Appropriate reading strategy instruction based on the text features/genre/topic
I used:
Boushey, Gail & Moser, Joan. (2009). The cafe book. Portland, Maine: Stenhouse Publishers.
I used:
Boushey, Gail & Moser, Joan. (2009). The cafe book. Portland, Maine: Stenhouse Publishers.
KWL: Activating Background Knowledge
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(I wrote down the KWL chart before I finished looking through the example weebly which is why I'm still going to include it) As a nonfiction text, students are learning about a topic, in this case they are learning about an inventor and an invention. The inventions in this modules are directly related to students lives, especially the television. Most students watch TV each day. Students already know some things about TV, or maybe many things. This is their schema, they should be building schema as they encounter new information. Students can record this knowledge and continue to think about what they want to know about television. Student record what they want to know then read the text. Following the text, students can record what they learned form the text and hopefully they can connect some bullets from the W and L sides of their chart or start things they already know which were also described in the text. If students still want to know something they can be prompted to continue reading other texts and research the answer. They may want to begin with texts in the text set.
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Cause and Effect:
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As this is a biography, a nonfiction text, events occur for a reason and often build up unlike a fiction text when things can just occur without warning and for no apparent reason besides entertainment. What's significant about discovering cause and effect relationships within a biography or autobiography is that student may be able to relate to and learn from these correlations and causation in the future. Cause and effect is a comprehension building exercise. Instead of just learning what happened the students are prompted to look deeper into why it happened also giving them a greater perspective. This strategy can be preformed in multiple ways, one being the teacher provides some major points in the story and the students must discover the cause of the effect through careful reading. Student may also chose to create questions for each other and then go back and re-read the text to make the connections. For example: "What happened and why did it happen?" RCA employee was credited with inventing the TV and not Farnsworth. " Why would this have happened?" The students must go back or read with a purpose to determine the cause of this occurrence. RCA had a tremendous amount of funding to produce the TV- Farnsworth was just a teenager not a well known inventor- the war lost the initial excitement about TV- his patents expired. Students should be aware that often times there is more than one reason something happens, it took all of those events together to holistically describe why Farnsworth was not credited for his invention during his lifetime.
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Decoding Vocabulary
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Some of the vocabulary within this text is content specific and technical jargon. The story does not rely on these words and descriptions but rather uses them as examples and details into the story. It is important that students not become hung up on technical jargon when reading and rather only stop and work through something that keeps the student from comprehending the main post of the text. Students should however put sticky notes or write down what and where they struggled to go back to once there is time or a resource to look up. Sticky notes are a productive and quick means to record a spot without becoming distracted and losing fluency of the text by going to a dictionary or consistently asking the teacher to explain the technical jargon.
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Student-Directed Previewing
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Student-Directed Previewing is a method that is not text-based. Students have the opprotunity to explore the text and make personal text-to-self, text-to-text and text-to-world connections. Content vocabulary is not relevant yet at this point and students can use the text, headlines, and pictures to activate their prior knowledge before beginning to read. This would take place after the Know section of the student's KWL chart. This particular book has many pictures which can help students relate to the book. This is a stress-free means for students to activate their schemas which in turn will aide in their comprehension of the text as they are already in a related mindset. This strategy suits this text as it is a historical nonfiction and a technological science text which together or singularly confuse the student if beginning right away with no front-loading.
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