RDG 500 Module Four by Sarah Phillips https://padlet.com/pphillip/d0pc6r6hm943 en-us 2017-10-14 20:29:35 UTC 2017-10-14 23:31:42 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Doubleheart.png Previewing pphillip https://padlet.com/pphillip/d0pc6r6hm943/wish/197059914 The strategy of previewing involves the students taking a look at different parts of the text in order to get an idea of what the story is about.  In kindergarten, we typically call it a “picture walk” when the students look at each of the illustrations to get familiar with the text.  This is a great way for beginning readers to activate prior knowledge to help them gain a better meaning of the text. This strategy is wonderful for kindergartners because they do not need to be able to read in order to look at the pictures to determine meaning.  All of my beginning readers will benefit from this, even those who are reading above grade level.  By previewing the text before they read the words, it will give them an insight of what they may see when they read the text.
 
This strategy can be taught by modeling the process.  The teacher can show the students exactly what they are looking for by doing a preview themselves.  Direct the student to look at the first page’s picture and describe what they see.  This is also how I would assess their ability to effectively preview a text.  By having the student preview aloud, you will be able to determine how much detail they are getting from each illustration. 
]]> 2017-10-14 20:33:20 UTC https://padlet.com/pphillip/d0pc6r6hm943/wish/197059914 Activating Prior Knowledge pphillip https://padlet.com/pphillip/d0pc6r6hm943/wish/197059919 Activating prior knowledge will go hand in hand with the above strategy of previewing.  As students are looking at different illustrations, it may spark information that they have previously learned about a certain topic.  Once the students have previewed the text they can then determine if they know a little, a lot or nothing about the subject.  All of my kindergarten students will benefit from this strategy.  If they have some prior knowledge, by activating it they will be able to determine if there is anything they want to learn or may be able to help comprehend difficult words by relying on their prior experiences.  
 
This strategy can once again be taught by modeling.  The teacher can model what questions the students can ask themselves in order to activate their prior knowledge.  In order to assess this use of this strategy, the teacher can have the students verbally express the questions they ask themselves in order to trigger prior knowledge.
]]> 2017-10-14 20:33:27 UTC https://padlet.com/pphillip/d0pc6r6hm943/wish/197059919 Comprehending the main idea pphillip https://padlet.com/pphillip/d0pc6r6hm943/wish/197066107 Comprehending the main idea is something that we struggle with at the beginning of the year in kindergarten.  Gunning (2016) says: “Deriving the main idea is at the core of constructing meaning from text, as the main idea provides a framework for organizing, understanding and remembering the essential details” (pg. 301).  This strategy is important for all of my students and will help with comprehension because once they determine the main idea of the story they will be able to retell the story that they have read.  
 
This strategy has to be taught step by step.  The students must learn how to classify, recognize topic sentences, construct the main idea and finally determine the importance of the information.  Once they do all this, they will be able to determine and comprehend the main idea of the text.  This is a very complex strategy for young students to learn but by proper modeling, they will learn the strategy and be able to become stronger in their comprehension.  Assessing this strategy can be done in multiple ways.  A teacher can assess each step they perform or the student can just state the main idea.  The teacher will then be able to determine whether or not the student has comprehended the main idea.  
]]> 2017-10-14 22:42:55 UTC https://padlet.com/pphillip/d0pc6r6hm943/wish/197066107 Sequencing pphillip https://padlet.com/pphillip/d0pc6r6hm943/wish/197066112 Sequencing is when the students put the details of the story in order from beginning to end.  This strategy will help them recall the events from the story as they retell it.  In turn, this will help them comprehend what they read as they will learn to remember the details from the story in order to properly sequence and retell.  Again, this will be beneficial for all of my students to learn.  This strategy will work with them as they retell the story in order for the teacher to determine whether or not they are simply reading the text to read or if they comprehend what they have read.
 
Modeling is big in teaching many things to kindergarten students.  Proper modeling will allow the students to gain a clear understanding of the expectations.  The teacher can sequence the ideas allowed for stories or turn it into an interactive activity.  The teacher can print out different details of the text on sentence strips.  The students can then put the strips in order of when they heard it in the text.  For struggling readers, teachers can use illustrations for the students to sequence.  This will be a fun way for the students to be assessed as well.    
]]> 2017-10-14 22:43:07 UTC https://padlet.com/pphillip/d0pc6r6hm943/wish/197066112 Checking pphillip https://padlet.com/pphillip/d0pc6r6hm943/wish/197066184 Checking is an important skill to learn, especially as a beginning reader.  Students will have to determine how they did while reading.  They will be assessing their reading after they have finished.  They will be able to determine whether or not they effectively read the text for comprehension purposes.  This will work for all of my kindergarten students because they seem to be their toughest critics and want to please!  Five year olds are brutally honest most times and will not want to give their self a bad review, which will only help their ability to read for comprehension.  

 Modeling is key to teaching this strategy.  The teacher can model different performances and the students can assess how well the teacher did.  The assessing of this skill can be as simple as a thumbs up/thumbs down assessment.  They student can read a passage aloud to the teacher.  The student will then apply the checking strategy.  They can give themselves thumbs up or thumbs down for their performance.  The teacher can ask questions as to why the student assessed himself or herself the way they did.  
]]> 2017-10-14 22:45:23 UTC https://padlet.com/pphillip/d0pc6r6hm943/wish/197066184 Repairing pphillip https://padlet.com/pphillip/d0pc6r6hm943/wish/197066185 Once the student applies the checking strategy they will be able to apply the repairing strategy.  This strategy has the student “take corrective action when comprehension falters” (Gunning, 2016, pg. 323).  This will work best with my students who are stronger readers and those that are more confident in their reading abilities.  Once taught, this strategy will work because it will help the students determine what they need to fix in order to better comprehend the text they read.  
 
A great way to teach this strategy would be in a small group setting.  Since I do not have many strong or fluent readers in kindergarten, I can pull the small group aside so they can receive direct instruction.  I can teach the different repair strategies to the students so they will be able to practice them as they read in the future.  This strategy can be assessed either by the students reading a passage and the teacher asking repair strategies they could utilize or by having the teacher read aloud.  The teacher could read the passage and focus on different repair strategies to falter.  The students would then have to identify what repair strategies should be utilized next time.  
]]> 2017-10-14 22:45:26 UTC https://padlet.com/pphillip/d0pc6r6hm943/wish/197066185