Showing posts with label Guided Reading. Show all posts
Showing posts with label Guided Reading. Show all posts

3 Fan Favoriate Phonemic Awareness Ideas (that are free)


 

What is Phonemic Awareness?

Phonemic Awareness (PA) is:

  • the ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds
  • essential to learning to read in an alphabetic writing system, because letters represent sounds or phonemes. Without phonemic awareness, phonics makes little sense
  • fundamental to mapping speech to print. If a child cannot hear that "man" and "moon" begin with the same sound or cannot blend the sounds /rrrrrruuuuuunnnnn/ into the word "run", he or she may have great difficulty connecting sounds with their written symbols or blending sounds to make a word
  • essential to learning to read in an alphabetic writing system
  • a strong predictor of children who experience early reading success

Why is it important?

  • It requires readers to notice how letters represent sounds. It primes readers for print
  • It gives readers a way to approach sounding out and reading new words
  • It helps readers understand the alphabetic principle (that the letters in words are systematically represented by sounds)

...but difficult:

  • Although there are 26 letters in the English language, there are approximately 40 phonemes, or sound units, in the English language
  • Sounds are represented in 250 different spellings (e.g., /f/ as in ph, f, gh, ff)
  • The sound units (phonemes) are not inherently obvious and must be taught. The sounds that make up words are "coarticulated;" that is, they are not distinctly separate from each other

What Does the Lack of Phonemic Awareness Look Like?

Children lacking phonemic awareness skills cannot:

  • group words with similar and dissimilar sounds (mat, mug, sun)
  • blend and split syllables (f oot)
  • blend sounds into words (m_a_n)
  • segment a word as a sequence of sounds (e.g., fish is made up of three phonemes, /f/ , /i/, /sh/)
  • detect and manipulate sounds within words (change r in run to s)

My students love everything I bring them from Make, Take and Teach, these are great to add to your guided reading toolbox.

 

This cheat sheet from Clever Classroom is a great help when planning what direction I need to move in or if I'll looking for an idea on how to make a PA just a little bit more challanging.

This year I can't seem to find enough rhyming tasks. Be it for my second graders or my kindergartens who just need more, these have been a great addition to my toolbox and a great jumping-off to change it up a bit.


I hope your students find these as Fan Favorites as mine do!!!

Chat Soon-


Reading Comprehension Strategies 2.0

I do small group reading both decoding and comprehension strategies. It is explicit, intensive, persistent instruction. I do mine in small and large groups.  Small groups allow me to focus in on the specific skill the group's needs. I find this is a great easy way to differentiate students because each student does not need to be in the same reading material--they are grouped to practice the specific comprehension skill.
To become good readers, most students require explicit, intensive, and persistent instruction. In explicit comprehension strategy instruction, the teacher chooses strategies that are closely aligned with the text students are reading. The teacher models and "thinks aloud" about what a given strategy is and why it is important, helps students learn how, when, and where to use the strategy, and gives students opportunities to apply the strategy on their own.
Modeling is followed by practice, guided by the teacher, who works with students to help them figure out how and when to use the strategy themselves. As students read, the teacher provides feedback and engages them in the discussion. In subsequent lessons, the teacher asks students to apply the strategy on their own to other texts.

I stumbled upon Padlet. I had used Padlet in professional classes but I had never taught about using it with students. It wasn't until I wanted to replace stickie notes with a paperfree version, I came back to Padlet. 






I love not having a billion stickie notes "flying" around lose and getting lost as well. My students love using it on the iPads. I love they can share with each other and give feedback. I use Padlet to help them plan and monitor their comprehension. My hope is this will help them complete their non-fiction projects.

To improve self-monitoring, the teacher may model for students how to do one or all of the following:
  • think about what they already know before they start reading and during reading;
  • be aware of whether they understand what they are reading;
  • employ strategies to identify difficult words, concepts, and ideas;
  • ask themselves: "Does this make sense?"; and
  • be aware of how a particular text is organized.


One of the most important features of explicit instruction is the teacher's gradual release to students of responsibility for strategy use, with the goal that students apply strategies independently. However, teachers do not ask students to work on their own until the students have demonstrated that they understand a strategy and how and when to use it.
The Primary Comprehension Toolkit from Heinemann (grade K-2) allows me to teach specific comprehension skills in a sequence that makes sense to the reader.  The student does the work--I have to listen to how they are applying the strategies to text.
My students LOVE expository text (non-fiction). Most of the reading students do throughout their schooling — indeed, throughout their lives — will involve expository text. Without an understanding of the organization of such text, students often have difficulty understanding what they read. Unlike a narrative, an expository text has no familiar storyline to guide students' reading. To read expository texts successfully, students must learn that authors may use a variety of structures to organize their ideas, including cause-and-effect or compare and contrast relationships, time-and-order sequences, and problem-solution patterns. Indeed, students need to know that authors may use some or all of these structures in any given chapter or section of a text.

