By Elaine K. McEwan-Adkins
Offers forty research-based equipment with feedback for simple implementation to assist suffering readers, and lines 3 tables of contents (traditional, topical, and problem-solving) formatted for fast reference.
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Solution KeyRead replicate reply sequence. This sequence is principally designed to speedy increase your scholars' skill to appreciate and preserve what they learn. The A to D association of the worktexts offers steadily tough actions starting from basic remember to reviews requiring higher-order considering abilities.
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Extra info for 40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12
11. Do I need to reread this to increase my understanding? Use these questions as the basis for thinking aloud and then later give students the questions to answer in pairs as they read and think aloud together. Teaching students to monitor their own comprehension and clarify their confusion is a day-to-day process that requires consistent modeling and thinking aloud regarding how you personally monitor your own comprehension while reading and exactly how you, fix up your mix-ups while you are reading.
1 • 11 A Teacher Think-Aloud: A Letter From Thomas Jefferson to 3) Meriwether Lewis (1803 Read-Aloud Text Think-Aloud Script June 20, 1803 When I read difficult text or text about an unfamiliar subject, I pay close attention to what I am reading and remain aware of how well I understand it and then clarify or fix up any of my misunderstandings or mix-ups. To Meriwether Lewis esquire, Captain of the 1st regiment of infantry of the United States of America. Your situation as Secretary of the President of the United States has made you acquainted with the objects of my confidential message of Jan.
For example, as you processed the preceding text, you may have slowed down or even stopped at the word graphophonic. You detected a slight mix-up, something that slowed down your reading and raised a question in your mind. Graphophonic is a tongue twister of a word, and in order to pronounce it, you likely used your graphophonic knowledge to decode it. Once you “heard” the word in your mind or even said it aloud to practice it, you were able to move on. At the same time you were decoding graphophonic, you were also using semantic cues to infer its meaning—having to do with both written language (graph) and spoken words (phon).
40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12 by Elaine K. McEwan-Adkins
Categories: Instruction Methods