Understanding Reading. What is reading…?. Think about this for a few seconds. Share your definition with a partner. Share your definition with your group. You have just modeled a new literacy strategy. Think Pair Share.
Think about this for a few seconds.
Outcomes Framework to Inform Professional Development for Teachers - July 2000
Look at the following slides and decide how you make sense of them.
1st row: K2.Sl1P. *K2. Sl1P. repeat from * to last st.K12nd row: K1. P1. *K2. P1. Repeat from * to last 2 sts. K2.Repeat last 2 rows once more.5th row: K5 (2-5) Sl1P. *K5. Sl1P. Repeat from * to last st. K1.6th row: K1. P1. *K5. P1. Repeat from * to last 5 (2-5) sts. K5 (2-5)
Quick Reaction Team
Ta Ta For NowSelf-contained Underwater Breathing ApparatusLaughing
I’ll Be LateDownloading an Episode Happy
d lingo born of DIS "gnr8n txt" iz wot spawned transl8it, a Web engN dat transl8z "emoticons" lIk :-) & othR text-messaging slang in2 proper eng. it CN also tak normal eng wrds & transl8 dem in2 text-messaging lingo lIk CU L8r 2nite @ *$’s k
Students need to learn strategies to be able to construct meaning from the various texts they are faced with.
What can they already do with various texts?
What do they need to learn?
How can we help them?
Easy text - 95 - 100% accuracy
Instructional text - 90 - 94% accuracy
Hard text - < 90% accuracy
Grade 1 student