Davis – 3rd Grade/Reading/Collaboration Ideas by

Davis – 3rd Grade/Reading/Collaboration Ideas by https://padlet.com/sdavis412/hjgc1yjdxz26 3rd Grade Strategies en-us 2018-01-28 19:34:14 UTC 2018-02-03 23:30:38 UTC hello@padlet.com References sdavis412 https://padlet.com/sdavis412/hjgc1yjdxz26/wish/225429452 Block, J. (2014). Nurturing collaboration: 5 strategies. Edutopia. Retrieved from https://www.edutopia.org/
blog/nurturing-collaboration-5-strategies-joshua-block.

Boardman, A., Vaughn, S., Buckley, P., Reutebuch, C. Roberts, G., & Klingner, J. (2016).

Collaborative strategic
reading for students with
learning disabilities in upper elementary classrooms.
Exceptional Children, 82(4), 409-427.

Catapano, C. (n. d.). 30 ways to arrange students for group work. Teach Hub. Retrieved from http://www.teachhub.com/30-ways-arrange-students-group-work.

Clowes, G. (2011). The essential 5: A starting point for kagan cooperative learning. Edutopia. Retrieved from https: www. kaganonline.com/free_articles/research_and_rationale/300/.

Cox, J. (n.d.). How to use the round robin discussion teaching strategies. Teach Hub. Retrieved

from http://www.teachhub.com/how-use-round-robin-discussion-teaching-stratigies.

Finley, T. (2017). 19 big and small classroom management strategies. Edutopia. Retrieved from https://www.edutopia.org/
blog/big-and-small-classroom-
management-strategies-todd-finley.

Nagro, S., Hooks, S., Fraser, D., & Cornelius, K. (2016). Whole-group response strategies to promote student engagement in inclusive classrooms. Teaching Exceptional Children, 48(5), 243-249.

Robertson, K. (2017). Increase student interaction with think-pair-share and circle chats. Colorin Colardo. Retrieved from Http://www.colorincolorado.org/article/increase-student-interaction-think-pair-share-and-cricle-chats.

Simon, C. (2017). Using paired reading to increase fluency and peer cooperation. Read Write

Think. Retrieved from http://www.readwritethink.org/professional-development/strategy-guides/using-paired-reading increase-30952.html.

Walters, D. (2017). Mixed-ability classes: Factors, challenges, and advantages. Shane English

School. Retrieved from htpp://www.shaneschools.com/en/mixed-ability-classes-factors-challenges-advantages/.

Yee, V. (2013). Grouping students by ability regains favor in classroom. The New York Times, p. 1A.

]]> 2018-01-28 20:16:38 UTC https://padlet.com/sdavis412/hjgc1yjdxz26/wish/225429452 Round Robin Strategy sdavis412 https://padlet.com/sdavis412/hjgc1yjdxz26/wish/225431731 The round robin strategy is a brainstorming strategy where small groups of three or four are encouraged to think critically through student participation. One way to best implement this strategy is to arrange the desks into groups of three or four, so the students can work together collaboratively. Set a timer, so each student receives an equal opportunity to participate in the group discussion. While one student leads the discussion, another group member describes the events that happened in the story they read, while the last group member writes the events down in order. In the larger groups, the students will need to take turns, so every student participates within the group. Once every student has had a turn, the leader of the groups will present the group’s ideas and responses to the whole class.This is a perfect reading strategy to use when the students are describing or listing events that happen throughout the story (Cox, n.d.).

]]> 2018-01-28 20:32:42 UTC https://padlet.com/sdavis412/hjgc1yjdxz26/wish/225431731 Paired Reading Strategy sdavis412 https://padlet.com/sdavis412/hjgc1yjdxz26/wish/225431834 The paired reading strategy can be used to increase fluency through peer collaboration and cooperation, reading, listening, and responding to other readers. By pairing lower level readers with higher level readers, students benefit by rereading the text together. As the students take turns reading, they help each other with words and comprehension. Encourage pairs to ask each other questions as they read. Such as, what was that page about, or what was your favorite part of the story? In order for this strategy to be effective, it is crucial to establish a daily routine where the students know the step-by-step procedures while reading together (Simon, 2017).

