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Reading Endorsement - Competency 2: Application of Research-Based Instructional Practices
In this course teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will engage in the systematic problem solving process: use data to accurately identify problems, analyze those problems, design and implement interventions, evaluate the effectiveness of interventions, and intensify instruction based on individual student needs.
Comprehension Strategy:Think Aloud
ReplyDeleteJacqueline Basulto
As the goal of reading is getting meaning from written text, it is important to teach children to comprehend.Comprehension,according to research,can be improved by teaching students specific comprehension strategies.
As a first grade teacher one of the comprehension strategies that I utilize is Think Aloud. It helps my students learn how to check their own understanding and become more effective readers.When I read a story to my students, I model how they can use self-monitoring strategies. I model how they can ask themselves questions before,during, and after reading to understand the story better, how they can picture in their mind what is happening in the story and how to reread and summarize parts of the story.
Name of Strategy: Teacher read Aloud
ReplyDeleteConnection to Comprehension: The read-alouds that I offer students introduce them to new genres and reinforce their experiences with the stories that they will encounter in the selected anthology for their grade level. These stories are usually read to help introduce the story that will be the focus of the class for at least 3 weeks. When provided the opportunity, students are given the opportunity to also select a book that they want to hear me read-aloud, before they are transitioned to lunch. Both instances provide me the opportunity to help monitor student ability to listen and comprehend a story while I model through expressive and fluency skills.
Comments, Questions, Insights: When completing a teacher read-aloud I always find it necessary to monitor student listen skills by having them respond to key questions about the story as it is being read. Books that may provide repetition of certain lines can also be quite entertaining and provide the opportunity for students to be more involved.
Juliette Hinds
Strategy: Teacher Read Aloud
ReplyDeleteComments:I used this strategy while reading the passage "Be Water, My Friend" from Edge Fundamentals.While I was reading , I had the opportunity to monitor the students' comprehension through questions and provide a model of fluency and prosody.By reformulating some of the complex ideas present in the passage, they were made available for them to understand.I also activated their background knowledge of the character and they realized how much they knew about him.They were able to make connections and visualize what they were reading, so I think this strategy definitely enhances the students' learning skills.
Think Aloud
ReplyDeleteAs part of my read-aloud to introduce the weekly story I have begun to incorporate a think-aloud with a focus on modeling how the various strategies are used within one text. I have placed special emphasis on making connections to the text and inferences as I have found student to be deficient in these areas. As I continue to model a think-aloud I aim to transition into having students demonstrate think-alouds as well.
Assigment 10 comprehension.
ReplyDeleteAs my strategey I used metacognitive strategy of self questioning.
As a math teacher I have a tremendous problem having my students solve word problems. Therefore I directed my students to silently read a word problem and to think while they were reading to identify what the problem was about as well as the question being asked and the information provided to answer the question.
Once the problem was read by all students
I choosed a student to explain the problem and how it is going to be solved. The student must identify the question being asked and the pertinent information provided to solve the problem.
If the student was not able to identify the information, or did not comprehend the problem, I will read it aloud and promote a discussion among all students to define the problem and identify the question and the information provided to solve it.
For the short time that I have been using this strategy, I have found substantial improvement in their word problem comprehension.
Israel Dominguez section 10
ReplyDeleteComprehension Strategy: read aloud
A features book is read aloud (e.g., title, sub-heading, captions, illustrations)
Standard: The student uses a variety of strategies to comprehend.
LA.K.1.7.1 –The students make predictions about text content using pictures, background knowledge, and text
The student will:
- respond to familiar read-aloud stories;
- attend to pictures or symbols used in routines
- respond to a familiar person or object in routines
-attend to familiar literary forms (e.g. picture books, nursery rhymes);
- respond to pictures or sounds of characters in familiar read-aloud
Stories.
- respond to rhythm in read-aloud poetry stories or songs
- indicate a preference for familiar materials to view or listen to for
pleasure
- use non-verbal expression, gestures/signs, pictures, symbols, or words to
respond to pictures or sounds of characters in familiar read-aloud stories
Kinder: Teacher think aloud process
ReplyDeleteI Modeled to the kindergarten students how to think aloud asking questions to themselves to monitor their understanding of the teacher's read aloud.
Story: What should I choose?