They need to learn that expository text can differ from narrative text in the way it is presented on a page. For example, expository text may be organized by means of text headings and subheadings and may contain extensive graphics, such as tables, charts, diagrams, and illustrations. Instructional practices that facilitate students' understanding of expository text include helping them learn how to:· chunk information in a text by grouping related ideas and concepts;

  • summarize important information in a text by grouping related ideas and concepts;
  • integrate information in a text with existing knowledge;
  • apply information in a text to real-world situations;
  • interpret and construct graphics such as charts, tables, and figures;
  • synthesize information from different texts; and·         
  • develop presentations about the text
We have been working monitoring comprehension and knowing when you have fallin' off the road. When reading this lesson in the Primary Comprehension Toolkit, I was thinking no big deal, they've got it. Well for students how have never been asked to really think about what they are reading this was a huge shock.

My hope in using the Primary Comprehension Toolkit and Padlet is to have students think more critically about what they have read to in turn create new works that show how they created meaning strategically in reading and writing. This set of strategies being tied to their Personalized Learning Plans. I'm hoping to see great products but I'll have to wait until next week to see what students do. Be sure to checkout Padlet and play with how it can help your students monitoring their own comprehension.



I also use my Reading Strategy Posters. They are great for reminding students to use strategies while they are working on their own. They are perfect for ELLs, students who need additional language supports, and Depth and Complexity posters to challenge students as well. You can grab your copy below.









Vocabulary Development Strategies

I’m not a Speech/Language Teacher. BUT I have many students how NEED way more language support than just a one-shot deal. Finding ways to embed extra language support without it taking up tons of extra that I just don’t have in groups is hard. This week I have collected a few ideas that I have helped me build more vocabulary and language support in my small groups.

WHAT DOESN'T WORK?

The key weakness in all of these practices is the limited or rote interaction students have with the new word/concept. Here is a short list of these less effective approaches.

1) Look them up. Certainly, dictionaries have their place, especially during writing, but the act of looking up a word and copying a definition is not likely to result in vocabulary learning (especially if there are long lists of unrelated words to look up and for which to copy the definitions).
2) Use them in a sentence. Writing sentences with new vocabulary AFTER some understanding of the word is helpful; however to assign this task before the study of word meaning is of little value.
3) Use context. There is little research to suggest that context is a very reliable source of learning word meanings.
4) Memorize definitions. Rote learning of word meanings is likely to results, at best, in the ability to parrot back what is not clearly understood.

All of these less effective approaches is the lack of active student involvement in connecting the new concept/meaning to their existing knowledge base. Vocabulary learning must include active engagement in constructing understanding and not simply on passive learning of information from a text.

WHAT DOES WORK?

Reviewing the research literature on vocabulary instruction leads to the conclusion that there is no single best strategy to teach word meanings but that all effective strategies require students to go beyond the definitional and make connections between the new and the known. The research on effective vocabulary teaching as coming down to three critical notions:

Integration—connecting new vocabulary to prior knowledge
Repetition—encountering/using the word/concept many times
Meaningful use—multiple opportunities to use new words in reading, writing and soon discussion.

Increase the Amount of Independent Reading

The largest influence on students' vocabulary is the sheer volume of reading they do, especially wide reading that includes a rich variety of texts. The following strategies can help motivate reluctant readers:

  • Matching text difficulty to student reading level and personal interests (e.g. using the Lexile system)
  • Reading incentive programs that include taking quizzes on books read (e.g., Accelerated Reader, Reading Counts)
  • Regular discussion, such as literature circles, book clubs, quick reviews, of what students are reading
  • Setting weekly/individual goals for reading volume
  • Adding more structure to Sustained Silent Reading by including a 5-minute quick-write at the end of the reading period, then randomly selecting three or four papers to read/grade to increase student accountability.
  • Select the Most Important Words to Teach
  • Students with weak reading skills are likely to view all new words as equally challenging and important, so it is imperative for the teacher to point out those words that are truly important to a student's academic vocabulary base. (THINK--picture walk) 
  • Teaching vocabulary is teaching new labels or finer descriptions for familiar concepts. In contrast, teaching concepts involves introducing students to new ideas/notions/theories and so on that require significantly more instruction to build real understanding. 


