Empowering Gen Z... Leading and Learning in the 21st Century

  Comprehension Continued:) Middle School: As students get older most of the content they read in school is non-fiction text, therefore it is crucial that we expose students to nonfiction texts to improve their reading comprehension. This is perfect for middle school content! :) Please read this and this article, and then respond to the prompt below. Elementary: After watching Lessons 6-7, please respond to the following prompt : Prompt : Review these best practices . Are you currently using any of these practices in your classroom to plan for comprehension instruction? Based on what you’ve learned so far, will you be making any changes? If so, what will you change? Rebecca Minerd and Monelle Dalman

  The Active View of Reading We know about the Reading Rope but did you know there was an Active View or Reading.... And that this Active View of Reading expands the basic concepts of our reading rope for Language Comprehension...... Middle School: Please read this article . Elementary AND Middle School: Please watch this 3 minute video . In order to truly empower students we must consider the holes we have in our own instruction. Fortunately, many strategies for bolstering language comprehension will also improve comprehension in content areas, as well. Which aspects of the Active View of Reading or Scarborough’s Language Comprehension (part of the rope) is not currently facilitated in your classroom? Given your content area and/or grade level, how could you incorporate that into your lessons to bolster reading and academic comprehension?

  Let's continue our conversation from last week... With last week’s assessments and observations of one student in mind, please read the following article: Fluency: Instructional Guidelines and Student Activities . What strategies could you implement for the student that would best support the student’s needs? Monelle Dalman and Rebecca Minerd

  Comprehension.... Our Goal!  Reading Fluency is integral to Reading Comprehension. Assessment is integral to action planning. HOWEVER, when assessing fluency it is IMPERATIVE that you explain to the student the difference between reading rapidly and reading fluently. Think of fluently as reading to others, so that the reader and the listener can understand what is being read . This week, please choose 1 student to assess as follow Have a student cold read a grade-level, content-based passage for one (timed) minute. (Be sure to have your own paper copy so you can record mistakes and mark the last word the student reads when the minute ends.)  1- Provide the Words Correct Per Minute and the number of errors, using the format shown in the Example above;  2- Complete these rubrics for Prosody; and lastly,   3- Have the student complete (or complete together with “young-uns”) this self-reflection on their reading.  Provide this information on your ...