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Content Reading and Writing: Postreading Strategies for Organizing and Remembering

Content Reading and Writing: Postreading Strategies for Organizing and Remembering. Postreading Strategies for Students. They help students to organize and remember information from the reading. Examples: Semantic Feature Analysis for Vocabulary—Development After Reading

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Content Reading and Writing: Postreading Strategies for Organizing and Remembering

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  1. Content Reading and Writing:Postreading Strategies for Organizing and Remembering

  2. Postreading Strategies for Students • They help students to organize and remember information from the reading. • Examples: Semantic Feature Analysis for Vocabulary—Development After Reading *Listing and analyzing properties, categories, features, or concepts in a table https://www.msu.edu/user/lambjen3/SFAGie.jpg Rehearsing to Organize and Remember Information Examples Include Venn Diagrams To compare and contrast ideas C:\Documents and Settings\e\Desktop\Dok1.docx Reference: http://www.enchantedlearning.com/graphicorganizers/sfa/

  3. Postreading Strategies • Mapping For organizing and remembering information Gives a visual interpretation of information from their reading http://techknowtools.files.wordpress.com/2009/04/mindmap_2.jpg

  4. Writing a s a Learning Tool across the curriculum • Writing is a strategy to promote discovery, comprehension, and retention of information (Calkins, 1994)Lucy Calkins writer workshop Journal and Learning Logs Developing Topics and Student Self-Selection of Topics in Content Areas Photo Essays Written and Oral Collaborative Research Projects K-W-L: Fosters Thinking Before, During, and After Reading

  5. Photo Essay in Action:

  6. Theme studies: providing a meaningful leanring context • Introducing the Topic and Choosing Study Questions (Brainstorming) • Organizing Instruction • Instructional Modifications for English Learners • Portfolio Assessment • Using Multiple Measures for Assessment “If you do not assess students in many different ways, you will not find out what they really know.” (Peregoy,Boyle 2008)

  7. Differentiating Instruction for Content Area Learning Need to know three areas: Content of instruction Oral language, reading, writing, and abilities of your students Your students’ prior knowledge of content

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