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School Focus: Reading Comprehension & Writing The School No. 8 literacy coaches are responsible for assisting teachers in reading and writing instruction. They provide teachers with professional development, as well as model best teaching practices. Besides this, our literacy coaches assist in parent workshops, organize Basic Early Literacy Skills, and assist with the administration of the Eight Week Benchmark Assessments for all students. Additional Sites / Resources Falmouth Public Schools, MA - K-6 Reading Streets Resources U.B.D. Understanding By Design Lesson Plan U.B.D. Interactive Lesson Template Writer's Workshop Mini Lessons from Mrs. Meacham Writer's Workshop Tips and Printables
The following links that are provided are Research Based Metacognitive Strategies for Reading Comprehension. Please take the time to read the following articles researched by our school Reading Coaches. (Click on each bold title to access the information) METACOGNITIVE STRATEGIES FOR READING COMPREHENSION Teaching Metacognition: The Value of Thinking About Thinking
COMMON CORE STANDARDS FOR LANGUAGE ARTS LITERACY --------------------------------------------------------------------------------- Classroom Strategies Reciprocal Teaching Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. Once students have learned the strategies, they take turns assuming the role of teacher in leading a dialogue about what has been read. Why use reciprocal teaching? It encourages students to think about their own thought process during reading. It helps students learn to be actively involved and monitor their comprehension as they read. It teaches students to ask questions during reading and helps make the text more comprehensible. How to use reciprocal teaching? Before Reciprocal Teaching can be used successfully by your students, they need to have been taught and had time to practice the four strategies that are used in reciprocal teaching (summarizing, questioning, predicting, clarifying). One way to get students prepared to use reciprocal teaching: (from Donna Dyer of the North West Regional Education Service Agency in North Carolina) 1. Put students in groups of four. 2. Distribute one note card to each member of the group identifying each person's unique role: Summarizer Questioner Clarifier Predictor 3. Have students read a few paragraphs of the assigned text selection. Encourage them to use note-taking strategies such as selective underlining or sticky-notes to help them better prepare for their role in the discussion. 4. At the given stopping point, the Summarizer will highlight the key ideas up to this point in the reading. 5. The Questioner will then pose questions about the selection: - Unclear parts - Puzzling information - Connections to other concepts already learned 6. The Clarifier will address confusing parts and attempt to answer the questions that were just posed. 7. The Predictor can offer predictions about what the author will tell the group next or, if it's a literary selection, the predictor might suggest what the next events in the story will be. 8. The roles in the group then switch one person to the right, and the next selection is read. Students repeat the process using their new roles. This continues until the entire selection is read. (Source: ReadingQuest) 9. Throughout the process, the teacher's role is to guide and nurture the students' ability to use the four strategies successfully within the small group. The teacher's role is lessened as students develop skill. Download blank templates - Here's a bookmark (38K PDF)* for students to use that prompts them about each of the four strategies used in reciprocal teaching. - This worksheet (164K PDF)* incorporates all four strategies into one page that students can fill out. - Similar to the bookmark above, this four-column handout (36K PDF)* prompts students with questions and statements related to the four strategies Scott Foresman Reading Street Grade Level Websites 2nd Grade Reading Street Resources by Scottsboro Schools (Includes Powerpoint, downloads, and links) These links provided by Jefferson County Schools NOTE: Click on graphic logo to enter website
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The Sheltered Instruction Observation Protocol (SIOP) Model was developed to facilitate high quality instruction for ELs in content area teaching. It is used in hundreds of schools across the U.S. as well as in several other countries.