Walk students through the story's pictures
The teacher modeled how to look at the pictures to understand the information provided through it. Example: Let me ask to my self "What do I see in this picture? Pic.1 "Oh! I See a woman, it seems she is working at the garden. She is holding a watering can and she is wearing gardening gloves. I also noticed she is smiling. Why is she smiling? I know...if a connect what she is doing with her smiling face I can understand she likes what she is doing, she likes to work at the garden"
Then teacher read a loud the first page and do the same process on page 2. The students answer the questions to select from three different options what she needs to wear to work at the garden.The teacher ask the question from the passage: "What should she choose?" The students will answer correctly.
Anamary Nieves
ReplyDeleteComprehesion Strategy: Think aloud
Before beginning a new story, I like to build as much background knowledge as possible. I like for the students to become fully envolved in the anthology. Once the title/theme have been discussed, I enjoy bringing in poetry that matches. We discuss the 5 senses of the theme. For example....when introducing a story on earthquakes, I read them a poem about earthquakes. We discussed what an earthquake feels like, smells like, tastes like, sounds like and looks like. We discuss fears and expectations as well as act out the experience. As you can see, I try to bring in as much outside resources and build on the little background knowledge that they have to create a fuller more enjoyable experience once we begin the story.
Michael Strozier
ReplyDeleteSelected Strategy: Reciprocal Teaching
As a middle school mathematics Instructor, comprehension of concepts is critical to the development of the students’ mathematical abilities. Concepts are scaffold in mathematical learning so it is imperative to provide foundations and understanding. In many cases students grasps concepts differently and sometimes it takes another student who understands the concept to share it with a peer in order for to aid other students’ grasp of the concept. Therefore, in allowing students to better learn the concept of functions, students were placed in groups and given the task of completing the self teaching component of the accompanying workbook. Many students flourished under the teachings of their peers and showed a substantial growth of knowledge of functions. The strategy embodied the skills of helping students to comprehend given text.
As a middle/high school Computer teacher, I have the privilege of having my students use computers on an everyday basis. I have used Think Alouds where my students voice their thoughts during the completion of a certain task, whether it be a multimedia vocabulary assignment or the writing of a summary of a current events article. I first model and scaffold the proper way to conduct the online Think Aloud, showing the students the mental processes involved (anticipating common mistakes they may encounter), and then have the students complete the process on their own. This method has been very successful in having my students better comprehend the material.
ReplyDeleteAt the end of the unit, students had a reading extension where they can practice the material that was previously learned in reading context. I chose Reciprocal Teaching strategy because the learner develop all skills of language, listening, speaking, reading and writing at the same time.
ReplyDelete1- With the help of visual aids and the title, students guess what the reading is about as engaging in reading.
2.- They highlight the text and determine some context clues.
3.- Through questioning, students were guided to read and develop mental pictures as they read.
4.- At the end students will be able to write five sentences using the learned material developing reading skills and vocabulary.
Before reading a section in class I like to give a little background about the section and review over the previous section so that they can remember what events lead up to these ones. I also have focus reading questions that they read before reading the text to give them something to think about before while reading. The questions allow them to look for specific things which helps them to focus more.
ReplyDeletenorma
ReplyDeleteThe strategy I used in my intensive math class was reciprocal teaching. I picked this strategy because i teach ESE students, and what I did was paired them up in groups of two I put a high student with a low student. As I walked around after I introduced the lesson high student would help the low. The reason why I choose reciprocal teaching is that this strategy facilitates a group effort between teacher and students as well as among in the task of bringing meaning to the text.
Literature Circles
ReplyDeleteI have been doing this since the beginning of the year. I love it because students get to discuss and even debate about metaphors in the book. While I was doing this there was a metaphor in the book where one student kept trying to prove to the other that it was not a metaphor but literal. I found it very interesting. Also, it is interesting to see what students understand from the text in different forms.
NAME OF STRATEGY: THINK-ALOUD STRATEGY - Students develop the ability to monitor their reading comprehension and employ strategies to guide or facilitate understanding.
ReplyDeleteI used this strategy with my Legal Aspects of Business class students (juniors). Students were required to read from Chapter #23 – Discrimination in Employment. As they read each session, the stopped periodically and reflected on how the text was being processed and understood. They verbalized their thoughts making them aware of the strategies that they are using to understand the text.
This is an excellent strategy for monitoring and improving comprehension.
Comprehension Strategy: Reciprocal Teaching-Students summarized the passage, generated questions, and clarified the information in a graphic organizer.
ReplyDeleteI used a split brain graphic organizer where students determined important information about how people in China are adapting technology to meet their needs. The students were able to determine the essential message with supporting details and arrange the information in order of what happen before and after technology in China.
The strategy I selected was computer technology.
