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The Idea Factory: Implementing Reading Strategies w ithin the Library Media Center. Are you looking to:. Motivate young readers Implement engaging reading strategies within your library curriculum Build reading comprehension strategies
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According to School Libraries Workthe School Library Media Specialists help schools meet reading goals when they provide:
Support for in-class reading instruction with collaborative programs
Resources to meet the learning needs of all students
Support for national and state learning standards
Imaginative materials that promote reading motivation
Free voluntary reading, individual reading selection, and reading guidance
(Roscello, Webster, 2002)
The LMS Component
(After I finish a survey, informal among 5-6 graders to find out what their reading strategies are (I am finding many across the board are forget about them until prodded, there is a disconnect between reading a book at home and reading strategies. The LMS can bridge those gaps.)
(this is the portion where we do the introductory exercise with the bear, strawberry and the mouse. Each group (2) gets a kinestetic portion of the book and are asked to put the story .
An average of six years is needed for ELLs to acquire English proficiency. Many students get stuck in the middle ground of being conversational in English but lacking the breadth of English needed for content area success. (Ogle, & Correa-Kovtun, 2010)
Free-reading time at their reading level
Opportunities to talk and use academic vocabulary
Inquiry approach to learning- allow them to answer their own questions
Allow time for reflection, sharing points of view help students deeper their understanding
Offer guidance in using informational texts and textbooks
(Ogle, & Correa-Kovtun, 2010)
Dreher, M, & Gray, J. (2009). Compare, contrast, comprehend: using compare-contrast text structures with ells in k-3 classrooms. The Reading Teacher, 63(2), 132-141.
Ogle, D, & Correa-Kovtun, A. (2010). Supporting english-language learners and struggling readers in content literacy with the "partner reading and content, too" routine. The Reading Teacher, 63(7), 532-542.