By Danny, Ph.D. Brassell, Timothy Rasinski
Utilize your examining guideline via cutting edge ways that may switch how you paintings with newbies of their efforts to construct comprehension abilities. built along side the Dr. Timothy Rasinski, popular fluency professional, this e-book presents history info, a proof of examining comprehension, very important learn, confirmed recommendations, differentiation principles, counsel, and extra. This source is geared in the direction of supplying you with the real info you want to assist you start with sensible innovations you want to enforce instantly. you are going to believe empowered with a brand new self assurance to enhance examining guideline in all content material parts, together with tricky content material. you will study what knowledgeable readers do, find out how to trap pupil curiosity, and the way to spot problems in studying comprehension. through the publication you will discover a number of information alongside how one can show you how to on your quest to assist novices turn into lifelong readers. 144pp.
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Extra info for Comprehension That Works: Taking Students Beyond Ordinary Understanding to Deep Comprehension Grades K-6
Suggestions for analyzing the student’s responses are provided in the next section of this chapter. Silent Reading Step 1: Present the student with the passage. Ask the student to read it silently. Explain that he or she will be answering some questions about the passage or will be retelling the passage at the end of the reading. Step 2: Observe the student’s silent reading behaviors; for example, finger pointing, vocalizing, pauses, facial expressions or gestures, and evidence of rereading. Step 3: Follow procedures described for the oral reading task.
For example, if they are having difficulties with understanding an unfamiliar word, proficient readers may try to determine the word’s meaning by using context clues, by examining the word base, prefix, or suffix, or by consulting an alternative source such as a peer, a dictionary, or the teacher. , seeing words multiple times in meaningful contexts), lots of rich talk and talk about text, plenty of time spent reviewing important words, as well as time spent raising students’ word consciousness and instructing students on how to relate new words to known words.
The Texts to Use In teacher-directed reading assessment, the student is asked to read one or more texts. Of absolute importance is knowing the difficulty level of the passages the student will be asked to read. Teachers will want to know how well their students perform with material at their respective grade levels, whether they are experiencing difficulty at their grade level, and the level at which they read most comfortably. In order to do this, teachers need to be able to determine the difficulty of the passages they are going to ask their students to read.