Reading Comprehension Blueprint Session 5 by https://padlet.com/nhennessy1/7ut4tmpws8yyvb6y In what ways, did this discussion affirm current instructional practices and /or prompt reflection on potential changes? en-us 2021-02-22 15:15:29 UTC 2025-10-30 05:25:10 UTC hello@padlet.com This chapter and discussion affirms what teachers at my school are doing in regards to questioning for narrative texts. On the other hand, while we often teach informational text structures, we need to be more explicit and systematic. In doing so, teaching the different structures one-by-one with the use of signal words and graphic organizers, being sure to start with descriptive and sequential structures first. https://padlet.com/nhennessy1/7ut4tmpws8yyvb6y/wish/1282394533 Erin Serock]]> 2021-03-08 14:50:21 UTC https://padlet.com/nhennessy1/7ut4tmpws8yyvb6y/wish/1282394533 I think this chapter and discussion definitely affirms my experiences working with text structure. It's also got me thinking that with narrative in particular educators need to be mindful of students' culture and storytelling styles as this may vary from the narrative structure typically taught in schools. As such teachers need to be aware of and acknowledge what each learner brings with them to the classroom and work to build connections between their storytelling styles and those commonly seen in school. Furthermore, exposing all students to a variety of narrative styles and storytelling traditions shows that everyone is a storyteller and builds upon the knowledge of all learners. jsalamone2 https://padlet.com/nhennessy1/7ut4tmpws8yyvb6y/wish/1388685875 2021-04-06 18:54:41 UTC https://padlet.com/nhennessy1/7ut4tmpws8yyvb6y/wish/1388685875 I think this chapter reinforces what most educators know about the importance of activating and developing background knowledge. However, In Jane Oakhill's presentation in the Amplify's podcast, she talks about how some students have background knowledge, yet don't access the infomation when it's necessary. What suggestions do you have in how to help students access the background knowledge while reading to support the mental model? jschopf https://padlet.com/nhennessy1/7ut4tmpws8yyvb6y/wish/1390791189 2021-04-07 10:21:21 UTC https://padlet.com/nhennessy1/7ut4tmpws8yyvb6y/wish/1390791189 This discussion affirmed the importance of explicitly teaching the 'slots in which words slide' so that all students can access the 'meaning that one can contemplate, admire, reject, or refine.' https://padlet.com/nhennessy1/7ut4tmpws8yyvb6y/wish/1391883753 Nikki Maloney]]> 2021-04-07 15:10:34 UTC https://padlet.com/nhennessy1/7ut4tmpws8yyvb6y/wish/1391883753 Many classrooms integrate graphic organizers to organize information. In the beginning teachers need to select the appropriate organizer (based on the type of text), directly teach how to use it (not assume this was covered in previous grades), and practice together with multiple mentor texts. Only then can students interact with the graphic organizer in a meaningful way when organizing information from the texts they've read independently, and select the appropriate organizational structure to utilize when planning that text type in writing. nkingsland1 https://padlet.com/nhennessy1/7ut4tmpws8yyvb6y/wish/1392346572 Nicole]]> 2021-04-07 16:41:56 UTC https://padlet.com/nhennessy1/7ut4tmpws8yyvb6y/wish/1392346572