Teachers can get more out of direct vocabulary work by selecting words carefully. More time-consuming and complex strategies are best saved for conceptually challenging words, while relatively expedient strategies can assist students in learning new labels or drawing finer-grained distinctions around known concepts. Making wise choices about which words to teach directly, how much time to take, and when enough is enough is essential to vocabulary building.

Tips for Selecting Words:
  • Distinguish between words that simply label concepts students know and new words that represent new concepts.
  • Ask yourself, "Is this concept/word generative? Will knowing it lead to important learning in other lessons/texts/units?"
  • Be cautious to not "accessorize" vocabulary (e.g., spend too much time going over many clever adjectives that are very story specific and not likely to occur frequently). Rather, focus attention on critical academic vocabulary that is essential to understanding the big ideas in a text (e.g., prejudicial: As students learn the meanings of pre- and judge, they can connect to other concepts they know, such as "unfair.")
  • Using State and Common Core Standards to see what is taught
  • Use Tiered Vocabulary
    • Tier 1 Academic Vocabulary: Basic words that commonly appear in the spoken language. Because they are heard frequently in numerous contexts and with nonverbal communication, Tier 1 words rarely require explicit instruction.Examples of Tier 1 words are clock, baby, happy and walk.



An Example:
I have a student who picks her own tough or challenging vocabulary as she reads.
She currently is an Instructional DRA K/20 and is a second language learning.
One task she has to complete while she reads is creating a list of 5 to 8 words she felt were hard.
She often has more than that but when I conference with her we talk about the words she found.
She then takes her 5 words, finds the pictures from Google or Bing, and creates a video to support
what she has learned.







Picture Walk Idea
“I Spy”: This activity is similar to reading books with your child. Label and point to pictures on the
pages of an “I Spy” book. Make it a game and see who can find the most objects on the page! Make
it more challenging by assigning specific items to you and your child that incorporate basic concepts
(“You find a small key and I’ll find a big one!”) You can also play “I Spy” without the book and find objects around the house or in your community.

Want to more ideas on Designing Effective Vocabulary Development Instruction Grab your Freebie
here. Click the image.


I’d love to hear what you do in your small groups to build in more language support in your groups.

Until Next Time,

November Show & Tell

Today, I'll linking up with Stephanie from "Forever in 5th Grade" for her monthly Show and Tell about what's been happening in my room. It only seems like yesterday I was welcoming students back from Summer Break and now I"m thinking about January. AHHHH!!!
















A big thing I have been working on this year is getting students to get and receive authentic feedback.  Launch comes from John Spencer and AJ Julian. I went to Summer PD and learned about Launch and liked the idea but really wondered how I would make it work in a 30-minute IEP based session. At the same time of this presentation by AJ, my district rolled out a Design Thinking Cohort. Here's the thing--this idea was a direction I was hearing I needed to move my instruction to score really well on my evaluations because of the student voice, choice, and feedback. Even as a special education teacher these three ideas are the cornerstone of my evaluation.






One thing I found was Design Sprints. Here they only have 30/45 minutes to build 2 prototypes and give each other feedback.  I make sure to have time to do a group debrief but we don't do the whole cycle. I would love to have more time to do the whole cycle but to really hit student voice, choice and feedback--not sure I really need to carve time to do the whole cycle with my students.

Design Sprints also break up the day to day work they do as well. The pumpkins were done a couple of days before Halloween Parties. They loved the change of pace.






The other place I build in student voice and choice is in their daily work. My 3rd graders are working paperless while they read a short chapter book. This is their targeted guided reading time. All their assignments and work is turned in using Seesaw. I create the reading response directions using different apps, so they can move to something other than Chatterpix or Explain Everything to complete their assessments.

They are getting more used to giving themselves feedback in this system and have begun to get it to others. The work they turn goes in the hallway and is shared to an authentic audience. This has changed the quality of work they produce and they know t make several tries (aka prototypes) to get it just how they want it. I have chunked it out by chapter and given deadlines for when things need to be turned in so they aren't just spinning and have to get things done.

The big thing: The assignments target the chapters they have read but all the questions are based on Bloom's. Mind you they hate this but they rise to the challenge and figure out the answer and how they want to turn in the assignment. I do delete work that is not of high quality. (This is a very long and second conversation. But this solves my students who want to rush through everything.)

