https://padlet.com/msherry4/7zy0heyckn2q Module 4 Application en-us 2017-08-10 00:39:02 UTC 2017-10-03 22:57:00 UTC hello@padlet.com msherry4 https://padlet.com/msherry4/7zy0heyckn2q/wish/180547345 One pre-reading strategy is previewing. Previewing is when students take a look at the title, heading, and illustrations within a text. Previewing provides students with an idea of what the text will be about. This strategy will activate prior knowledge my students might have about the topic. It will also introduce readers to important vocabulary words they will encounter. This strategy is important for readers because it prepares readers with the words they will encounter and to make meaning of the text. The lower readers in my classroom will benefit best from this strategy. 

I will introduce the previewing strategy by demonstrating during a read aloud. I will begin by reading the title. Next, I will notice the illustrations on the cover and pages. I will think aloud so students understand how I’m making sense of the title and illustrations. I will think aloud about what is happening in the illustrations on each page. Next, I will turn to a new page and give students the opportunity to share what they are noticing. After students have discussed what they are noticing, I will share with the class what a few students observed. Finally, I will send students back to their seats to practice previewing texts before reading the books in their book bins. 

I will assess the effectiveness of previewing during reading conferences, guided reading groups, strategy groups, and partner reading. I will notice if students are using the previewing strategy and if it helps students when they are stuck on a tricky word. I will also notice if the strategy activates students’ prior knowledge of a topic. 

]]> 2017-08-10 00:41:33 UTC https://padlet.com/msherry4/7zy0heyckn2q/wish/180547345 msherry4 https://padlet.com/msherry4/7zy0heyckn2q/wish/180547443 A second pre-reading strategy is predicting. Students use the predicting strategy when previewing a text. The predicting strategy activates students’ prior knowledge. As students gather information about a text while previewing they can make predictions based on their prior knowledge. This strategy works well for first graders because it activates prior knowledge that will help them decode words and make meaning of the text. Lower readers would benefit the most from this strategy.

I will begin teaching the predicting strategy by modeling to my first graders. I will preview the title and illustration on the cover. I will discuss my prior knowledge of the topic and make a prediction based on my knowledge. I will then continue previewing the text while making predictions based on my knowledge. I will turn to a new page for students to preview and make a prediction. Students will turn and share their predictions explaining their thinking. Next, I will share a student’s prediction with the whole group. Finally, students will make predictions independently while previewing the texts in their book bins. 

I will assess the effectiveness of the predicting strategy during guided reading groups, one on one conferences, and strategy groups. I will notice if students are making predictions as they read. I will also use exit slips as an assessment. Students will write one prediction with reasoning on a post it note. Students will use the sentence starter I think _____ because _____. I will notice if students are making thoughtful predictions based on evidence or just guessing. I will provide further instruction for students who are predicting without looking closely to evidence. 


]]> 2017-08-10 00:42:35 UTC https://padlet.com/msherry4/7zy0heyckn2q/wish/180547443 msherry4 https://padlet.com/msherry4/7zy0heyckn2q/wish/180547607 One comprehension strategy students can use during reading is imaging. Imaging is when a reader creates a picture in their mind of what they are reading. This strategy works well with first graders because it helps them visualize what they are reading. This helps readers make sense of what they are reading. All readers would benefit from using the imaging strategy when they read.

I will teach imaging by reading one page from a text. I will then close my eyes and describe what I picture in my head. I will model how I’m making sense of the text through the words I read and pictures in my mind. I will then turn to a new page. I will have students read the page to someone next to them and share what they are picturing in their minds. I will then share an example from a classmate with the class. Next, students will practice the imaging strategy independently at their seats at they read books from their book bins. 

I will assess the imaging strategy during guided reading, reading conferences, and strategy groups. I will notice if a student is making sense of their text by picturing it in their head. If I notice a student struggling to make sense of the text, I will provide the student with further instruction with imaging. 

]]> 2017-08-10 00:44:32 UTC https://padlet.com/msherry4/7zy0heyckn2q/wish/180547607 msherry4 https://padlet.com/msherry4/7zy0heyckn2q/wish/180547661 A second strategy that can be used during reading is checking for understanding. Checking for understanding is when a reader stops to make sure they understand what they are reading. This strategy will work with first graders because it will remind them to stop and think about their text and if it makes sense. All of the readers in my classroom would benefit from checking for understanding. 

I would model checking for understanding during a read aloud. I would begin by stopping after a few pages and asking myself, “Who did I just read about?”  or “What just happened?”. After modeling the strategy three times I would read aloud new pages and have students model checking for understanding. Next, I would share questions that a classmate asked to check their understanding. Finally, students would practice this strategy while independently reading.

I would assess for students to check for understanding during guided reading groups, independent conferences, and strategy groups. I would look to see if students are stopping and asking themselves questions such as “who?” or “what?”. 


]]> 2017-08-10 00:45:11 UTC https://padlet.com/msherry4/7zy0heyckn2q/wish/180547661 msherry4 https://padlet.com/msherry4/7zy0heyckn2q/wish/180547714 A comprehension strategy used during post reading is retelling. Retelling is when a reader describes the characters, setting, problems, and main idea of a text. Retelling is important for first graders to remember the important parts of a text. All readers would benefit from the comprehension strategy of retelling. 

I would demonstrate retelling during a read aloud. After reading the text, I would hold up my five finger retell hand. As I touch my thumb I would retell the characters. As I touch the next finger I would retell the setting. I would continue touching and telling the problems, events, and the main idea. After, I would remind students of a story we have previously read together. Next, I would ask students to turn and retell the previous read aloud to their partner. Finally, a classmate’s retell would be shared with the class. Students then practice the retelling strategy after reading their books independently.

I would assess students’ ability to retell a story during guided reading, independent conferences, strategy groups, and partner reading time. I would listen to students use their five finger retell hand. I would also have students complete a written assessment where they are able to write or draw the setting, characters, problem, important events, and main idea.

]]> 2017-08-10 00:45:46 UTC https://padlet.com/msherry4/7zy0heyckn2q/wish/180547714 msherry4 https://padlet.com/msherry4/7zy0heyckn2q/wish/180547784 Another post reading strategy is determining the main idea of a text. Finding the main idea is when readers share the most important idea about what they read. Finding the main idea is important for first graders to understand events that are important in a story and events that are insignificant. This strategy is important for all readers.

I would teach the strategy at the end of a read aloud. I would share that the main idea is the most important idea that was expressed in the text. I would remind students that the main idea is told in a sentence. If the main idea was a word, that would be a topic. Next I would recall a previous read aloud. I would retell the story for students. Then, students turn and share the most important event from the story with a partner. One classmate’s idea would be shared with the class. Students independently read and think about the main idea.

I would assess this strategy by using an exit slip. Students would write or draw the main idea on a post it note after independent reading. I would scan the post it notes to see which students understand the main idea of their texts and which students require additional modeling. 

]]> 2017-08-10 00:46:28 UTC https://padlet.com/msherry4/7zy0heyckn2q/wish/180547784