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EDRL 442 10-8-12 Some quick housekeeping:

EDRL 442 10-8-12 Some quick housekeeping:. Group Assignment list on course content page Rubric on course content page listed under Group Assignment: Development of lessons based on a single read aloud This week’s midterm will be available from Tuesday until Sunday at midnight.

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EDRL 442 10-8-12 Some quick housekeeping:

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  1. EDRL 442 10-8-12Some quick housekeeping: • Group Assignment list on course content page • Rubric on course content page listed under Group Assignment: Development of lessons based on a single read aloud • This week’s midterm will be available from Tuesday until Sunday at midnight. • Quiz 3---#1 confusion

  2. Our Objective • We will discuss comprehension, schema, and independent reading. Key Vocabulary • Comprehension • Schema • Independent Reading

  3. Schema! What’s Key for kids? • Readers activate their prior knowledge before, during, and after reading. • Readers use schema to make connections between the text and their lives (T-S), between one text and another (T-T), and between the text and the world (T-W). • Readers distinguish between connections that are meaningful and relevant and those that aren’t.

  4. Schema pg. 2 • Readers build, change, and revise their schema when they encounter new information in the text, engage in conversations with others, and gain personal experience. • Readers use their schema to enhance understanding.

  5. Developing Comprehension • Using the balanced literacy elements, we teach: • Predicting • Clarifying • Visualizing • Determining importance • Inferring Let’s check it out!

  6. Building comprehension • One idea: • Thematic planning example • Fiction • The importance of nonfiction • Visualizing • Clarifying • Predicting • Determining importance • Inferring • COMPREHENSION!

  7. Beginning Reading Strategies • Look at the picture. • Get your mouth ready! • Think about the meaning of the story. • Go back and reread. • Read around the word and then go back and reread. • Find chunks you know.

  8. Strategy Chart When I come to a word I don’t know I can… • Thinkabout what has happened so far to help me guess what the word might be. • Predictwhat the word might be and try it in the sentence to see if it makes sense. • Skip the word for now and keep reading to see if the author gives e any more clues. • Look more closely at the beginning of the word to see if the letters give me a clue about what the word might be.

  9. GradualReleaseofResponsibility TeacherInvolvement I watch, You do I help, You do I do, I do, you help You watch StudentParticipation TOWITHBY Talking to children Talking with children Talking by children Reading to children Shared Reading Independent Reading Writing to and for Guided Reading Independent Writing Children Lang. Experience Writing with Children

  10. Independent Reading • Independence is an integral part of every stage • Should be done daily (and modeled!) • Teacher’s role changes to observing, acknowledging, and responding • Books available: • Books from leveled lessons, shared readings, favorites, all types and genres, teacher “introduced” books, class library

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