1. Chapter 2 Teaching All Students This multimedia product and its contents are protected under copyright law. The following are prohibited by law: –any public performance or display including transmission of any image over a network; –preparation of any derivative work, including the extraction, in whole or in part, of any images; –any rental, lease, or lending of the program. Copyright © 2013 Pearson Education. All Rights Reserved.

2. Economically Disadvantaged Students **NOTES** Principles for teaching economically disadvantaged children: –Build background –Create an atmosphere of success –Make instruction explicit –Provide a balanced program –Provide access to books and magazines –Counteract the fourth-grade slump

3. Copyright © 2013 Pearson Education. All Rights Reserved. Inclusion **NOTES** Teaching students who have disabilities or special needs within the general education classroom. –Warm, accepting atmosphere –Modifications Altering curriculum or other school policy to aid students with disabilities –Accommodations Changes in the way students are taught

4. Chapter 7 Comprehension: Theory and Strategies This multimedia product and its contents are protected under copyright law. The following are prohibited by law: –any public performance or display including transmission of any image over a network; –preparation of any derivative work, including the extraction, in whole or in part, of any images; –any rental, lease, or lending of the program. Copyright © 2013 Pearson Education. All Rights Reserved.

5. Comprehension Strategies (Continued) Teaching Preparational Strategies –Activating prior knowledge – background knowledge; done through questioning (KWL) –Setting purpose and goals – the question reader wants to answer or the information seeking. Reading to gain information, to relax, prepare for a test… –Previewing – helps to set the purpose; surveying the text (title, headings, illustrations…) –Predicting - careful guesses with a solid basis; helps students think about their reading.

6. Copyright © 2013 Pearson Education. All Rights Reserved. Comprehension Strategies (Continued) Teaching Organizational Strategies –Comprehending main idea- the overall meaning of a passage; what the passage is all about, a summary statement of its meaning –Constructing main idea- most passages do have an explicitly stated main ideas –Determining relative importance of information – determining the main idea helps to identify important information. –Organizing details Sequencing – the order (first, second, next, before, after, last) Following directions – includes sequencing cue words. Words found in directions: list, match, underline… –Summarizing – builds on the organizational strategies

7. Copyright © 2013 Pearson Education. All Rights Reserved. Comprehension Strategies (Continued) Teaching Elaboration Strategies –Making inferences ***NOTES** Using QAR is good for students that have trouble with making inferences. Difficulties in applying Applying skills in classroom It Says-I Say-And So Macro-Cloze Mystery passages Difficulties in drawing conclusions –Imaging **NOTES** : This elaboration strategy allows learning to picture concepts in their minds. Using manipulatives –Question generation –Other strategies

8. Copyright © 2013 Pearson Education. All Rights Reserved. Teaching Monitoring Strategies –Knowing where and how to use (metacognition) –Knowing oneself as a learner –Regulating –Checking –Repairing ***NOTES** In this strategy, students are taught to reread, slow down, and pause when text is confusing. –Click and clunk

9. Copyright © 2013 Pearson Education. All Rights Reserved. Importance of Prior Knowledge Makes a greater contribution to text comprehension than decoding or reported use of strategies. **NOTES**Students who have a richer background and can make more connections between what they know and what they are reading have better comprehension and retention.

10. Copyright © 2013 Pearson Education. All Rights Reserved. Social-Constructivist Nature of Comprehension **NOTES** Reciprocal Teaching –Uses predicting, questioning, clarifying, summarizing **NOTES** Questioning the Author –Emphasizes content

11. Chapter 8 Comprehension: Text Structures and Teaching Procedures This multimedia product and its contents are protected under copyright law. The following are prohibited by law: –any public performance or display including transmission of any image over a network; –preparation of any derivative work, including the extraction, in whole or in part, of any images; –any rental, lease, or lending of the program. Copyright © 2013 Pearson Education. All Rights Reserved.

12. Narrative Text and Story Schema **NOTES: How do most children develop a schema for stories? (pg. 362) –Setting –Characters –Plot Story problem Main character’s goals Principal episodes Resolution

13. Copyright © 2013 Pearson Education. All Rights Reserved. Role of Questions in Comprehension (Continued) Using Wait Time**NOTES: pg. 372 Classroom Atmosphere Techniques for Asking Questions –FELS: Focusing, Lifting, Substantiating –Responsive elaboration –Other probes and prompts –Prompting ELLs; may need extra efforts

14. Copyright © 2013 Pearson Education. All Rights Reserved. Frameworks for Fostering Comprehension **NOTES: What is guided reading? Describe the steps in a guided reading lesson? (pgs. 377-385) Guided Reading (Directed Reading Activity) –Introducing the Text Developing background, concepts, vocabulary, strategies Setting purpose Building interest –Silent Reading –Discussion –Revisiting –Extending

15. Copyright © 2013 Pearson Education. All Rights Reserved. The Cloze Procedure Nature & Purpose of Cloze –Assessing readability –Testing –Developing comprehension **NOTES: Classic Cloze –Teacher deletes words at random (pg. 388) Scoring Cloze Discussion for Comprehension

16. Chapter 9 Reading and Writing in the Content Areas and Study Skills This multimedia product and its contents are protected under copyright law. The following are prohibited by law: –any public performance or display including transmission of any image over a network; –preparation of any derivative work, including the extraction, in whole or in part, of any images; –any rental, lease, or lending of the program. © 2013 Pearson Education, Inc. All rights reserved.

