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Literacy Strategies – EDUC 5555

Literacy Strategies – EDUC 5555. Helping students become strategic readers. My Strategy Toolbox. An experience with music. Before Reading: Establish a Purpose for Reading. Learning Task #1: The House . (1) Read the story Write what is most important

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Literacy Strategies – EDUC 5555

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  1. Literacy Strategies – EDUC 5555 Helping students become strategic readers

  2. My Strategy Toolbox An experience with music

  3. Before Reading: Establish a Purpose for Reading

  4. Learning Task #1: The House (1) Read the story Write what is most important Be prepared to share your reasons

  5. The House (2) Select a reading purpose Read the story again Highlight what is important based on your assigned purpose.

  6. You are a burglar

  7. You are interested in buying the house

  8. Before Reading: Activate Background Knowledge/Schema “Activities done during this critical stage of learning lead to higher levels of student interest because they establish a purpose for reading, increase students’ background knowledge for the content, and develop student investment in their learning.” – Janet Allen

  9. Before Reading: Text Structure Description“The crocodile is the master of deception in the water. It stalks its prey and then swiftly closes in for the kill." Problem/Solution“One problem to resolve in crocodile watching is transportation. How can an observer get close enough to watch without scaring it away or being attacked?"

  10. Time/Order (Sequencing)"Archaeologists have helped us to understand that the evolution of the crocodile began with ..."Comparison/Contrast"The power of the crocodile is like that of a monstrous machine. With one lunge it can destroy its prey and protect the kill from other predators.“ Cause/Effect "We observed the crocodile as it stalked a monkey moving through the moonlight toward the edge of the water. As a result of a noise we made, the monkey bolted...” Directions"When observing a crocodile, first you must..."

  11. Learning Task #3 Think of an example in your specific content area of a least three types of text structure. Prepare to explain/share.

  12. Think Alouds: Modeling How to Interact with Text Modeling (I do) Scaffolding (WE do, YOU do)

  13. Before Reading: Vocabulary Development “Monster” Text

  14. Learning Task #5: Meaning and “Monster Text” Read the text. In pairs, write three questions & accompanying answers for the selection.

  15. Before Reading: Modeling & Scaffolding “Monster Text” Think Aloud

  16. “Tools” for Constructing Meaning…

  17. Before Reading: Vocabulary Development “Monster” Text again

  18. Exit Slip How Would specific pre-reading vocabulary support help students comprehend text in your class?

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