Reading Response Due: March 2nd, 2017
Types of story activities for reinforcing story knowledge
Scaffolding the development and teaching of reading comprehension Strategies
Classrooms That Work
Help students build a sense of story and reinforce their awareness of story structure.
Have students red, tell and perform stories in the class on a regular basis.
Drama can help students understand new ideas, think about the theatre chapter we learned about last week in HD's class.
Flow charts are a good way to portray relationships that exist between events in a story
Rather than emphasizing accuracy, stress the importance of and ask for reasoning and rationales during sharing sessions
Creating a visual image for how stories are organized
Value of the flow chart is created through discussions that take place before, during and after the story and activity
Scrambled Stories- A story is separated into its parts and jumbled. Students must then read the scrambled story and reorder it so that it makes sense.
Story Frames- Provides students with a skeletal paragraph (sequence of spaces tied together with transition words and connectors that signal a line of thought. The five story frames include: plot summary, setting, character analysis, character comparison and the story's problem.
Macrocloze Stories- Students are given copies of cloze passages and are required to supply the missing information. Students should then read the story, discussing the missing information orally or through writing to make sure it makes sense.
Circular Story Map- Uses pictures to depict the sequence of events leading to the problem in the story. This uses drawings that represent the major story events, which can then be glued in a circular poster pattern to represent the story sequence.
This activity is actually pretty similar to the lesson I just wrote in HD's class for Visual Arts/ELA infusion.
Scaffolding instruction means teachers model strategies step-by-step and explicitly demonstrate the process of think before, during and after readings.
Vocabulary is critical to reading comprehension, and writing.
Striking balance between strategy and instruction and the readers' actual interactions with texts is key to comprehension development.
When children hear stories they develop a sense of story schema; meaning they begin to understand that stories have beginnings and endings, and problems and solutions. Early reading instruction comprehension normally includes dialogue about story grammar, this helps specify basic parts of a story and how they tie together to form a well-constructed story,
Students need to know how to use strategies in a variety of settings and for a variety of purposes
Four dimensions of reading comprehension include: use of strategies, gradual release of responsibly, collaborative learning and interpretive discussion.
Traditional questions fall under literal questions, inferential questions and evaluative (critical reading) questions
When children are engaged in the process of generating question and making connections throughout reading they are involved in active comprehension.
When a teacher is choosing texts for active comprehension it is important to select stories that foster questions and understandings that reflect the diverse nature of their classrooms
Crucial instructional component of enhancing active comprehension of all readers is to get them to ask questions and make connections in their reading.
Request, or reciprocal questioning encourages students to ask their own questions about the materials being read, by working in small groups using additional excerpts to answer and ask further questions.
Question-answer relationships (QARs) help students know what information sources are available for seeking answers to different types of questions.
QARs enhance children's ability to answer comprehension questions by teaching them how to find information they need to answer questions
First information source is the text. Second information source is the reader.
Questioning the author (QtA) models the importance of asking questions while reading, in the manner as though the author was there to be challenged and questioned. This places the value on the quality and depth of responses to the authors intent.
It is thought that when kindergarteners enter the classroom they know about 3,500 root words.
We have emotional reactions to words that pull from our past experiences.
Some strategies include using KWL charts, discussion webs and think aloud.
Definition copying and memorizing continues to be one of the most common strategies used in reading comprehension, despite the fact that research shows there is no real enhancement or connection to it.
Bring real objects into the classroom to provide meaning and relation to words, disruptive discussion can follow
"Clever teachers seize every opportunity to turn classroom occurrences into opportunities for vocabulary development."
Ask students to look for and even bring in objects from their homes and personal life for the class to make vocabulary connections to. Even have them look for familiar common objects to see what they have.
Don't be afraid to use technology to look up and provide images and definitions of words. This can especially be used if a new conversation occurs and in the moment you cant to teach vocabulary to the class.
Incorporating drama into the class can help make connections and trigger memory later on about a vocabulary lesson.
Reading is one of the major opportunities for vocabulary lessons! This can be done while reading and also by going back to the words for discussion after the read aloud is over.
Think bad to the different style of theatre activities we talked about in HD's class
Sticky notes when reading was also mentioned as a strategy to be used for reading comprehension and vocabulary, common words can be tracked through this as well.
Keep a running chart in the classroom on prefixes, suffixes and roots to add onto as the year progresses for the students to look back on as a reference.