Outline Of Explicit Ideas And Information

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.

illustrate when summarizing, the reader should restate the text’s main idea to show the relationship and understand what the text is saying. Jotting down brief notes about the reader’s initial reaction can help to prepare for a more detailed summary. Formulating strategy can be used to support what the reader went over in the text.

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

The purpose of this assignment is to give you an opportunity to apply some of the critical reading strategies you have evaluated.

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

Explore the ways the writer presents relationships between characters in the text you have studied.

Reading Strategy Note: Unlike summary and paraphrase, which require close reading, for this discussion use the reading strategy of

Detailed, step-by-step lesson plan (this section should be very detailed – the bulk of each lesson plan. Make sure lessons are as student-driven/active as possible).

C. Inferential Questions (“higher-order thinking” within the text). Construct a series of inferential questions (basic questions at the level of

For this class I chose the title, “Working with Others for a Successful Find.” In archeology there are many steps a person must take in order to have a successful find. A successful find is not just when you find an object in the dirt or ground, it is when you find an object and find new information about the past. The only way to know about the past is to talk to someone who would know what that object is. This can be a historian, fellow colleague, and especially a descendant of who the object belongs to. An example in which I am referring to when I say ‘a descendant of who the object belongs to,’ is like when Janet D. Spector talks to Carrie Schommer and Chris Cavendar about the Dakota people. These two individuals are descendants of

Now, you need too take your plate and lay it flat down on the table.

Materials: School issued student planner/agenda, bell schedule, map of the school building, school rules, attendance policy, school clubs and organizations list, names of staff (administrators, counselors, campus police, custodians, etc…)

Students having hard times in comprehending the thought of the text and what the author implies. It seems to be reading by words but not reading between the lines. It is important to know how comprehension plays an integral part in a manner of thinking and conceptualizing facts and ideas from the

Students make personal and critical responses to texts which show insight into the ways in which meaning is conveyed. They refer to aspects of language, structure and themes to support their views. Students develop a perceptive personal response which shows analytical skills when exploring texts. There is understanding of the techniques by which meaning is conveyed and of ways in which readers may respond. They support their responses with detailed references to language, theme and structure. Students show analytical and interpretative skill when evaluating texts, making cross-references where appropriate. They develop their ideas and refer in detail to aspects of language and structure making apt and careful comparison, where appropriate, within and between texts. Students show originality of analysis and interpretation when evaluating texts. They make cogent and critical responses to texts in which they explore and evaluate alternative and original interpretations. They show flair and precision in developing ideas with reference to structure. Students make subtle and discriminating comparisons, where appropriate, within and between texts. No rewardable material. Students make a limited response to texts.