Module 5: Therapeutic Analysis

Why do pre-reading strategies that activate prior knowledge and raise interest in the subject prepare students to approach text reading in a critical frame of mind?

Schools often require reading materials containing unfamiliar subjects to students. Recognizing that there is significance for critical understanding of the text itself as well as the act of reading, this explains why many students today struggle with reading material that is not relevant to their lifestyle. Freire portrays that by the statement, "reading the world precedes reading the word, and reading the word implies continually reading the world" (Freire 286). A person should read their world, and then interpret it. They can then use their existential experience of the world to connect to what they are reading in print, and better understand it.

This learning activity has the students looking more deeply into their chosen book using a more critical mind rather than just enjoying the book for its basic story line. It has them taking note of what is happening at each stage of the book and why these events are taking place, then taking this information they have gathered and developing a written report to convey their thoughts and ideas in the book along with developing the skills necessary to produce a piece of writing that is easy to read and understand for the reader. This activity also has a lot of hidden features to the task, such as using the correct grammar, development of sentence structure and use of creative thinking to make the piece interesting to the reader.

2. Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks by using comprehension strategies when reading informational or persuasive text.

How do professors read? Do they read like average people, like students, like an adult? The daunting question, only answered by Thomas C. Foster through his book, How to Read Literature like a Professor. This novel is an informational text and each one of the chapters discusses a method in writing that will help readers to better comprehend literature. Readers learn from the novel about all sorts of different methods and devices that they can use to locate and interpret connections and ideas that are normally surpassed when reading. This novel teaches readers to look between the lines and open up a whole new world of understanding.

By carefully reading the summer reading novel and completing this packet over the summer, which you need to bring to class on the first day of school, you will be prepared to discuss the story in the fall, to take a summer reading quiz and to write an in-class essay using your novel and packet as the basis for your responses. As you read the novel in preparation for the unit, you will first need to understand some of the basic elements of the story.

While deciphering text can be mundane, studies have shown that “reading has cognitive consequences that extend beyond its immediate task of lifting meaning from a particular passage” (Cunningham 137). Reading not only makes you smarter, but makes you rhetorically analyze things better. The skills that you gain through reading last a lifetime, not just for reading the latest Twilight book. In The Lonely, Good Company of Books, Richard Rodriguez describes himself as a small child looking at reading posters on the wall of his school.

This activity will cover the standards 3.RN.2.1, 3.RN.3.1, and 3.RN.3.2.The learning outcome states that the student will be able to read and comprehend a variety of nonfiction within a range of complexity appropriate for grades 2-3. By the end of grade 3, students interact with texts proficiently and independently. The standard 3.RN.2.1 states that the student will be able to ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. This activity will have questions to test their comprehension of the material and they will have to follow the directions or else the slime will not turn out right. 3.RN.3.1 states that the student will apply knowledge of text features to locate information and gain meaning from a text (e.g., maps, illustrations, charts, font/format). In this assignment the students will have to follow the directions for the slime to be successful and they will be able to locate information throughout the text. 3.RN.3.2 states that the students will identify how a nonfiction text can be structured to indicate a problem and solution or to put events in chronological order. The question will ask about the chronological order of the

After reading the article, “Read like a Graduate Student, not a Mystery Fan” by Doane (2008), I realized that my notion of proper reading is incorrect. Although, from time to time, I tend to read the back and introduction of a book prior to reading or purchasing it, I never considered that particular method to be an effective reading method. Nonetheless, this specific article has provided me with interesting tools, that can enhance my reading process. Surprisingly, the information presented in the article makes perfect sense. For instance, I can see how knowing the outcome prior to reading the book can intensify one’s comprehension of the events leading to the conclusion or ultimate outcome (Doane, 2008).

The purpose of this paper is to explain the rationale regarding instruction and decision making, analysis of student learning, and reflection of personal performance within the literacy assessment and instruction analysis project. The project entails five lessons administered to a student to provide help with writing, and ultimately, to help the child improve in his or her writing skills. This document includes background information, goals, assessment results, instructional plans, and a personal reflection piece. This project aims to provide best practices and explicit instruction to a student in the subject of writing, ultimately hoping to bring the child to a higher writing level by

Reading has the power to broaden my perspective, expand my mind, and take me on an adventure far away from reality. Unsurprisingly, I am very enthusiastic about reading and it has earned its title as my favorite pastime. Admittedly, before this class, I usually chose to read my favorite genre, fictional novels, and would only read nonfiction books on occasion. This was due to my illusory belief that only a work of fiction would have the power to whisk me off into another world and evoke powerful emotions. However, after the first three lessons, I was challenged to read literature from all kinds of different genres, including speeches. I was astounded by how much I enjoyed all of the different works of literature. They were able to take me on an adventure, regardless of the genre.

Yes, I concur that measurable approach it could be said makes request from confusion in light of the fact that the methods take randomized information and sort out, compress, and present it in an intelligible structure. Measurable techniques make it conceivable to tell whether the outcomes are noteworthy or only if the outcomes happened by arbitrary possibility. I likewise concur with the announcement that nobody ought to think they are indistinguishable or even have the force that God has when utilizing measurable strategies. I trust God gives some individuals the capacity to see stuff and to utilize acumen from the heavenly soul to make things in drug and/or innovation. There have been a lot of individuals who have concocted things yet I do trust God gave them

In understanding text challenges the teacher would have been able to address these before students read the text. With students understanding the context surrounding unreliable narration the discussion would have been more productive. Listen-Read-Discuss would have been a great strategy in providing students with background knowledge in introducing concepts relating to this type of text. For example, two students stated conflicting views whether the story was written in a reliable or unreliable narration. Furthermore, the teacher should have employed different supporting strategies during the reading. Such strategies could consist of direct explanation, think aloud, magnet summary, S.R.S.D., and reading road maps/guides which would further student comprehension during the reading. By utilizing these strategies, before/during the reading they would better prepare students for a more productive

Readability is a useful tool used in various circumstances to estimate the difficulty level of a written material for the targeted readers. Most of the common readability calculations will include things such as the lexical density, length of a sentence/word, and the number of syllabus. Even though readability tool is successful in giving a guideline to people such as teachers, librarians, editors, and writers, it still has numerous disadvantages. Since readability tool only calculates the surface of a text, it fails to reflect the interactive nature between the readers and the authors as well as ignoring the knowledge, interest and motivation of the readers. By analysing and comparing two texts: ‘The making of Americans’ (1925) by Gertrude Stein, and ‘Ceramic Science for the Potter’ (1972) by W.G.

Easterbrooks, Lederberg, Antia, Kushalnagar, & Connor (2015) investigate the “evidence that the ability to read has important implications for positive academic outcomes in learners is incontrovertible” (pg. 1). Puranik, Otaiba, Sidler, & Greulich (2014) examines “being literate includes the ability to read and to write and both are important to survive successfully in today’s world” (pg. 2). This brochure exhibited great description and connection to generating effective reading comprehension in our students.