Here I have let go of everything. I conference with them just about daily--somethings it just a "Hey, tell me what your working on" or "Can I help with anything." I am a guide or somedays strickly an observer as they get the work done. (This is a huge step into--well I have no clue as I've never done anything like this. The big key to keep on going is 1--they are so happy to come to group each day. It's not a drag which in 3rd grade is can be a big thing for them. 2--the monthly grade level progress monitoring scores are raising. And 3--their chapter fluency reads and comprehension products student turn in scream growth. Mind you not all on my caseload an in this place. So we will see when their winter benchmark scores look like. I'm not stressed if they don't finish the book they are reading. I would to change it up and let them have more choice in what they are reading come January.)




The biggest voice, choice, and feedback task we did was before Thanksgiving Break and had a bonus of authentic feedback as well. This was a STEM activity creating a method to transport a turkey without harming it. So what that it was my father but the kids LOVED it! Having someone who worked in engineering and not be me was the coolest thing ever. They want him to come back. We're talking about something for January. Something STEM and something engineering related.

Here again, we only had 45 minutes to do the activity. Students created 2 prototypes and got authentic feedback from someone who worked in the field was the best.




With each of these, I was able to target student voice, choice, and feedback in a short amount of time. It looks very different with the other students I work with but my 3rd graders asked for their IEP time to be something different and the asked for something outside the box. I'm not sure if I will get to do a whole LAUNCH cycle with them but to create something where they know their voice is heard, they are challenged to think outside of the box too, and get and give feedback is a back deal to a group of 3rd graders who thought none of this was possible.

I don't know what is around the next corner of them this year but they have the skills to ask the questions and work through the challenges.

Until Next Time,


POW: DRA Comprehension Rubric

 This is the time of year where my team is working thought DRA's for their SLO (Student Learning Objectives) and figuring out what they are going to do when we come back from Spring Break.

A question teachers have been asking is what to do with the DRA rubric after they are scored. How do you use the information to plan instruction and next steps? (I always tell teachers to use the data they have to collect or they have created first before trying to figure out else they may need.)

When you look at a DRA rubric it is broken into two parts: oral reading (decoding and fluency and comprehension.) If you missed the first post in this series click here to get caught up.

This week, I'll talk about how and why I create targeted instruction around the comprehension part if the rubric.

I look at where the student scored on the rubric--taking note or strengths and weakness.

The Comprehension rubric is broken in 3 different skills--book knowledge, retell or summary, and higher order thinking questions.
In this case, a strength the student has is his book knowledge. With this book, it includes using the non-fiction text features as well. He struggled with retelling and the higher order thinking questions. (This would be a great jumping off put to collaborate with SLP to provide extra language support.)

When I start planning where I want to start, I make sure I have the students' previous small group work. I will use them to decide what the next steps need to be. 

This student's guided reading data shows he has been struggling with retells and I also have to provide several prompts. When I think about Bloom's Question Stems, I know retells are easier than reflection questions. (Bloom's Questions Stems: remembering vs evaluating).  This will be the first place I start.

When talking with his Speech/Language provider, she lets me know she sees the same struggles with retelling but she'd been playing with picture supports and was seeing more success. (This is both an accommodation but also a great skill for students to have. Going back and using the text as a resource. Think state testing or STAR assessment--students CAN go back to the text.) 

This made me think about my instruction and the types of books he was reading. He is currently in Fountas and Pinnell G's and H's. Since these books as still mostly pictures, copying the pictures and drawing pictures would be a good place to start. This would also support his language needs. 

To start with, I copied a couple pictures from the book. This would be used to model going back into the book to use it as a resource as I modeled retelling the story. These pictures than could become a graphic organizer like Thinking Maps (Flow Map). This could be paired with a Retelling Rubric below. Here the I'm only scoring the retell. I took it right from the rubric. During my modeled lesson, I will demonstrate a 4. I also model using the pictures from the books. Student's have to be taught to do this skill. In my planning, I will make a point of doing both before moving to drawing the pictures.



As I'm planning out the Retelling Skill Lessons, I keep in mind grade level expectations--no book but then I think about what skills the student(s) needs to get there. I also keep in mind, when teaching comprehension skills I may need to get easier books to work with. I scaffold out the list of lessons so I can see what I'm thinking:
1) Modeled: without resource making sure to reference back to the rubric (at least a couple of days over a couple of different books)
2) Modeled: with pictures from the resource to create a Flow Map (at least of couple of days over a couple of different books)
3)Shared: with pictures (if you are doing most of the thinking then go back to a modeled lesson)
4) Shared: with pictures (moving them to independent thinking)
5) Independent with support using the book or resource to retell.

