Sped 771 Monday Section 7 Comprehension Reflection by Xuchilt Perez https://padlet.com/xp29/8bzpq5c71te MAKE SURE TO INCLUDE YOUR NAME Comprehension Reflection 1. What are the main points that you have taken from the readings and our discussions?" 2. Has what we discussed changed your view of adolescent reading? If so, how? If not, why?" 3. What questions are you left with about comprehension in terms of adolescent reading? 4. If you were to teach this segment of the course in the future, would you do anything different? If so, what would you do different, and why? What would the focus of your lectures be? " 5. How will you use what we’ve discussed in your teaching? en-us 2016-10-17 16:26:45 UTC 2025-09-24 14:02:20 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Lightdecrease.png Alisha A. & Noha O.  aarteaga16 https://padlet.com/xp29/8bzpq5c71te/wish/131333085 1. One of the main points we have taken is to chunk out readings and activate prior knowledge. Another main point is team roles,  so that all student's are active and comprehending reading in different ways with the same amount of responsibilities.

2. What we have discussed has changed our view of adolescent reading. It has helped with giving students roles and responsibilities for reading. This way, students are able to work together to understand text in chunks as opposed to the text as a whole. 

3. One question we have is how do we able comprehension strategies for different subjects. Especially in a Social Studies setting where we are required to use textbooks. 

4. Yes, one thing we would not do is teach such dense topics at the same time. For example, CSR and RT are both complex strategies to understand. I believe the stations we had to complete on the same day were a bit confusing and a lot to soak in. We would spend more time on specific strategies.

5. We intend on using it to incorporate scaffolding and differentiation techniques. Depending on the level of each student and the complexity of the text, we will use different comprehension strategies accordingly. ]]> 2016-10-18 00:26:02 UTC https://padlet.com/xp29/8bzpq5c71te/wish/131333085 Marianne Lomurno and Tom Lindley https://padlet.com/xp29/8bzpq5c71te/wish/131333103 1. The main points we have taken from the readings and discussions is that literacy is extremely important and there are multiple ways to increase comprehension based on the needs of the student. We have also discussed how students should take an active role, whether through reciprocal teaching or CSR. 

2. Yes, what we discussed has changed our view of adolescent reading. It has helped us realize the harsh realities for students reading below grade level.

3. The questions we have is how do you continue to have rigorous instruction while being realistic about what students can achieve? How can I better incorporate the literacy skills I've learned in math?

4. We wish we had more time to spend on each comprehension strategy.

5. We will incorporate various strategies to reach more students and we will explicitly teach vocabulary. We plan to spend more time doing the important step of previewing text, no matter what comprehension strategy used.

]]> 2016-10-18 00:26:12 UTC https://padlet.com/xp29/8bzpq5c71te/wish/131333103 Jordan, Chris, Heather  https://padlet.com/xp29/8bzpq5c71te/wish/131335004
1. The main points we have brought with us from the readings and discussions is that vocabulary is the key to reading comprehension. There are several ways to increase vocabulary retention and relating it to the content. 

2.Our view of adolescent reading has changed, as introducing vocabulary and applying them in class is best to reverse the Matthew effect in their later years.Based on the reading, it is important to social interactions related to reading, as it allows students to apply the newly found vocabulary words into discussions and use them. When introducing vocabulary words, it is important to introduce new words that will be applied to the lesson or unit. For example, when bringing up the word melancholy in class during a reading, it is vital to have a character go through something melancholy, and not merely introducing a new word for the sake of bringing it up.
 

4. If we were to teach this lesson, we would implement a more hands on component. The adult students would learn new vocabulary related to the topic. We feel this method would help the adult students get into the shoes of their students. Also, if we were to teach this segment in the future we would keep the slide shows the same.  They were filled will lots of information.  A good way to start the lesson might be having the students play a game of Jeopardy with the facts.  Discussing the facts in this manner also will provide a demonstration of a great way to review vocabulary (or review anything for that matter).

4.)If we were to teach this segment in the future we would keep the slide shows the same.  They were filled will lots of information.  A good way to start the lesson might be having the students play a game of Jeopardy with the facts.  Discussing the facts in this manner also will provide a demonstration of a great way to review vocabulary (or review anything for that matter).

5.) Some of the things we will use will be the graphic organizers for teaching vocabulary.  The reading provided us with lots of different options that could be used in discussions with the vocabulary words.  Using the graphic organizers along with context can help reinforce the learning of vocabulary words.





]]> 2016-10-18 00:43:41 UTC https://padlet.com/xp29/8bzpq5c71te/wish/131335004 Erika Almanzar and Efstathios Tsagas ealmanzar16 https://padlet.com/xp29/8bzpq5c71te/wish/131335155 1. The main points that we have 
Students that fall behind early in their schooling, they are more likely to fail in high school. I found out that some students in third grade have a larger more fluent vocabulary than some students in 12th grade. Research shows that giving students more words to learn, but that are not related to what is being taught, is actually detrimental to the student. Less is more. We should teach the words more explicitly, and use them throughout the week. 

2. No. I know how it feels to be at a lower level of reading, and dreading reading in front of the class. Teaching the words more explicitly, and allowing me to use them multiple times during the week help me, so I know it will help the students. Learning the word by defining it, using it in a sentence, then reading it in a text triggers three different types of learning, allowing the student to gain a better understanding of the words.

3. How can we incorporate these strategies effectively with ELL's? How can we truly ensure that our students are fully comprehending a reading when they are currently reading at such lower levels than the norm? 

4. In the future, our hope would be to allot more time to teaching reading comprehension strategies in depth. I (Erika) especially find this difficult given time constraints to teaching unit content and the complexity of texts vs. the levels in which my students are learning. 

5. In our teaching, our goal is use interesting articles and readings that appeal to our students, as well as focus on teaching fewer vocabulary words, but truly incorporating them into our lessons so that students will be as exposed to them as possible. ]]> 2016-10-18 00:44:53 UTC https://padlet.com/xp29/8bzpq5c71te/wish/131335155 Iliana, Nicole, Vicky, Orlando inavarro16 https://padlet.com/xp29/8bzpq5c71te/wish/131339837 1.  The main points is the importance of a continuous teaching of vocabulary. As seen in the "Matthew Effect," how students need to learn with context , always teach vocabulary with context. If not the ones that are behind will fall further behind. Another main point is the importance of repetition. According to research students need to hear a word (with different context) at least twelve times before they master it.
2.
3. This strategies seem great for lower grades, but we are still trying to figure out how to incorporate an active teaching of vocabulary in high school classrooms. Specially since we only have students during a very limited amount of time and with specif content.
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