By Elaine K. McEwan-Adkins
Offers forty research-based equipment with feedback for simple implementation to aid suffering readers, and contours 3 tables of contents (traditional, topical, and problem-solving) formatted for fast reference.
Read Online or Download 40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12 PDF
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Extra info for 40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12
Out of each other, that there’s no land interrupting the flow of the water. The object of your mission is to explore the Missouri river; & such principal stream of it, as by it’s course & communication with the waters of the Pacific ocean, may offer the most direct & practicable water communication across this continent, for the purpose of commerce. Beginning at the mouth of the Missouri, you will take observations of latitude & longitude, at all remarkable points on the river, & especially at the mouths of rivers, at rapids, at islands & other places & objects distinguished by such natural marks & characters of a durable kind, as that they may with certainty be recognized hereafter the courses of the river between these points of observation may be supplied by the compass, the log-line & by time, corrected by the observations themselves.
3. There are numerous instructional activities to facilitate the development of summarizing, but in the end, as noted in the foregoing quotation, summarizing is dependent on the reader’s comprehension of the text. If students don’t get it, they can’t summarize it. Encourage and model for students how to dig for meaning, ask questions, interrogate the author, and diligently consult teachers in afterschool homework sessions. Hang this motto on your classroom wall: “Read four. ” It reminds students that it’s not enough to read it once and give up.
Inferring. I’m sure I know what’s going to happen next because the same thing happened to me several years ago. • Monitoring-Clarifying. I got confused at this point because I’ve never seen this word before, so I used the context to figure it out. It helped that I knew a related word in a foreign language. • Questioning. I wonder why the author chose this word to describe the Civil War. It seems to me that another word would have made more sense. • Searching-Selecting. I had a question when I read this section; I’m either going to ask my friend John who knows a lot about this topic or I’ll Google it later.