I will need to make sure the student's score 4s before starting the process over with student created drawings.

Why spend the time teaching retelling a story using student created drawings? Because it is a more appropriate grade level skill plus students will come across books with fewer and fewer pictures as they move to harder text. Student created drawings can be used across all curriculum areas and move the student to take control of what they need to access the curriculum--self-determination at its finest.

The last step is to start teaching the skill. I will plan on reassessing the comprehension part of the whole DRA rubric using the blank DRA forms in four weeks to see if the student has made growth. If so than I would teach, how to answer the Higher Order Thinking questions at the bottom of the comprehension rubric or I will plan on reteaching retelling/summaries again. I love using the Reading Comprehension Stems I've shared below. It's a great jumping off point when I work on comprehension skills. I use them for progress monitoring both in writing and in conversation. If you're have not signed up for my Free Resource Library, click here. (Its super easy and besides did I mention it was free to join. Who doesn't love free!)

I'd love to hear about your favorite reading comprehension teaching strategies. Pictures and my bad draws always seem to make students laugh and grow as a reader.

Until next time,















Problem of the Week: Deciphering DRA Decoding

This is the time of year were my team is working thought DRA's for their SLO (Student Learning Objectives) and figuring out what they are going to do when we come back from Spring Break.


A question teacher's have been asking is what to do with the DRA rubric after they are scored. How do you use the information to plan instruction and next steps? (I always tell teachers to use the data they have to collect or they have created first before trying to figure out else they may need.)


When you look at a DRA rubric it is broken into two parts: oral reading (decoding and fluency and comprehension.) 

For this student, I co-planned with his classroom teacher and we decided to start with decoding. For this week's POW, I'll walk you through why we decided to spend our time there first. (Next, week I'll talk about the comprehension part of the rubric and our plans.)

This student student's DRA score is Decoding--Intervention and Instructional--Comprehension.  Ahhyy!  In this case, group the student down NOT up or with instructional leveled peers. This means something in their skill set as a decoder needs some more work which will be easier in an easier text where the student has the confidence to be.

I use highlighters to break down the student errors: decodable (aka:phonics) and sight words. This information helps me differentiate and target his specific reading needs.

In his case he needs to work on using his decoding strategies and build his sight word knowledge. I think n most cases pulling the student into the next lower reading group--in his case working with a group of instructional DRA H/14s will provide him with decoding practice skills he needs to move into 16s and be successful.

In my building, everyone uses the same sight words list. Data collection shows he knows the first 200 and is working on the next 100 but with this information he needs to add 400 and 500 he needs to become familiar with.

I do this in my lesson plans daily before writing. Each group spends two minutes running through vocabulary they struggle with. This includes sight words needed to access text, text specific vocabulary, and any universally missed words I heard while the group is reading. This stack is meant to just add to their word knowledge. Word mastery is at the beginning of the lesson.

I have included two freebies I use when working on phonics and make sure students are meeting expectations. If you need to sign-up to access my Free Resource Library click here.




Psst: The sight word list we use are in my store here and to support RTI here.





February Show and Tell

 I'm doing the Long Weekend Happy Dance!! Who else has President's Day off? I so needed the extra day to do nothing.

I'm linking up with Forever in 5th Grade to give you peek into my special education resource room and what my students have been up to in the last month. And wow-have they been busy!



This is one group's comprehension work. I have four groups working through The Primary Comprehension Toolkit at Heinemann Publishing. It takes students' through all the comprehension strategies. I love they can move at their own pace. In my case, I have several the DRA reading levels in each group. The umbrella makeup of each group is the comprehension strategy and the reading material students use is at their DRA reading level.

This picture shows how the group is finishing a "Shared" lesson with a "shared" creation task. They decide HOW they were going to SHOW their meaning. My next step with this group will be to have them do the same lesson on their own. It's great to see HOW they go about SHOWING their meaning.




I have talked in the past about how my school district is very big on higher order thinking skills. Here you can see a different comprehension lesson, where you can see the Essential Question which they have to answer with either an Interim or Summative Assessment--but they do it through the World Class Outcome of "How did you create your meaning Strategically in reading and writing."

In my world, ALL students have to do this. This year my work around has been for students to app-smash their way to creating that meaning. This gets them through their hang-ups of writing or long drawn out projects I don't have time for. Plus, they love any excuse to use technology and I love using it for something other than plug and play. Be sure to follow me on Instagram for great special education resource ideas and more about our reading comprehension work.



