Show:
Instructional Strategies
(Meta)cognition and Comprehension
The Nature of Reading
Engagement and Motivation
Define
100
What is the importance of independent reading time with levelled texts?
It allows each student to work at their own level in a stress free environment. It's NOT a trap, so students are more motivated and engaged.
100
What the heck is metacognition? Why is it important?
In sort, metacognition is thinking about thinking. Having the awareness to gauge whether or not you comprehend helps students work through a text and recognize what they need to work on.
100
How can hearing loss or difficulties affect reading?
Often students with poor hearing have trouble speaking clearly as well... their language development may be delayed and therefore their reading development may also be delayed as a result. Consider also that when you read, you "hear" the words in your head.
100
What would a student who is engaged in the reading process look, sound, and feel like while reading?
I doubt you'll get this one wrong... do I really need to answer?
100
logographic
associating meaning with symbols
200
What are the key features of explicit instruction? (25 points each)
state process and content objectives state why strategy is useful state when and where share personal experiences tell how to use model how to use give opportunities for practice cueing/prompting for later use
200
Describe the click & clunk strategy. How is it useful to you as a teacher?
Clicks= "I understand the concept" Clunks= "I don't understand" As a teacher it is helpful because it allows you to see what students need. Furthermore, it allows students to think about their reading-- metacognition!
200
When you read to Timmy in class he is always engaged and excited. He is able to answer oral comprehension questions successfully. However, when Timmy reads alone he struggles to understand the text. During silent reading he is often distracted or disengaged. He often complains of headaches. You are worried that Timmy is falling behind in his literacy development... why might Timmy be falling behind?
Timmy may be falling behind due to a visual impairment! He should get his eyes checked!
200
How can socio-cultural factors affect engagement and motivation?
It is important for students to see themselves and their lives represented in their texts. Reading about things that have zero relevance in your own life, or about things that you don't understand is often difficult and disengaging. Often, dominant representations of race, gender, sexuality, ability etc. are present in texts therefore excluding many students from the context of their stories.
200
grapheme
smallest semantic unit- alphabet letters
300
What is the importance of modelling? (100) Give an example scenario where you could use modelling in the classroom (200).
Often teachers assume that students already have the strategies they need to succeed although they do not. Modelling allows students to understand how to complete a task, use a specific strategy, or think through a problem.
300
Describe strategies you can use to have students activate prior knowledge. Why is this important?
e.g. have a brief discussion before hand about the topic, KWL, graphic organizers etc. Activating prior knowledge allows students to make personal connections to the text. It is also a crucial step in metacognitive reading.
300
How does the eye read? What is the significance of this?
The eye reads by looking back and forth very quickly (fixations and regressions). Generally it scans 7-9 items at a given time. This is significant because our working memory can interpret 7+/- 2 pieces of information at a time!
300
What are the seven rules of engagement?
-reading is relevant -access to a wide variety of materials -engagement in sustained reading -choice of reading materials -interaction with others -success with challenging texts -incentives to reflect the value and importance of reading
300
reading comprehension
the ability to read text, process it and understand its meaning
400
How would you instruct a student to find the main idea?
Delete repeated words, pair words that mean the same, pair actions that mean the same, create a topic sentence from the remaining words.
400
Describe features of a poor comprehender. How can you help them?
expend much energy decoding, seldom self-correct, rarely employ cues to monitor reading, difficulty determining which strategu to use to decode, poor working memory, especially auditory, lack confidence, low standards/ gives up easily, difficulty generating questions about text
400
Name the 4 cueing systems of reading
semantics (meaning) syntatic (structure) pragmatic (social/cultural) graphophonic (visual)
400
"adolescent readers-- even those who are reluctant to read in school-- indicate that they would do so given adequate time and access to personally engaging materials". Discuss the implications of this statement on reading instruction.
Links to 7 rules of engagement :)
400
metacognition
thinking about thinking
500
Describe the reciprocal reading strategy. How would you use it differently with primary, junior, and intermediate students?
The reciprocal reading strategy involves 4 "roles". Questioner, Clarifier, Predictor, Summarizer. It can be used the same way for each grade really... but lets hear what ideas you have!
500
Describe the difference between learning to read and reading to learn. How can you help students making the transition from learning to read to reading to learn?
Learning to read= decoding words and sentences. Reading to learn= using texts to gain knowledge about other things Especially in middle grades this is difficult. It is important to provide students with informational texts at their instructional level, as well as ample strategies to promote comprehension. Don't make reading a trap-- allow students to read their own stories frequently so they are reading for pleasure :)
500
Name the symptoms associated with CAP. How would you accommodate for a student in your classroom with this disorder?
Symptoms: Delay in Responding to Questions & Requests Frequent Need for Repetition of Instructions and Directions Daydreams Behavioural Difficulties Distracted by Sounds/Noises Concrete Thinkers Accommodations: FM system or microphone, Seating arrangement, Give time to answer question (e.g. stand near them when you plan on asking a question so they are aware and can prepare), Repetition of instructions in a step-by-step format, Written instructions, Silent workspace, No work with phonics- give concrete examples and rote reading tasks
500
How would you structure your literacy program to promote engagement and motivation? Everything from physical layout of the classroom, to content, to strategies is fair game as long as you can back it up!
My ultimate balanced literacy classroom: - Daily 5 time for 30 minutes a day to allow students to engage with text on their own terms - frequent read-alouds and shared reading in class - modelling of comprehension strategies in other subject areas - journalling - levelled reading activities such as literacy circles on an ongoing basis - lots of space for students to interact with reading (bean bag chairs - diverse library that appeals to all readers. - links to literacy in OTHER subject areas (e.g. perspective journalling for social studies) - regular visits to the library
500
Reading
learning to pronounce words learning to identify words and get their meaning bringing meaning to and deriving meaning from text placing learning skills in the context of authentic reading and writing activities graphophonic, syntatic, semantic, schematic strategic metacognitive writing social process