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Language Arts Curriculum Guide - page 20 / 70





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    Shared Reading: Students read a text with the help of a teacher in an effort to learn to “read by

reading.” Shared reading is a step between reading to students and independent reading by students. It takes place in a non-threatening learning environment in which risk-taking, mistakes, and approximations are seen as a normal part of learning, not signs of failure. The purpose is for students to become independent in reading texts that would otherwise be too difficult. Shared reading involves using an enlarged text so that all students can participate. In the intermediate grades, shared reading is using enlarged text (e.g. on the overhead) to teach text features and facilitate the reading of difficult texts such as poetry, content area textbooks, nonfiction texts, directions, etc.

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    Silent Reading (SSR-Sustained Silent Reading): During SSR time, each student chooses a book or

books to read for a designated period of time (typically 15-30) minutes. Everyone, including the teacher, finds a comfortable place for reading without interruption. Students who can read choose a book at their independent level. SSR also provides students with time to practice the decoding and comprehension skills they have learned.

SQP2RS: A study strategy to help read and remember content area reading assignments. It contains the following steps.

  • Survey – Students preview the reading assignments, surveying the title, headings, information by pictures and words in italics

  • Question- - turn the heading into a question before reading the section - generate questions that can be answered after reading

  • Predict – Student predict one to three things you expect to learn as you read the text

  • Read- The students then read (alone, with the teacher, a partner, or group) each section so they learn the answer to the question they are asking

  • Respond -After reading each section, the students respond to the questions and determine which were answered in the text, develop new questions, continue surveying

  • Summary: - After finishing the entire assignment, students summarize the text orally or written

Summarizing: A summary is a condensed version of the main ideas of a piece of writing that is written in the writer’s own words. It usually begins with a nutshell statement, or overall summary, then presents the essential points of the writing, not necessarily in the same order as the original. It is a brief restatement of a longer text in fewer words than the original text.

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    Synthesizing: Proficient readers bring together all of their learning strategies to understand and

internalize a piece. They can not only retell but also create new meaning for themselves (a synthesis) using all that they know. Examples of synthesis might include a compare and contrast of ideas, assessing and evaluating, verifying the value of evidence, and/or making choices based on a reasoned argument.

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    Think Aloud: The teacher reads aloud a text. As the teacher comes across words or concepts that might

be difficult, he/she develops questions to ask themselves out loud. These questions are indicative of the thoughts the teacher has while reading difficult text. The purpose is to engage the reader in a metacognitive dialogue about his/her comprehension of text and the use of all reading strategies. These might include the modeling of:

  • Predicting: “Judging from that heading, I’ll bet...”

  • Summarizing: “So, there are different levels of a nervous system.”

  • Questioning: “I wonder just how complex the human nervous system is?”

  • Assessing prior knowledge: “I know the nervous system is controlled by the brain.”

  • Making analogies: “A nervous system is like a system of traffic lights.”

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