This can be done individually, in a small group, or as a whole class. Also, they like to be involved and apart of the class. The goal of the lesson is to monitor their thinking. Read the linesthat gave you this idea. Have students read the title of the text, or tell them the topic of the text.
In expository texts, good stopping points are often right after students have read a new heading or subheading in the text. Comprehension Check Thereading of the selection should also be followed by discussion of materialread. Divergentthinking - Early in the story, with little information, many conjecturesare possible. Choose books that are on their independent reading level and are high interest texts. Content Area Examples: This strategy can be used in any subject not just reading. Have a large selection of books that includespaperbacks, current releases, and magazines. At the end of each section, students go back through the text and think about their predictions, making any changes they see necessary.
They can say what they already know about the topic and share other connections. It can also be used in any subject and can meet the needs of any leveled reader. This commitment is important inthe psychology of learning. They should be points in the text that lend themselves to making predictions. Studentsset their own purposes by making predictions B. A badly selected passage can dull the activity and prove disappointing. Students will be making predictions about what they will read about in the text, so it is important that you activate their prior knowledge on a topic that will allow them to make predictions about what might be included in the text.
Readers must continuouslyadjust their thinking, redefine their purposes and adjust their rates. Students read to confirm and revise predictions they are making. The teacher models how they form a prediction based on the information presented so far and asks students to do the same. Some activities for vocabulary building follow: 1. Using a reading response journal or graphic organizer, students form a prediction at the beginning of the reading and then monitor how that prediction is changing at the progress in the text.
Students are encouraged to listen and connect to the text on their own while watching the teacher models their own thinking. Ask students to brainstorm a list of ideas that come to mind when they think about the title or topic. The learner is now involved. It guides students to ask questions based on what they read, make predictions on the story line and read further to confirm if their predictions were right. Convergentthinking - Later, when more of the story has been read, predicting is limited.
Multiple addresses need to be separated by commas 200 characters max. The teacher should predetermine stopping points. The teacher then continues the story, asking students to continue to monitor their thinking. This ensures that predictions are made with greater ease. Explain why or why not. Your e-mail address, and that of your recipient, will be used only in the case of transmission errors and to let the recipient know who sent the story.
More importantly, ask them to identify why they reached these conclusions. Students enjoy making predictions and then finding out whether or not their predictions were correct. Attention is focused on comprehension. What materials do I need? Click on the example below for more information. Lesson Plan from the Video Text Used: Baba Yaga as retold by Open the following to see how the text was chunked: Open the following to see the list of pre-prepared comprehension questions:. Learn More… Take this course:.
What do you think you might read about in this chapter section? Have them note titles, subheadings, illustrations, captions, sidebars, etc. Students read the first section the teacher choose at stop, and they answer the questions the teacher asked about specific information and asks students to evaluate their predictions and refine if necessary. Only words peculiar to the selection that represent unfamiliar conceptsthat are necessary to the understanding of the selection should be presented in context before the selection is read. The members of the group are responsibleto one another for proving predictions, offering one another suggestionsor generally maintaining a self-respect for each member of the group. The teacherwill still need to state purposes, goals, assumptions about learners, andobjectives for the lesson. This is continued until students have read the whole section for the day. It was done among three middle school classes and compared to a control group of three other teachers at a different middle school.