• No results found

Strategies to support content -specific reading comprehension

N/A
N/A
Protected

Academic year: 2021

Share "Strategies to support content -specific reading comprehension"

Copied!
17
0
0

Bezig met laden.... (Bekijk nu de volledige tekst)

Hele tekst

(1)

Strategies to support content

-specific reading

comprehension

(2)

Vocabulary development

*Semantic Mapping

A tool to help students activate and draw on previous

knowledge, understand important components of

concepts, and find relationships between

components

(3)

Vocabulary development

*Semantic Mapping

1. Write the subject in the middle

2. Think of as many words as possible that relate to the term. Brainstorm in

groups

3. Write down the words. Group terms into categories and create a web

with these categories.

4. Share maps with other groups, highlighting the reasons behind the

(4)

Vocabulary Development

*

Concept definition mapping

TO TEACH STUDENTS THE MEANING OF KEY CONCEPTS BY

UNDERSTANDING THE ATTRIBUTES, QUALITIES, AND

CHARACTERISTICS OF

A WORD’S MEANING

(5)

Vocabulary Development

*Frayer Model

A FOUR-SQUARE MODEL TO ANALYZE ESSENTIAL AND

NONESSENTIAL ATTRIBUTES, AS WELL AS EXAMPLES AND

NON-EXAMPLES

(6)

Vocabulary Development

*Frayer Model

Definition (in own words) Characteristics

Examples Non-Examples

Word

(7)

Anticipation Guide

USED TO ACTIVATE AND ACCESS PRIOR KNOWLEDGE, TO MOTIVATE READERS THROUGH ENGAGEMENT, AND TO FOCUS READING

(8)

Anticipation Guide

1. Identify the main concepts you want students to learn from reading.

2. Determine ways these concepts will support or challenge the students’ beliefs. 3. Create 4-6 statements that support or challenge the student’s beliefs (should not

be easily answered and can be controversial or include misconceptions).

4. Share the guide with students. ask students to react to each statement, form a

response to it, and defend their opinions. This works best as a group activity.

5. Discuss each statement with the class. Ask who agrees/disagrees with each

statement. Have students explain their responses.

(9)

K-W-L Strategy

WHAT I ALREADY KNOW

WHAT I WANT TO LEARN MORE ABOUT

WHAT I LEARNED

(10)

Concept Question Chain

USING HIGHER LEVEL THINKING SKILLS TO RESPOND TO

QUESTIONS

ABOUT WHAT STUDENTS HAVE READ

(11)

Concept Question Chain

THERE ARE 3 TYPES OF QUESTIONS:

1.

Literal:

“Right there” in the text. There is only one right answer to the question.

(12)

Concept Question Chain

THERE ARE 3 TYPES OF QUESTIONS:

2. “

Think and search

”:

Students make inferences and look for relationships about the author’s ideas. The answers are found in the text but

require the reader to connect ideas located throughout the text.

(13)

Concept Question Chain

THERE ARE 3 TYPES OF QUESTIONS:

3. “

On my own

”:

The reader is expected to evaluate and analyze text-based information, and apply it to a different situation or context. The answers are found beyond the text and connect to the reader’s prior knowledge.

(14)

Reciprocal teaching

A SCAFFOLDING DISCUSSION TECHNIQUE THAT ACCESSES FOUR STRATEGIES

TO DEEPEN COMPREHENSION.

Billmeyer, R. & Barton, M.L., 1998, p. 128; Oczkus, L., 2003, p.1

(15)

Reciprocal teaching

1. PREDICTION: using information from the text, text structure, graphics, and background knowledge to create guesses about what will happen next

2. QUESTIONING: creating questions about what you don’t know, what you need to know, or what you would like to learn about a subject in the text

3. CLARIFYING: making sense of confusing text and possible barriers to comprehension, such as new vocabulary, difficult concepts

4. SUMMARIZING: narrowing in on the most important parts of the text

Billmeyer, R. & Barton, M.L., 1998, p. 128; Oczkus, L., 2003, p. 1

(16)

SQ3R

Survey, question, read, recite, review

o Students preview text to develop predictions and then generate

questions about the topic.

o Students actively read, trying to answer these questions, and they

monitor comprehension as they summarize.

o Students analyze and evaluate comprehension after reading.

Billmeyer & Barton, 1998, p. 130

(17)

SQ3R

Survey, question, read, recite, review

o TITLE o HEADINGS o SKIM SENTENCES o ILLUSTRATIONS o GRAPHICS o FIRST PARAGRAPH o LAST PARAGRAPH o QUESTIONS

Billmeyer & Barton, 1998, p. 130

Referenties

GERELATEERDE DOCUMENTEN

8 The Role of Hypophosphorous Acid on the Synthesis of Tin-Based Organic-Inorganic Hybrids 141 8.1

Last, PvdA Amsterdam wants the municipal government to collaborate actively with citizen initiatives on sustainable energy generation and the party aims to invest in solar and

These comments scream, “I am so green,” “I am green too,” “Not as green as I am,” and “you all turned green hahaha.” Another example in Ip Man 3, when one random

Hoewel op basis van het huidige onderzoek hun bijdrage aan het totale wei-glycoprofiel laag wordt ingeschat zijn deze twee eiwitten wel erg interessant voor nadere analyse naar

De fosfaatbemesting vertoont een grote variatie tussen de bedrijven, maar ook tussen de jaren (tabel 5.6). Het fosfaatgehalte van de bodem van bedrijf 9 is veel te hoog

We! extended! the! social! dynamic! process! model! of! responsible! innovation! by! reviewing! a! number! of! related! literatures.! Our! extension! leads! to! five! key!

18 Kommunale troos (mutuum colloquium) is volgens Luther een van die wesenlike verantwoordelikhede wat deur die evangelie self aan die kerk toevertrou word. Troos word ook nie

Geregistre er aan die Hoofposkantoor as 'n Nuu.,blad. Strydom sP Jyfblad. dat di~ hofuitspraak die horlosic vrn. ewabrandnag verbly hom in di e. Is die Vryhcidstatuut