Category: Part III

21:Graphic Organizers

Well-known lesson structures call for teachers to plan what must be done in advance of a lesson that calls for reading (pre-reading, before reading), what must be done to guide students during reading of challenging texts, and what must be done after the reading in order to focus, remediate, or extend students’ understanding of a […]

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22:Anticipation Guides

Children have a lot on their minds; there is so much to learn that the powerful cognitive function of making inferences can be quite helpful, and not just from reading, either.  In their early lives, children observe as much as they can from their siblings, parents, playground experiences, teachers, and a multitude of other people […]

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23:Metacognitive Double-Entry Journals

Journals and note-taking strategies help students organize their thoughts, provide a reference for later study, and afford an opportunity to think about a concept on the reader’s (or thinker’s) own terms.  However, teachers notice that the journals students write sometimes lack substance or higher levels of cognitive activity.  In section 2.3 we explored a double-entry […]

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25:Hot Seat

The Hot Seat is a cooperative learning strategy that fosters learning from predictions.  In hot seat, students adopt the persona of a character in literature or history then answer questions from the character’s perspective. Step by Step: Hot Seat Divide the class into groups of 3 to 5 students. Each student selects or is assigned […]

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References

Alatorre-Parks, L.  (2001).  Aligning student interests with district mandates.  The Journal of Adolescent and Adult Literacy, 44. 330-332. Allen, J. (2002).  On the same page: Shared reading beyond the primary grades. Portland, ME: Stenhouse. Alvermann, D., & Phelps, S.  (1998).  Content reading and literacy:  Succeeding in today’s diverse classrooms. Boston:  Allyn and Bacon. Baumann, J. […]

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