https://padlet.com/mwright30/2opi57hrv7mc en-us 2016-02-23 19:32:25 UTC 2017-05-17 10:00:23 UTC hello@padlet.com https://padlet-assets.storage.googleapis.com/portrait/rose_close.jpg mwright30 https://padlet.com/mwright30/2opi57hrv7mc/wish/96834361
Before the read, students will take a picture walk through the story. Students will analyze each picture and vocalize what is happening. This will start activating their schema and get them thinking about the context of the story.  I believe this would benefit my struggling readers because it starts getting them ready to understand the context of the story. This can also help them understand the vocabulary when the begin to read because they have a preunderstadning about what the story is about

This will be taught in guided reading groups with leveled readers. Students will be at the teacher table and each will take a picture walk and discuss it. This will be assessed through teacher observations and anecdotal notes.


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Before the read, students will have conducted a picture walk to help activate schema. After this is done, predictions will be made based on the information they have gathered from the picture walk. Predictions can be anything that they think will happen in the story. This will benefit all levels of readers because making predictions helps them activate schema which is an important strategy for all readers. Activating schema is a strategy that supports comprehension.

This can be taught in either whole group or small group instruction. Before a shared read I would have students predict what the book may be about based on the cover illustrations or title. In small group instruction this would be taught with leveled readers based upon picture walks. Students would be assessed through teacher observations and anecdotal notes. ]]> 2016-02-23 19:41:51 UTC https://padlet.com/mwright30/2opi57hrv7mc/wish/96837224 mwright30 https://padlet.com/mwright30/2opi57hrv7mc/wish/96856373
During the read, students will have to ask questions such as who, what , when, where, or why. These questions will have to be answered while students are reading the text. By finding out these answers, students will show that they comprehend what they are reading. This would be a good strategy for my on level readers or high flyers. Questioning is a great skill that supports comprehension but I feel my low readers need to build foundational skills before they can start questioning. 

This can be taught in small group.Students will record questions they make as they read and answer them along the way according to the information their obtaining from the text. This can be assessed through a graphic organzier and teacher observation. ]]> 2016-02-23 20:56:06 UTC https://padlet.com/mwright30/2opi57hrv7mc/wish/96856373 mwright30 https://padlet.com/mwright30/2opi57hrv7mc/wish/96859177
During the read, students will have to relate what their reading to something else. This can be a text to self connection, a text to text connection, or a text to world connection. Making connections while reading helps students understand what they are reading in a deeper manner. By connecting the text to something in their wn lives, they relate better to the story events. This would be appropriate for on level readers or high flyers. This is a concept that develops deeper meanings and my struggling readers need to develop foundational skills first.

This would be taught in small group instruction with leveled readers. While students are reading they will record any connections they are making with the story. This can be assessed through teacher observations and graphic organizers. ]]> 2016-02-23 21:11:31 UTC https://padlet.com/mwright30/2opi57hrv7mc/wish/96859177 mwright30 https://padlet.com/mwright30/2opi57hrv7mc/wish/96860219
After the read students will have to summarize the story in their own words. They need to identify the story elements such as characters, setting, and plot. They will tell the most imporant parts of the story in their own words. Summarizing a story shows that students have comprehended what was read. This can be done for all levels of readers but differentiated to meet their needs.

This can be done both in whole group and small group instruction. During a shared read, as a whole group the class can identify the story elements and summarize. In small group instruction when a leveled reader is finished, students can summarize the text in their own words. Both can be assessed using a graphic organizer and teacher observations


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After the read, students will identify the author's purpose related to the text. They will undertand why the author wrote the text. Was it to teach them a lesson? Was it to inform them about something? Was it written to display humor? Identifying the author's purpose is a great comprehension strategy. When a student can identify this, they understand what the story was about. This strategy can be used with all readers. Low readers may need some support when identifying this.

This can be done in whole group or small group instruction. After a shared read, the class can ideitify the author's purpose. In small group students can use their leveled reader to idetify the author's purpose. This can be assessed through teacher observations or a graphic organizer. 

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