write questions about the text on post-it notes. • Question Frames- respond to questions from all levels of comprehension: literal, interpretative, inferential, and evaluative. • Summarizing- condensing information and ideas. • Synthesis Journal -multiple perspectives on a topic from various sources.--information the teacher has presented, information from a text, a video, guest speaker ("author says"), classmates, and personal experiences.

  8. Question Frames • RECALL • What is . . . • Define . . . • Identify the . . . • What happens after . . . • ANALYSIS • What is the main idea . . . • What are the parts of . . . • COMPARE/CONTRAST • What is the difference between . . . and . . . • . . . and . . . are similar because they both • INFERENCE • The main conclusion from . . . is . . . • What would happen if . . . • EVALUATION • What is your opinion of . . . • What is the best solution to the problem of . . . • Defend your opinion about . . .

  9. Questions • Discuss: Components of Literacy • Compare contrast read Alouds and shared reading. • How are shared reading and guided reading similar/different? • Identify some instructional strategies from this presentation.

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