Look at the examples of reading strategies on pages 125-126.Select two strategies to implement with students.Report to the group on the outcome for the student(s).
I am at a disadvantage since I no longer have a group of students, but we do provide several inservices/workshops at the office. I would like to see high school provide students with tools that they can take with them. Amy has been speaking to all of the categorical groups about technology that we MUST help students learn to use whether they are going to a juco, technical school or university. That was the idea behind buying IPODS for the high school staff to use for lecture. I am not an avid note taker. My preference would be to have the notes posted online so I could review what the instructor felt was important. There is nothing worse that taking lots and lots of notes, but not picking up on what the instructor views as important. Colleges are moving towards using more technology. Providing a reading assignment to students should have a known outcome. That's why we teach them to read the questions before they read the passage on the state assessment. What is the purpose of the reading, what am I to get out of it? It not a mystery or "I got ya". Some students will develop reading strategies without direct instruction in the strategy, but many will not. We need to model for our students.
The two strategies I chose are 3. While reading, be searching for information and 5. Use graphic organizers. By reading the section questions first, students have a purpose for reading, they are searching for information. It works well with all textbooks. I really like the concepts behind Thinking Map Graphic Organizers. When I was going through trainer’s training, I read a lot of brain research. We naturally look for connections and I like bridge maps for analogies. They work especially well for vocabulary words. Student’s prior knowledge can be brought in on one side of the map and the new concept on the other. Because it’s visual; the brain will remember it better.
I chose one (while reading, activate prior knowledge) and five (use graphic organizers). For number one we have used the KWL to help students place information into different categories. It begins to snowball when they begin to write down their ideas. They look at the information different when they realize they already know some of it. For five we use circle maps in my room with the English vocabulary words on a weekly basis. They have to write the root word, definitions, prefix/suffixes for each word. We have used the bubble map when we begin some of the retelling of stories in 8th grade English. After the bubble map, they pick out several events and put them on index cards and do a flow map to complete the retelling of the story. Then finally they write their papers from their information.
#2 I feel this can be a good one esp. like to use with Gifted kids. I love to have them read books and create the AR tests for them. This allows them to read books that aren't on that so called list and it will allow others to be able to enjoy them too. #3 This gives kids a reason to stay in-tuned with what is going on if they have to be looking for answers while they are reading. It also helps prepare them for as they get older comprehension and studying for tests. Picking out the important information.
I am at a disadvantage since I no longer have a group of students, but we do provide several inservices/workshops at the office. I would like to see high school provide students with tools that they can take with them. Amy has been speaking to all of the categorical groups about technology that we MUST help students learn to use whether they are going to a juco, technical school or university. That was the idea behind buying IPODS for the high school staff to use for lecture. I am not an avid note taker. My preference would be to have the notes posted online so I could review what the instructor felt was important. There is nothing worse that taking lots and lots of notes, but not picking up on what the instructor views as important. Colleges are moving towards using more technology. Providing a reading assignment to students should have a known outcome. That's why we teach them to read the questions before they read the passage on the state assessment. What is the purpose of the reading, what am I to get out of it? It not a mystery or "I got ya". Some students will develop reading strategies without direct instruction in the strategy, but many will not. We need to model for our students.
ReplyDeleteThe two strategies I chose are 3. While reading, be searching for information and 5. Use graphic organizers. By reading the section questions first, students have a purpose for reading, they are searching for information. It works well with all textbooks. I really like the concepts behind Thinking Map Graphic Organizers. When I was going through trainer’s training, I read a lot of brain research. We naturally look for connections and I like bridge maps for analogies. They work especially well for vocabulary words. Student’s prior knowledge can be brought in on one side of the map and the new concept on the other. Because it’s visual; the brain will remember it better.
ReplyDeleteI chose one (while reading, activate prior knowledge) and five (use graphic organizers). For number one we have used the KWL to help students place information into different categories. It begins to snowball when they begin to write down their ideas. They look at the information different when they realize they already know some of it. For five we use circle maps in my room with the English vocabulary words on a weekly basis. They have to write the root word, definitions, prefix/suffixes for each word. We have used the bubble map when we begin some of the retelling of stories in 8th grade English. After the bubble map, they pick out several events and put them on index cards and do a flow map to complete the retelling of the story. Then finally they write their papers from their information.
ReplyDelete#2 I feel this can be a good one esp. like to use with Gifted kids. I love to have them read books and create the AR tests for them. This allows them to read books that aren't on that so called list and it will allow others to be able to enjoy them too.
ReplyDelete#3 This gives kids a reason to stay in-tuned with what is going on if they have to be looking for answers while they are reading. It also helps prepare them for as they get older comprehension and studying for tests. Picking out the important information.