Instructional Processes in the Teaching of Reading, Part 2
Question 1: Discuss how a teacher can adapt an organizational pattern lesson using graphic organizers.
Answer 1: It is important that the graphic organizers be used as a sort of scaffolding to reach a goal that will go beyond the organizer. The goal might be a text passage or preparing for a discussion, but the teacher should understand that these tools will train minds to automatically recognize text structure and organize information when reading even when a graphic organizer is not used. In adapting or differentiating this, it is important that the process be adapted carefully and appropriate to the pacing and complexity of a grade level. There are different graphic organizers that can be used that may take into account some complex or unique element of text structure that the students have not seen before. A great adaptation is when some or all the students feel comfortable using their own graphic organizers for reaching desired goals for interacting with text.
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Question 2: Describe a silent reading lesson.
Answer 2: Silent reading can help achieve voluntary reading as well as familiarizing students with words they can decode at their reading level. Students might choose the book themselves, and free reading time could be given on a daily basis to encourage voluntary, silent reading. The teacher would need to ensure that the book chosen by a student is at that student's reading level. The teacher emphasizes the necessity of there being a lack of distractions. The teacher can let the student choose a book and ask them to read a couple of the first pages to ensure it is at their reading level. After choosing the books, the class goes back to the room and talks about silent reading. The teacher should assess whether the children are engaged or distracted and should ask questions. The teacher assesses the students.
Question 3: Describe the About-Point reading strategy.
Answer 3: About-Point is a strategy that is designed to have students monitor both literal and interpretive comprehension during study reading. The format asks the reader to pause periodically and state what the section they have just read is about, or what the author said, and then to state the point of the section or what the author means. Ways to direct this strategy includes: 1) When giving reading assignments, have students mark a few paragraphs. While reading, they should stop when they come to these sections and write About-Point statements. 2) Assign About-Point paragraph statements but have students work in pairs or groups to develop collaborative statements. 3) When giving a reading assignment, have the students select a certain number of paragraphs which they can translate into their own About-Point statements.
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