Reading Supports for Students The pages that follow include reading supports in the form of an Anticipation Guide, a Graphic Organizer, and Student Reading Comprehension Questions. These resources are provided to help students as they prepare to read and in locating and analyzing information from the article. The borders on these pages distinguish them from the rest of the pages in this Teacher’s Guide—they have been formatted for ease of photocopying for student use. Anticipation Guide (p. 8): The Anticipation Guide helps to engage students by activating prior knowledge and stimulating student interest before reading. If class time to each statement before reading each article. As permits, discuss students’ responses they read, students should look for evidence supporting or refuting their initial responses. The Graphic Organizer is provided to help students locate Graphic Organizer (p. 9): and analyze information from the article. Student understanding will be enhanced when they explore and evaluate the information themselves, with input from the teacher, if students are struggling. Encourage students to use their own words and avoid copying entire sentences from the article. The use of bullets helps them do this. If you use the aforementioned organizers to evaluate student performance, you may want to develop a grading rubric such as the one below. Score Description Evidence Complete; details provided; demonstrates deep 4 Excellent understanding. Complete; few details provided; demonstrates 3 Good some understanding. Incomplete; few details provided; some 2 Fair misconceptions evident. Very incomplete; no details provided; many 1 Poor misconceptions evident. So incomplete that no judgment can be made about 0 Not acceptable student understanding Student Reading Comprehension Questions (p. 10): The Student Reading Comprehension Questions are designed: to encourage students to read the article (and graphics) for comprehension and attention to detail; to provide the teacher with a mechanism for assessing how well students understand the article and/or whether they have read the assignment; and, possibly, to help direct follow-up, in-class discussion, or additional, deeper assignments.
Reading Supports for Students The pages that follow include reading supports in the form of an Anticipation Guide, a Graphic Organizer, and Student Reading Comprehension Questions. These resources are provided to help students as they prepare to read and in locating and analyzing information from the article. The borders on these pages distinguish them from the rest of the pages in this Teacher’s Guide—they have been formatted for ease of photocopying for student use. Anticipation Guide (p. 8): The Anticipation Guide helps to engage students by activating prior knowledge and stimulating student interest before reading. If class time permits, discuss students’ responses to each statement before reading each article. As they read, students should look for evidence supporting or refuting their initial responses. Graphic Organizer (p. 9): The Graphic Organizer is provided to help students locate and analyze information from the article. Student understanding will be enhanced when they explore and evaluate the information themselves, with input from the teacher, if students are struggling. Encourage students to use their own words and avoid copying entire sentences from the article. The use of bullets helps them do this. If you use the aforementioned organizers to evaluate student performance, you may want to develop a grading rubric such as the one below. Score Description Evidence 4 Excellent Complete; details provided; demonstrates deep understanding. 3 Good Complete; few details provided; demonstrates some understanding. 2 Fair Incomplete; few details provided; some misconceptions evident. 1 Poor Very incomplete; no details provided; many misconceptions evident. 0 Not acceptable So incomplete that no judgment can be made about student understanding Student Reading Comprehension Questions (p. 10): The Student Reading Comprehension Questions are designed: to encourage students to read the article (and graphics) for comprehension and attention to detail; to provide the teacher with a mechanism for assessing how well students understand the article and/or whether they have read the assignment; and, possibly, to help direct follow-up, in-class discussion, or additional, deeper assignments.
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