Explore Now. Buy As Gift. Overview Doing What Works: Literacy Strategies for the Next Level will assist educators as they support students in the mastery of vocabulary, comprehension, and study skills required by the Common Core State Standards. All strategies have been carefully selected based on their ease of use, utility in terms of scaffolding, differentiation, and simplicity of format.
Doing What Works provides practical, effective, and research-based strategies to help students remember and understand what they read at the highest levels of cognition: layering of texts, close reading, collaborating, using a variety of sources, teaching uncommon vocabulary, and posing text-dependent. By incorporating these teaching strategies into classroom instruction, educators will teach with purpose, and students will learn with independence.
She is a regular presenter at national and state conferences on the topics of literacy, differentiated instruction, classroom management, school safety, and the prevention of bullying behaviors.
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Show More. Average Review. Write a Review. Related Searches. Schools have a key role to play in preparing learners of every age for the Schools have a key role to play in preparing learners of every age for the future. In times of rapid change, more people are needed to be able to anticipate change and direct their learning, decision-making, and actions toward a View Product. This practical manual provides systematic guidance to educators regarding how to form better, more effective This practical manual provides systematic guidance to educators regarding how to form better, more effective working partnerships with the families of the students they serve.
How We Will Learn in the 21st Century. After teaching high school for one year, Breck spent several years writing advertising copy and After teaching high school for one year, Breck spent several years writing advertising copy and staffing Texas political campaigns, before becoming involved in several national educational projects.
Seuss books. Used to order or sequence events within a text. For example, listing the steps for brushing your teeth. Used to chart the story structure. These can be organized into fiction and nonfiction text structures. For example, defining characters, setting, events, problem, resolution in a fiction story; however in a nonfiction story, main idea and details would be identified.
Used to illustrate the cause and effects told within a text.
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For example, staying in the sun too long may lead to a painful sunburn. Students are asked to indicate whether the information they used to answer questions about the text was textually explicit information information that was directly stated in the text , textually implicit information information that was implied in the text , or information entirely from the student's own background knowledge. Questions found right in the text that ask students to find the one right answer located in one place as a word or a sentence in the passage.
Questions based on the recall of facts that can be found directly in the text. Answers are typically found in more than one place, thus requiring students to "think" and "search" through the passage to find the answer. Questions require students to use what they already know, with what they have learned from reading the text. Students must understand the text and relate it to their prior knowledge before answering the question.
Example: How do think Frog felt when he found Toad? Answer: I think that Frog felt happy because he had not seen Toad in a long time. I feel happy when I get to see my friend who lives far away. Questions are answered based on a student's prior knowledge and experiences. Reading the text may not be helpful to them when answering this type of question.
Example: How would you feel if your best friend moved away? Answer: I would feel very sad if my best friend moved away because I would miss her. By generating questions, students become aware of whether they can answer the questions and if they understand what they are reading. Students learn to ask themselves questions that require them to combine information from different segments of text.
For example, students can be taught to ask main idea questions that relate to important information in a text.
Level 1 Academic Literacy, Language and Learning | NBSS
In story structure instruction, students learn to identify the categories of content characters, setting, events, problem, resolution. Often, students learn to recognize story structure through the use of story maps. Instruction in story structure improves students' comprehension. Summarizing requires students to determine what is important in what they are reading and to put it into their own words.
Instruction in summarizing helps students:. Research shows that explicit teaching techniques are particularly effective for comprehension strategy instruction. In explicit instruction, teachers tell readers why and when they should use strategies, what strategies to use, and how to apply them. The steps of explicit instruction typically include direct explanation, teacher modeling "thinking aloud" , guided practice, and application. The teacher explains to students why the strategy helps comprehension and when to apply the strategy.
The teacher models, or demonstrates, how to apply the strategy, usually by "thinking aloud" while reading the text that the students are using. Effective comprehension strategy instruction can be accomplished through cooperative learning, which involves students working together as partners or in small groups on clearly defined tasks.
Cooperative learning instruction has been used successfully to teach comprehension strategies. Students work together to understand texts, helping each other learn and apply comprehension strategies. Teachers help students learn to work in groups. Teachers also provide modeling of the comprehension strategies. For more information about comprehension, browse the articles, multimedia, and other resources in this special section: Topics A-Z: Reading Comprehension. Adapted from Adler, C.
National Institute for Literacy. Retrieved Nov.
Doing what works literacy strategies for the next level
As a future teacher, this information really help me to know more about the strategies to teach students. QAR is an excellent strategy backed by plenty of research! I use it for struggling readers all of the time.
Use of this strategy has helped my 4th-6th grade students understand "how" to answer reading comprehension test questions. They have so much more confidence in themselves and their abilities. Thanks for the organizers. I find that asking questions at the right time really helps students understand the story a lot better. They don't even have to be hard questions - usually I ask, "What just happened in the story?
One problem that still needs to be addressed is how to get students to read out loud expressively and effectively. Nothing drains a class's attention span like having a slow reader struggling to get through a paragraph. The information you share is extremely useful to those of us who are deeply involved in finding instructional ideas that truly help to educate those who struggle to become educated.
Thank you so much, this is a great help to me for most of our students in rural have low comprehension.. That' s really great an article. Teach as simple and clear as possible, that's a source of motivation!
Great article. It has given me ideas how I might be able to teach reading to my struggling learners. Hope it will reduce my struggle in teaching reading. Love that the article stated that we must explicitly teach these strategies. I think educators sometimes assume too much about our young readers - especially the strugglers. Thank you for the article. Sometimes the same idea has to be expressed in many ways before the magic of comprehension sparks.
However, once the fire starts there will be no returning to the darkness. I am very disappointed in this article.
Plan powerful data-driven instruction! Assess Get to know your readers in four easy steps. Reading-Interest Survey whole class Evaluate students' higher-level thinking skills and identify students who need immediate support. Word-Knowledge Inventory whole class Determine skills in phonological awareness and phonics to inform your word study instruction. Comprehension Assessment whole class Evaluate students' higher-level thinking skills and identify students who need immediate support.
Reading Assessment Conference one-on-one Obtain precise data on phonics, word recognition, fluency, and comprehension to determine instructional levels and identify skills and strategies to target during guided-reading lessons.
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