]]> 2018-01-28 20:33:31 UTC https://padlet.com/sdavis412/hjgc1yjdxz26/wish/225431834 Think-Pair-Share Strategy sdavis412 https://padlet.com/sdavis412/hjgc1yjdxz26/wish/225431943 The think-pair-share strategy can be used for reading comprehension by increasing classroom interactions through reflection. First, by asking a thought-provoking question, the students can analyze, evaluate, and synthesize an appropriate response. Then, they turn to their partner and discuss their response. If there is any confusion, the student can take this opportunity to ask their peers for clarification. Finally, as a form of accountability, the student is asked to share their thoughts and ideas with the rest of the class, which serves as an informal assessment (Robertson, 2017).

]]> 2018-01-28 20:34:18 UTC https://padlet.com/sdavis412/hjgc1yjdxz26/wish/225431943 Before, During, and After Reading Strategy sdavis412 https://padlet.com/sdavis412/hjgc1yjdxz26/wish/225432016 The before, during, and after reading strategy can be used for reading comprehension. The teacher can use this reading strategy the first time a new story is read. Before reading the story, the teacher previews the story by discussing the topic, using key vocabulary words, activating the student’s prior knowledge, and setting the purpose for reading. During the reading passage, the teacher will stop and use context clues to help students figure out the main ideas, word meanings, and vocabulary terms. After reading the entire passage, the teacher has the students write a short summary of the story by using evidence from the text. By previewing and reviewing, the teacher can utilize a number of resources to help promote reading comprehension through discussion. The before, during, and after reading strategy increases students’ comprehension, and is effective for those students’ with below average reading levels (Boardman, Vaughn, Buckley, Reutebuch, Roberts, & Klingner, 2016).

]]> 2018-01-28 20:35:07 UTC https://padlet.com/sdavis412/hjgc1yjdxz26/wish/225432016 Whole-Group Instruction sdavis412 https://padlet.com/sdavis412/hjgc1yjdxz26/wish/225432244 Whole-group instruction is a proactive strategy designed to include the entire student body by promoting verbal, gestural, written and digital modes of response. By asking open-ended questions, the teacher can activate prior knowledge, and improve comprehension. Even students with below average reading levels and students with learning disabilities can have a sense of belonging within the classroom environment. The learning community provides opportunities for peer interactions and active participation through discussion. When implemented effectively, teachers can track each student’s performance and understanding at the same time through formative assessment, which occurs during instruction. Formative assessments help teachers make instructional decisions and changes for future lessons (Nagro, Hooks, Fraser, & Cornelius, 2016).

]]> 2018-01-28 20:36:58 UTC https://padlet.com/sdavis412/hjgc1yjdxz26/wish/225432244 Grouping to Mix Skill Levels sdavis412 https://padlet.com/sdavis412/hjgc1yjdxz26/wish/225432365 Grouping to mix skill levels is another proactive strategy designed to help fill the gaps of learning proficiencies in a single classroom. This type of grouping is designed to encompass diverse perspectives from a multicultural student body. The approach allows higher-level students to peer teach and help lower-level students, which helps build confidence and trust between both parties. The strategy provides active participation and peer collaboration through discussion. Not only does each student learn differently, they bring different experiences, knowledge, and ideas to the discussion. Keeping this in mind, the teacher can encourage the students to share their diverse perspectives through dialogue (Walters, 2017).

]]> 2018-01-28 20:37:39 UTC https://padlet.com/sdavis412/hjgc1yjdxz26/wish/225432365 Group for Classroom Management sdavis412 https://padlet.com/sdavis412/hjgc1yjdxz26/wish/225432471 Group for classroom management is another proactive strategy designed to enhance group work by separating students who are more likely to get off task easily during their assignments (Catapano, n.d.). By establishing group goals, the teacher can hold each student accountable for their work. The key to good classroom management is effective and consistent supervision, which provides students with a clear understanding of what expectations are appropriate and required in the classroom. By using quick interventions, the students not on task can be redirected and back on task with little effort. Depending on your classroom, a student can clip up or down depending on the situation, or they may earn or lose a Dojo point. These two ways have proven to be formidable ways to show students that it pays to behave. A perfect example of this strategy is working in reading groups at different stations around the room (Finley, 2018).