So all comprehension groups means a new way to look at IEP goal progress--in the form of Google. This is a great way to be paperless. As students are reading quietly or reading to me I can fill out my notes. I go through everything my decoding and comprehension strategies to target and fluency work.


This is the working version of the summative assessment my comprehension groups will do around the time of Spring Break. I'm hoping by then student's have working with at least 4 different comprehension coding strategies. This will be their turn to show what they have learned and apply it.

Stay turned for next months peek into my special education resource room. I'd love to hear how you teach reading comprehension strategies in your guided reading groups.  Have a great week.

What is Effective Comprehension Instruction?

It is Explicit, Intensive, persistent instruction. I do mine in small and large groups.  Small groups allow me to focus in on the specific skill the groups needs. I find this is a great easy way to differenate students because each student does not need to be in the same reading material--they are grouuped to practice the specific comprehension skill. 

To become good readers, most students require explicit, intensive, and persistent instruction. In explicit comprehension strategy instruction, the teacher chooses strategies that are closely aligned with the text students are reading. The teacher models and "thinks aloud" about what a given strategy is and why it is important, helps students learn how, when, and where to use the strategy, and gives students opportunities to apply the strategy on their own.

Modeling is followed by practice, guided by the teacher, who works with students to help them figure out how and when to use the strategy themselves. As students read, the teacher provides feedback and engages them in discussion. In subsequent lessons, the teacher asks students to apply the strategy on their own to other texts.

Students are encouraged to plan before reading so that reading has a clear goal or purpose, to continually monitor their understanding during reading, and to apply repair strategies when breakdowns in understanding occur. To improve self-monitoring, the teacher may model for students how to do one or all of the following:

·         think about what they already know before they start reading and during reading;
·         be aware of whether they understand what they are reading;
·         employ strategies to identify difficult words, concepts, and ideas;
·         ask themselves: "Does this make sense?"; and
·         be aware of how a particular text is organized.

One of the most important features of explicit instruction is the teacher's gradual release to students of responsibility for strategy use, with the goal that students apply strategies independently. However, teachers do not ask students to work on their own until the students have demonstrated that they understand a strategy and how and when to use it.

The Primary Comprehension Toolkit from Heinemann (grade K-2) allows me to teach specific comprehension skills in a sequence that makes sense to the reader.  The student does the work--I have to listen to how they are applying the strategies to text.

My students LOVE expository text (non-fiction). Most of the reading students do throughout their schooling — indeed, throughout their lives — will involve expository text. Without an understanding of the organization of such text, students often have difficulty understanding what they read. Unlike a narrative, an expository text has no familiar story line to guide students' reading. To read expository texts successfully, students must learn that authors may use a variety of structures to organize their ideas, including cause-and-effect or compare and contrast relationships, time-and-order sequences, and problem-solution patterns. Indeed, students need to know that authors may use some or all of these structures in any given chapter or section of a text.

They need to learn that expository text can differ from narrative text in the way it is presented on a page. For example, expository text may be organized by means of text headings and subheadings, and may contain extensive graphics, such as tables, charts, diagrams, and illustrations. Instructional practices that facilitate students' understanding of expository text include helping them learn how to:

·         chunk information in a text by grouping related ideas and concepts;
·         summarize important information in a text by grouping related ideas and concepts;
·         integrate information in a text with existing knowledge;
·         apply information in a text to real-world situations;
·         interpret and construct graphics such as charts, tables, and figures;
·         synthesize information from different texts; and
·         develop presentations about the text

We have been working monitoring comprehension and knowing when you have fallin' off the road. When reading this lesson in the Primary Comprehension Toolkit, I was thinking no big deal, they've got it. Well for students how have never been asked to really think about what they are reading this was a huge shock. I found that sentence stems and tons modeling and shared reading was needed to move them on. 

and this one show two examples of the sentence stems.


My hope in using the Primary Comprehension Toolkit is to have student's think more critically about what they have read to in turn create new works that show how they created meaning strategically in reading and writing. This set of strategies being tied to their Personalized Learning Plans. I hoping to see great products but I'll have to wait until next week to see what students do.





About Me

Welcome to my all thing special education blog. I empower busy elementary special education teachers to use best practice strategies to achieve a data and evidence driven classroom community by sharing easy to use, engaging, unique approaches to small group reading and math. Thanks for Hopping By.
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