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Reading Often in Every Class

Reading Often in Every Class. U sing Before-During-After Reading Strategies. Introduction. DRA/DRTA Every Class Every Reading Assignment Stifles Comprehension > Lack of Vocabulary Vocabulary to Know Metacognition Glossing. Pre-Reading. Set Purpose Solicit B ackground K nowledge

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Reading Often in Every Class

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  1. Reading Often in Every Class Using Before-During-After Reading Strategies

  2. Introduction • DRA/DRTA • Every Class • Every Reading Assignment • Stifles Comprehension > Lack of Vocabulary • Vocabulary to Know • Metacognition • Glossing

  3. Pre-Reading • Set Purpose • Solicit Background Knowledge • Preview Material • Gloss Vocabulary (stumbling blocks) • Make Predictions • Process Organizers • K-W-L • Anticipation Guides

  4. During Reading • Teach Metacognition • Make Predictions • Find the Main Ideas • Apply Vocabulary Knowledge • Organizers • Webbing • Notes • Selective Underlining • Annotations • Outlining • Timeline

  5. Post Reading • Summarize • Reinforce Vocabulary • Reflection • Exit slips • Journals • Active Participation for T/F • Graphic organizers

  6. All Reading is Guided Reading • Teacher Knowledge of Material • Leveled Instruction • Goals • Fluency • Vocabulary Building • Student Achievement

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