]]> 2018-01-28 20:38:24 UTC https://padlet.com/sdavis412/hjgc1yjdxz26/wish/225432471 Grouping According to Same Skill Level sdavis412 https://padlet.com/sdavis412/hjgc1yjdxz26/wish/225432611 Grouping according to same skill level is a proactive strategy perfect for differentiation. The teacher can discuss the story or concept that will be read by the whole entire class at the same time, but modify the activities according to the needs of each group. This approach provides active participation and peer collaboration through discussion. Over the past decade, ability grouping has been a common practice in reading, with the lowest group working with the teacher. By grouping students with the same ability, teachers can monitor group and individualized progress, permitting the students to have a more individualized learning experience. When the higher-level reading group is finished with their activity, they can peer teach students in other groups that appear to be struggling. Response to intervention (RTI) for reading or math is another perfect example of this type of grouping (Yee, 2013).

]]> 2018-01-28 20:39:37 UTC https://padlet.com/sdavis412/hjgc1yjdxz26/wish/225432611 Before sdavis412 https://padlet.com/sdavis412/hjgc1yjdxz26/wish/227799752 This mental framework is initiated before reading ever begins, and is strengthened by the students interacting with text and content during reading. As the students reflect and integrate what they have learned, they can add the new knowledge to existing knowledge. There are several ways a teacher can active prior knowledge before the passage is read. By using different reading strategies, such as word splash (activates prior knowledge about key vocabulary and concepts), think-pair-share (discuss passage with partner), KWL chart (what a student Knows before reading, Want the student wants to learn during reading, and what the student has Learned when they finish reading), prewriting questions (this can be used as a way to describe what they already know about the terms before they read), story impression (students write their own story using vocabulary words), and pictures (students look at the pictures, text boxes, and sidebars to predict what the text is about) (Geary, 2017).

]]> 2018-02-03 23:22:34 UTC https://padlet.com/sdavis412/hjgc1yjdxz26/wish/227799752 During sdavis412 https://padlet.com/sdavis412/hjgc1yjdxz26/wish/227799776 During reading the students can use reading and writing strategies that help with comprehension. By using strategies, such as use a response sheet (used for key statement on the left and personal responses on the right. This helps the students connect with the text through prior knowledge, and provides a meaningful study guide), sticky notes (can be used when the students are not allowed to write in the book), text rendering (an alternative way to highlighting words and concepts that stand out), rereading (reflection by looking back over the passage to find the supporting text for answers, opinion, or summaries), chunking (breaking reading passage down into chunks of text), do now (students write down their thoughts on the topic that relates to the reading passage), LIT circles (an independent reading activity that prompts discussion on the passage making the students active readers instead of passive readers as they interpret the text), and the KWL chart (the students fill in the W portion of the chart by describing what they want to learn section of the chart) (Geary, 2017).

]]> 2018-02-03 23:23:27 UTC https://padlet.com/sdavis412/hjgc1yjdxz26/wish/227799776 After sdavis412 https://padlet.com/sdavis412/hjgc1yjdxz26/wish/227799811 After reading, students can use strategies to help with comprehension. By using strategies, such as jigsaw (students can break the text down by chunking to help teach their peers what they have learned through reflection and discussion), reflection (allows student to grasp new content and perspectives they have learned through reading), think-pair-share (students can write down or discuss their thoughts with a partner), whip (a text rendering activity that involves full student participation that is designed to review the text), and KWL chart (students fill in L portion of the chart describing what they have learned) (Geary, 2017).

]]> 2018-02-03 23:24:24 UTC https://padlet.com/sdavis412/hjgc1yjdxz26/wish/227799811