Elements Of Reading Passage

In chapter five, by Cris Tovani, “Why Am I Reading This” explains how educators need to establish a clear reading instructional plan. In order to accomplish understanding students need to concentrate on main ideas from the readings. Tovani explains that it is vital for teachers to model how students should hold their thinking or slow down their reading. Throughout the chapters she gives examples as question strategies, highlighting text, or summarizing key points. As this will benefit students in their reading assignment. Tovani also explains throughout the chapter that teachers should model thinking aloud. This strategy will benefit students on how to negotiate difficult text.

When Rodriguez was a child his mother always told him to not write in the books so that the books could be sold at the end of the school year. He would go to school and come to the realization that reading was the central activity of the class. There would be signs all over the wall encouraging students to read. As Rodriguez would listen to the constant lectures of reading will help you learn, he got lost in all the words as he began to read. Rodriguez did not understand words, sentences, paragraphs or even pages at a time. He would have to look the meaning of the words up to fully comprehend the meaning of the book.

To assist students to “read with purpose and anticipation,” Vacca et al. (2014, p. 173) suggests, in their book Content Area Reading: Literacy and Learning Across the Curriculum, that teachers need to “create an instructional context” that activates their students’ “prior knowledge” and helps them to become interested in a lesson. Throughout chapter six, “Activating Prior Knowledge and Interest,” Vacca et al. (2014, pp. 172-173) explain instructional strategies that can lead students to “read with purpose and anticipation.” This chapter presents the reader with a plethora of instructional strategies and means for applying them, along with example for real educators. As I journeyed through this chapter, I discovered many instructional strategies,

The author depicts the differences between how the child understands the story. A child that consciously views the story knows and could tell about the real meaning or hidden message of the story while a child that unconsciously views the narration could not tell about what happened in the story because they do not grasp the full message intended to be taken away from the

Richard Rodriguez, in the passage “Remedial Reading” from his autobiography “Hunger of Memory”(1982), promotes active reading as a developer of one’s mind. He justifies his position by describing his initial experiences with reading, specifically his attachment to the reading. Rodriguez’s anecdote functions as an encourager of stubborn minds trying to read and displaying its potential to change their life for the better. Rodriguez uses a very descriptive style that may be too verbose for children but compliments the verbosity with enough explanation of his purpose for his message to be known or ascertained.

In this set of materials, the reading passage is a historical definition of the electoral system in the United States of America, and the listening passage describes some negative points of this electoral system.

In today’s world of education, there are many theories and best practices put into effect each and every day. While there are many instructional strategies used today, some prove to be more effective than others. This lesson is designed to use the instructional strategy of modeling. In hopes of providing explicit examples of how to comprehend texts, the teacher seeks to improve the students’ reading fluency as well as their ability to comprehend grade level texts.

Kristin had spent a large part of her literacy instruction using comprehension strategies with the children, such as; text-to-text (connections a reader makes between two different texts), text-to-self (personal connections a reader makes between the reading materials and herself), and

* Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660), (ACARA, 2012). Learning to read is essentially learning to decode and understand the words/language written in the story and to construct meanings from those words (literacy) (Nicole & Roberts, 1993). The more language the children (and adults) hear and read the more developed their vocabulary will become (Snow, Burns & Griffin, 1998, Nicole & Roberts, 1993, Anderson et al, 1985). Reading fluency is enhanced with an enlarged

Matthew will continue to use learned reading comprehension strategies (i.e. annotating, asking questions about the text, underlining key terms and unknown words, rereading, summarizing, visualizing etc.) to help him comprehend the text 100% of the time.

I learned from this video that I need to be more mindful of the ways in which I will teach my future students about reading and decoding text. I need to show them how to look closely at details within the story so that they understand the shift in mood/tone, grammar and word usage. It is important for students to read at a pace that they are comfortable with in order to gain full meaning of the book or story. Also, it is crucial that they read at his or her own pace in order to make sure they do not miss details that could be important.

When Grace was asked comprehension questions during our first tutoring sessions, she was able to correctly answer comprehension questions by looking back at the pictures, but not based on what she had read. To improve her comprehension, tutoring sessions were used to help Grace become a purposeful and active reader. Before reading any books, she was asked to look at the cover of the book and to make connections with the book to things in her own life. She was then asked questions about the book and asked to make predictions on what she thought would happen in the book. After reading the book, Grace was asked to confirm or refute her predictions. Through working together to understand the books, making connections to the books, and looking for predictions, Grace is now able read a book with few pictures and correctly answer comprehension questions correctly more than 80% of the

In today's society a plethora of information is immediately available at the touch of a button, and long gone are the days of careful hours spent scouring through a library for information. In "How to Read a Book" author Mortimer Adler points out that this ease of access to information has turned the masses into inattentive readers. In the first chapter, "The Activity and Art of Reading" Adler distinguishes between different types of reading such as active vs. inactive reading and goals that should be associated with reading such as reading for information and reading for understanding. In the latter chapter he goes on to point out how to be a successful and demanding reader through critical reading and asking oneself questions about the text.

Long-term retention is a learned behavior. With practice one can retain more and more information. The key to long-term retention is practice. After analyzing the video, the teacher was able to engage her students in learning how to summarize. The teacher taught a lesson to the student on how to summarize a story and how important it is. Some of the strategies the teacher used were how to slow down and think about what you just read using visual aids and modeling for the students. In the video the teacher stated, “Stop” and “Think”, by using this strategy the teacher used to get the learners to understand what they just read by pinpointing important parts of their reading, such a person or action. Another strategy is the use of visual aids. Visual aids give the students the bigger picture of summarizing by seeing what should be summarized. The third example of strategy is through the use of modeling. By modeling the teacher was able to show each one of her learners how she summarized the reading as a group. All these strategies helps the learners understand how to

The curriculum for reading with a group of second grade students is, teaching the students how to interact with the text by asking questions and answering those questions. Having the students learn how to ask “who, what, when, where, why, and how” is the first step for new readers to understand what they are reading. The students are learning how to pick out the key ideas and details within the story to help fully understand the concept and meaning behind the writers words. Students need to be able to describe what they are reading and pay attention to the story’s plot. Second grade students now have the ability to understand the reason behind the characters actions within the stories that they read. This short story in particular serves the purpose of learning how to pick out the key ideas and details for new readers.