17. Copyright © 2013 Pearson Education. All Rights Reserved. Instructional Techniques (Continued) Before Reading –Structured overview –Anticipation guides **NOTES: pgs. 399-400 During Reading –Chapter organization & text structure –Think-Alouds ** NOTES: See page 401-402 –Strategy guides

18. Copyright © 2013 Pearson Education. All Rights Reserved. ***NOTES: Graphic organizers are visual devices to help students/reader note relationships between key concepts, main points, basic steps, major events or vocabulary. Key graphic organizers are an adaptation of Hyerle’s Thinking Maps, used to help students organize their thinking.

19. Copyright © 2013 Pearson Education. All Rights Reserved. SQ3R Principles of SQ3R **NOTES**The most thoroughly documented and widely used study technique in English Speaking countries. –Survey –Question –Read –Recite –Review Teaching SQ3R –Can be applied at all levels

20. Chapter 10 Reading Literature This multimedia product and its contents are protected under copyright law. The following are prohibited by law: –any public performance or display including transmission of any image over a network; –preparation of any derivative work, including the extraction, in whole or in part, of any images; –any rental, lease, or lending of the program. © 2013 Pearson Education, Inc. All rights reserved.

21. Copyright © 2013 Pearson Education. All Rights Reserved. Types of Literature (Continued) Drama **NOTES** Reader’s Theater is a form of dramatization in which all participants orally as though it were a play. –May require special reading skills Nonfiction –Biographies –Select subjects interesting to students

22. Copyright © 2013 Pearson Education. All Rights Reserved. Voluntary Reading **NOTES** Ten-Minutes Per Day Can Make a Difference Determine Interests & Attitudes Build Classroom Library Set Up Management System Teach Students How To Select Books Teach Students How To Talk About Books –Buddy buzz Teach Students How To Work Together Teach Students How To Write Recommendations

23. Chapter 11 Approaches to Teaching Reading This multimedia product and its contents are protected under copyright law. The following are prohibited by law: –any public performance or display including transmission of any image over a network; –preparation of any derivative work, including the extraction, in whole or in part, of any images; –any rental, lease, or lending of the program. © 2013 Pearson Education, Inc. All rights reserved.

24. Copyright © 2013 Pearson Education. All Rights Reserved. Basal/Anthology Approach ***NOTES** Provides the most direction for teachers. Integrated language arts skills Systematic phonics Differing levels ELL, intervention provisions Wide range of resources -Resources may be Web-based. May be partially digitized.

25. Copyright © 2013 Pearson Education. All Rights Reserved. Individualized Reading/ Reading Workshop (Continued) Advantages **NOTES** Self-selection –Self-paced –Uses group processes –Related reading and writing Adapted Reading Workshop –Can be used with or without basal series

26. Copyright © 2013 Pearson Education. All Rights Reserved. Language-Experience Approach (Continued) Other Uses –Real purposes (letters, invitations, class rules, charts, diaries, plays, etc.) –Shared writing activities Advantages and Disadvantages **NOTES** Works well as beginning reading method, but less effective as students progress –Builds on student language and experience –Cannot use as sole source of reading Adapting –Use as supplement to other approaches

27. Copyright © 2013 Pearson Education. All Rights Reserved. Guided Reading Reading Level Groups –Groups meet daily or several times a week –Grouping flexible and fluid – **NOTES** Teacher works with each group separately Learning Centers –Skills practice –Enrichment –Explore interests

28. Copyright © 2013 Pearson Education. All Rights Reserved. Guided Reading (Continued) Advantages and Disadvantages of Guided Reading –**NOTES** Students instructed at own level –Students can receive targeted assistance –Take care to avoid “busywork”

29. Chapter 12 Writing and Reading This multimedia product and its contents are protected under copyright law. The following are prohibited by law: –any public performance or display including transmission of any image over a network; –preparation of any derivative work, including the extraction, in whole or in part, of any images; –any rental, lease, or lending of the program. © 2013 Pearson Education, Inc. All rights reserved.

30. Copyright © 2013 Pearson Education. All Rights Reserved. Process Approach to Writing (Continued) **NOTES** Revising –Model process –Early concerns: spelling, handwriting –Later concerns: adding details, clarifying, advanced revisions –Conferences aid revision- focus on one element Editing –Model process –Arrange peer editing –Teach use of dictionary, style guides, and thesauruses- print & electronic –Use checklists