PDF-[READ] - I Read It, but I Don\'t Get It: Comprehension Strategies for Adolescent Readers

I Read It but I Dont Get It is a practical engaging account of how teachers can help adolescents develop new reading comprehension skills Cris Tovani is an accomplished teacher and staff developer who writes with verve and humor about the challenges of working with students at all levels of achievementfrom those who have mastered the art of fake reading to collegebound juniors and seniors who struggle with the different demands of contentarea textbooks and novelsEnter Cris classroom a place where students are continually learning new strategies for tackling difficult text You will be taken stepbystep through practical theorybased reading instruction that can be adapted for use in any subject area The book featuresanecdotes in each chapter about real kids with real universal problems You will identify with these adolescents and will see how these problems can be solveda thoughtful explanation of current theories of comprehension instruction and how they might be adapted for use with adolescentsa What Works section in each of the last seven chapters that offers simple ideas you can immediately employ in your classroom The suggestions can be used in a variety of content areas and grade levels612teaching tips and ideas that benefit struggling readers as well as proficient and advanced readersappendixes with reproducible materials that you can use in your classroom including coding sheets double entry diaries and comprehension constructorsIn a time when students need increasingly sophisticated reading skills this book will provide support for teachers who want to incorporate comprehension instruction into their daily lesson plans without sacrificing content knowledge. Grace Oakley. What are Reading Comprehension Cognitive Strategies?. Visualising. Making connections. Fix-up strategies. Summarising. Asking questions. Making predictions. Inferring. Visualising. Making connections. Comprehension. . Can You Read The Following Words?. when contains factor form not. this other inverse inequality have. sides of with be adding do as. negative terms variable both side. additive equivalent. We will encourage each other to take an active part in discussion . We will listen to each other in an effort to. . examine our own teaching beliefs . We will not engage in sidebar conversations or actions that detract from our task to grow professionally . H325A120003. Overview of the Essential Components of Reading Instruction K–5. Part 3.6: Comprehension. A special thanks to the Meadows Center for Preventing Education Risk at the University of Texas at Austin for permission to use and adapt material from a module created by the Higher Education Collaborative: . A Close Reading Strategy for Better Comprehension. Text Annotation by Teachers. What is Text Annotation?. While reading, students mark the pages for . Important information. Text meaning or key details. Comprehension. . Can You Read The Following Words?. when contains factor form not. this other inverse inequality have. sides of with be adding do as. negative terms variable both side. additive equivalent. Reading is a constructive process of creating meaning that involves the reader, the text, and the purpose within social and cultural contexts.. --Tompkins, p. 42. 5 Components of the Reading Process:. and Reassessing Literacy. Tucker McLean. Questions to Consider. Who are reluctant readers, and why are they reluctant?. What can we do as teachers to encourage and motivate reluctant readers?. Who are reluctant readers?. Foundations of Reading Instruction. . . ©2009 University of Texas System/Texas Education Agency. www.meadowscenter.org. H325A120003. Overview of the Essential Components of Reading Instruction K–5. 19. /09/2016. Laura Foster.. Reading is . making meaning from print. . It requires that we:. Identify the words in print – a process called . word recognition. Construct an understanding from them – a process called . Cheryl Hutchinson, M. Ed.. Loudoun County Public Schools. National Board Certified Teacher. Candidate Support Provider. LCPS Staff Development. August 31, 2009. Why me? . Why this topic?. Who are you?. make . predictions. , . ask questions. ( and watch out for answers) ..and sometimes go… “. I wonder if. …”. Often . a. s we read, thoughts pop into our mind. A plot starts and we might predict what is going to happen next. A character does something and we ask ourselves a question. Maybe our question is answered later on. Even a title in a newspaper may make us ask questions or go… “I wonder...”. Ms. Maxson. English 10. TODAY’S AGENDA. Guiding Questions. . Unit of Study: What . are strategies for reading better. ? . Today: Why did Ms. Maxson give me a playing card?. CHALK TALK: Reading Strategies. Reading Comprehension Skills. by Reading Aloud to Them. Tips for . parents. Today’s Plan. Discuss “best practices” for parents. Explain the power of the read aloud. Describe reading comprehension strategies.