Wednesday, May 4, 2011

Online Class

what do good readers do?
apply back ground knowledge
predict
ask questions
use prior knowledge
use context clues

what can teachers do to develop comprehension?
motivate students
encourage
model good strategies
help build vocab
teach students about the passages they are reading
teach comprehension strategies

what can teacher do to help struggling readers?
they can monitor student and their work
mentor them or couch them into using better strategies
practice with them
help them to understand ways to adjust


Which idea struck you as most relevant to your teaching of comprehension?
the video gives explicit instructions for improving student's comprehension. for me I liked the idea of teaching about the passages and activating and connecting prior knowledge. Especially in a ESL classroom, students are coming from all over and its hard to know what your students have acquired through the years. You have to assess what they know but also don't take anything for granted. Help you students with strategies for connecting and also help them learn about the topic through building vocab and understanding.

What new instructional practices will you implement in your classroom?
I like the idea of authentic opportunities to read and respond to text. It's important to have a broad range of strategies and adjust your strategies to the student

How will you use the ideas presented in this video to improve the comprehension of your struggling reader?
My struggling readers that I am working with work on all levels. I am working with 10 students at once so i have to be able to adjust and have different strategies for building comprehension skills. Context clues seem to help the ESL students a lot but prior knowledge is also a big issue. Many students are not familiar with things the same way that the other 25 students in their regular classroom are. the need to practice more with learning about the passages as well as coming up with the strategies used to connect the knowledge they already have.

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