ReplyDeleteYou could say it is a computer read aloud, wherin I used Discovery Education to have the students listen to the story of the Ugly Duckling complete with pictures, voices, and sounds. We discussed the story and I brought it around to how they could oompare how the ugly duckling was treated as to how they treat peers that are different. We also had a small comprehension quiz, compliments of Discovery.
Considering the diverse ESE population that I have in my self-contained class, they were mesmerized while listening to the story. They listened, participated in the discussion, and took the quiz. The majority of the class did very well.
Think A Loud
ReplyDeleteI have my student to predict the story before reading, by building background knowledge. This strategy helps students undeersand or become comfortable with whats to become in a story by modeling or asking the"W" questions. This stategies is what i use all the time in my class.
Session 10
ReplyDelete1) Name of Strategy: Think Alouds
2) Connection to comprehension: Think alouds connect to reading comprehension in many ways. This strategy allows the students to voice their questions, thoughts, and opinions on what they are reading in order to clarify or further understand it. Think alouds allow the teachers to see where the students may need further help in and its also a great way to begin a topic of conversation in order to see the full picture of what is being read.
3) Comments, questions, insights: I often use the think aloud strategy before, during, and after reading a short story or novel with my students. It is the perfect way to lead a student based conversation in order for me to further explain or discuss what is needed. Students are usually always engaged when they see that they are able to voice their opinions or comments. I think it is also beneficial for those students who shy away from asking questions; chances are by further discussing the story in conversation their answers may be answered.
Name of Strategy: Reciprocal Teaching-
ReplyDeleteAs students and I read aloud, we annotate, chunk,summarize,generate questions for discussion, and clarify the information in a graphic organizer.
S peaker
A udience
D iction
F igurative Language
I magery
T one
T heme
This is what I always use whenever we have to tackle Fiction and poetry. They fall into the motions and I love it when they do it on their own (and they are proud to show me their work).
* I call this "vomiting", never fails to catch their attention.
Its productive active reading.
Name of Strategy: Think Aloud
ReplyDeleteConnection to Comprehension: The think-aloud is a technique in which students verbalize their thoughts as they read and thus bring into the open the strategies they are using to understand a text.
Comments, Questions, Insights: We use think alouds periodically in my class and I use it to enable students to make connections between the text and themselves however, the vast majority of my students like to completely ignore my directions and just don't do the exercise. I think I may incorporate a writing portion into the technique where they will be required to write down their thoughts and then read them aloud to the class.
Name of Strategy: Clarifying Idea
ReplyDeleteThis strategy helps students identify confusing sentence, paragraphs, sections, words and phrases.
I use this strategy in class to help them clarify things that they do not understand so that comprehension is not lost. I printed little bookmarks that guide them on how to clraify these things.
Teaching Strategy: Think Aloud
ReplyDeleteAs an ESE teacher for many years, I always used think aloud strategies with my students. I would use this strategy as an introduction to new concepts or skills. I would also use it as a modeling skill in order to show my students what was expected of them. I also used think aloud strategies as an assessment tool in order to observe how the students’ utilized their thinking process on any given concept. In my opinion think aloud strategies are a great strategy to use in any subject area.
Think Aloud
ReplyDeleteAs part of my weekly reading instruction, I read a story aloud to introduce the weekly theme. I begin to incorporate this story as a think-aloud with a focus on modeling. I try to build as much background knowledge as possible. Once we discuss the title and theme has been discussed, I begin to read stopping along the way to question myself on what I have read. I model my thinking to create a concrete image of what they should be doing. I think this strategy definitely enhances the students' learning skills.
Name of Strategy: Clarifying Idea
ReplyDeleteThis strategy helps students identify confusing sentence, paragraphs, sections, words and phrases.
I use this strategy in class in order to help them clear up certain information in the text that they need clarification on things that they do not understand so that comprehension is attained. We go over it in class so that if there are more than one student with the same concern all of the class's concerns can be addressed.
Name of Strategy: Reciprocal Teaching
ReplyDeleteConnection to Comprehension: Following class lecture where objectives are clearly outlined, students sat in their small groups and read the selected chapter section by section, working together to submit one group paper. Students were instructed to solve the question and then to write.
Comments, Questions, Insights: I don’t usually have the students read aloud to each other but found they enjoyed trying out the new words, ie. troposphere, mesosphere, mercurial barometer. I think providing the guiding questions helped them figure out how to feel both successful and guide them through a complex text. I can see that in the future, I may not provide the guiding questions and the students should be able to see how to examine a science text in the future to make certain they understand; perhaps by the end of the year.