Competency 008: Reading, Research, And Inquiry Skills

Front 1

structure of text

Back 1

understanding the pattern of the text helps students organize ideas. students need to look closely at the structure of a text in order to comprehend it

Front 2

scanning

Back 2

students with strong comprehension skills and decoding ability are now ready to become more efficient readers by practicing the techniques of scanning and skimming to get content information.

Front 3

Study skills:
graphic organizers

Back 3

venn diagram can compare and contrast a topic in two readings

Front 4

graphic organizers

Back 4

helps students improve organizational skills and provide a visual representation of facts and concepts and their relationships within an organized framework

***ability to organize information and ideas is fundamental to effective thinking

Front 5

Think-Aloud

Back 5

allow the teacher and student to problem solve together

Front 6

The teacher poses a question to students and then, the teacher, group of students, or entire class responds at the same time....

THIS IS?

Back 6

Think-Aloud
*strategy that can be used to increase reading comprehension in the content areas*

Front 7

summarizing and organizing content

Back 7

students are using basic reading comprehension and taking this content to a higher level of thinking which is:
EVALUATION, ANALYSIS, AND SYTHESIS

Front 8

study plans:
mnemonic devices

Back 8

or memory-related devices, to help them remember the steps in reading a chapter effectively

Front 9

Study plan process:
SQ4R

Back 9

survey, question, read, reflect recite, review

Front 10

Reciprocal Teaching

Back 10

instructional activity designed for struggling readers in which the teacher engages students in a dialogue about specific portions of a text

Front 11

What is the main purpose of reciprocal teaching?

Back 11

is to guide children or struggling readers to construct meaning and to monitor reading comprehension

Front 12

The dialogue for the activity of reciprocal teaching is structured in these four components:

Back 12

1. summarizing the content of a passage
2. asking a question about the main idea
3. clarifying the difficult parts of the content
4. predicting what will come next

Front 13

DRTA

Back 13

directed reading/thinking activity

helps students to establish a purpose for reading a story or reading expository writing from a content book

Front 14

Reading comprehension in content areas
*helping benefit ELLS

Back 14

*record selected passages to help students while reading
*Pair of ELLS with appropriate student pairs
*introduce the technical vocabulary of the content areas prior to reading (connotation, denotation, and idioms)
*teach content vocabulary through direct, concrete experiences as opposed to definitions.
*introduce instructional strategies for self-monitoring reading comprehension. Students read aloud a passage and then pause to question themselves about the meaning of the passage.