https://padlet.com/jmbensek/u8coblysexyz Pre-reading, during, and post-reading strategies en-us 2017-02-20 20:35:38 UTC 2017-07-22 16:27:03 UTC hello@padlet.com jmbensek https://padlet.com/jmbensek/u8coblysexyz/wish/155011234 1). Previewing
 
Gunning (2016) defines previewing as, "a strategy that helps readers activate prior knowledge and set a purpose for reading" (p.299). When previewing, students look at the title and pictures to help the reader determine what the story will be about. 

This is a great strategy to use with students when introducing a new topic. This allows students the opportunity to think about the new subject and reflect on their prior and background knowledge. Previewing will work best in my classroom with leveled readers in small groups. As students are waiting at the kidney table, students will be able to preview the book and have time to activate their prior and background knowledge. When I join the group, I will have students share what they saw or read, and then ask them a few questions about it. I will also ask students to share what type of connection they have made: text to self, text to text, or text to world. 

There are no right or wrong answers. Previewing is a strategy to get students making connections and participating in conversations about the story. If a student is not participating, then I will ask them a question to help them brainstorm. I also hope as they hear other students sharing their thoughts and connections, it will spark a connection for them. 

2).  Predicting 

As students are reading,  the teacher stops to ask them to predict what will happen next. This will be a great strategy to use in my classroom because my students don't like to be "wrong." When predicting, students make an educated guess, and it is okay to have different predictions as long as they can support their thinking. Fisher, Frey and Lapp (2009) state, “Equally important is the notion of learning from predictions” (p.44).  This strategy is good for students that have difficulty making inferences. 

I will use this strategy with my small group students who have difficulty making inferences. I will have my students look at the title, headings/chapters, and pictures before we read the story. Then, I will have students write their predictions down. It is important to have students also write their reasoning for their predictions too. Having students write their predictions down allows them to go back and determine if their prediction was right or wrong. It is important to talk about why their predictions were right or wrong. It also holds students accountable, and they are not able to change their mind in order to be correct. 

I will also use this sheet as a way to assess the students. Students who make plausible predictions are using prior knowledge and clues from the text. Students who are having difficulty making  plausible predictions need more modeling. ]]> 2017-02-20 20:40:23 UTC https://padlet.com/jmbensek/u8coblysexyz/wish/155011234 jmbensek https://padlet.com/jmbensek/u8coblysexyz/wish/155012692
Boushey and Moser, (2009). The Cafe Book, Engaging All Students in Daily Literacy &
             Assessment & Instruction. Stenhouse.

Fisher, D., Frey, Lapp, D, (2009). In A Reading State of Mind, Brain Research, Teacher
            Modeling and Comprehension Instruction. International Reading Association.

Gunning, T. G. (2016). Creating literacy instruction for all students. Boston: Pearson.]]> 2017-02-20 20:51:33 UTC https://padlet.com/jmbensek/u8coblysexyz/wish/155012692 jmbensek https://padlet.com/jmbensek/u8coblysexyz/wish/155013125
1). Questioning: QAR

Questions can be asked before, during and after reading. Gunning (2016) states, " Questions asked during reading help readers process text, and are especially helpful when reading complex informational texts" (p.350). If you are using this strategy, students are actively listening and involved in the reading process. According to the NWEA, many of my students scored lowest in informational texts. QAR is a great strategy to use with students who have difficulty answering questions.

I would first teach the four types of reading questions: right there, think and search, author and me, and on my own. During whole group reading, I will read aloud the story of the week while stopping to ask questions. I will start by having students share their answers with a partner. As students become familiar answering questions, I will encourage students to ask questions. I will frequently stop and have students ask their partner different questions.

As students are sharing their questions and answers with their partner, I will walk around listening. Students that are answering questions incorrectly or not able to ask questions will be pulled into a small group. I will introduce the reciprocal teaching strategy, practicing asking and answering questions in a small group to reinforce this skill.



2.) Summarizing:
 Boushey and Moser (2009) describe summarizing as "taking selections of text and reducing them to their bare essentials" (p.164). Students who can't make meaning of a text and retell it using their own words need more practice summarizing. Many of my students have difficulty retelling in their own words and only retelling the important ideas. Student who cannot retell in their own words are not making meaning and absorbing the text.

I would teach summarizing by modeling it. Every day after lunch, I read aloud a chapter book. I am currently reading George’s Marvelous Medicine by Ronald Dahl. I will model and teach summarizing by showing students how to summarize each chapter before beginning the next chapter. I will also model by recalling the story elements, such as, characters, setting, and important ideas. 

After modeling the first few times, I will have students summarize the previous chapter and share it with a friend and then have a few students share it out loud. I will assess students by walking around and listening to them share to their partner and then to the whole class. 





]]> 2017-02-20 20:55:32 UTC https://padlet.com/jmbensek/u8coblysexyz/wish/155013125 jmbensek https://padlet.com/jmbensek/u8coblysexyz/wish/155013606 1).  Main Idea 

The main idea is a summary of the story, not the most significant idea. The students in my class have difficulty determining the main idea of a story or passage. As the curriculum became more complex, students needed to find the main idea of each paragraph. Gunning (2016) states, "Because of its complexity and importance, main idea comprehension has to be taught step-by-step" (p.301). This strategy is best for students having difficulty classifying sentences as details or main ideas.

I will first teach this strategy with nonfictional texts. Most of the time, fictional texts have a moral or lesson and not an explicit main idea. I will teach this strategy by using sentences from the story. I will lay out the main idea sentence and three that support the main idea (details) in no particular order. Students will need to reread the sentences and choose the main idea. The detail sentences are all included under the main idea sentence. 

I will assess students based on them being able to pick out the correct main idea. Eventually, I will assess if students can pick the main idea out of a paragraph or text. I will read a story and simply ask students to write down the main idea of the story. 

2). Sequencing

Sequencing is putting events of a story in order. Students that have difficulty remembering what happened in a story would benefit from learning sequencing strategies. 

I will teach this in a small group. Each whole group story of the week comes with six picture cards. I will lay all six of these cards out on the table and have students sequence these picture cards in chronological order.  

Students will use the six picture cards to retell important events in order. I will assess my students by listening to them retell the story. Bushy and Moser (2009) state, "Keeping the retelling oral will support students who may have difficulty with this strategy, allowing them to focus on the story rather than their written responses" (p.156). Students will be able to look at each of the pictures to help them retell the events in chronological order. By using the picture cards, students will not have to try to choose the six important events, but rather focus on what happened. 


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