Teacher Instructional Practices Sample Student Activities Teacher must: Students will: Model metacognitive and cognitive Find answers to self-initiated questions processes Read silently. Verify and/or formulate predictions Read with a partner Facilitate integration of new data with prior knowledge Predict and verify Encourage thinking about reading Re-read if necessary Help students construct Graphic organizers Take notes Summarize text Construct and use graphic organizers Read aloud Think aloud After reading strategies help learners reflect about the content, summarize their learning, draw conclusions, and make connections. They include: Reflecting students contemplate their reading as they relate on a personal – or emotional level. Rereading students read text additional times to improve understanding. – Summarizing students provide a summary or gist of the text. Strategies – for summarizing can include Summary Frames and Somebody Wanted But So. Discussing students discuss the text in small or large groups. – Written response students complete a written response to their reading. – Responses can be in a variety of formats including summaries, letters, journal entries, news stories and persuasive essays. Verbal response students provide an oral response to the story. – Responses can be in the form of presentations, debates, and dramatic events. Reading Teacher Instructional Practices Sample Student Activities
Teacher Instructional Practices Sample Student Activities Teacher must: Model metacognitive and cognitive processes Verify and/or formulate predictions Facilitate integration of new data with prior knowledge Encourage thinking about reading Help students construct Graphic organizers Summarize text Read aloud Think aloud Students will: Find answers to self-initiated questions Read silently. Read with a partner Predict and verify Re-read if necessary Take notes Construct and use graphic organizers After reading strategies help learners reflect about the content, summarize their learning, draw conclusions, and make connections. They include: Reflecting – students contemplate their reading as they relate on a personal or emotional level. Rereading – students read text additional times to improve understanding. Summarizing – students provide a summary or gist of the text. Strategies for summarizing can include Summary Frames and Somebody Wanted But So. Discussing – students discuss the text in small or large groups. Written response – students complete a written response to their reading. Responses can be in a variety of formats including summaries, letters, journal entries, news stories and persuasive essays. Verbal response – students provide an oral response to the story. Responses can be in the form of presentations, debates, and dramatic events. Reading Teacher Instructional Practices Sample Student Activities
content_area_literacy_handbook.docx