xabar tuzish

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making meaning making meaning pre, during, and post reading strategy mental strategy what readers use to understand what they are reading vs. instructional strategy what teachers use to help students learn the strategies and the topic. pre-reading teach the text structure teach a previewing technique establish context teach vocabulary activate prior knowledge create anticipation guides schema according to schema theorists, all knowledge is packaged into units called schemata, and embedded into these units of knowledge is information on how this knowledge is to be used. each separate schema is a device for representing knowledge of a concept, along with specifications for relating it to an appropriate network of connections that seem to hold all components of that particular concept. individuals acquire schemata through their experiences - both real and vicarious. as individuals have more experiences, they refine, reshape, correct, and restructure their schemata. context accretion: accretion involves putting new information …

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ing: wide reading is important in providing students with information about people, places, events and situations. even though direct experience is preferred, many times it is not possible. however, experiences lived vicariously through reading can produce tremendous results. a pre-viewing technique t.h.i.e.v.v.e.s.1 is an acronym for text features that can help you complete a useful preview of the text. so “get the goods” from this text by looking at and thinking about each of the following as you come upon them in the text: title headings introduction every first sentence of sections or paragraphs visuals vocabulary, often bolded end questions or every author-generated question summary snatches helps build anticipation. while you are previewing, “snatch” here and there a look at a picture, a graphics, and always a sentence randomly or purposefully selected from the text. then ask, “what interesting and important things might i learn from this text?” text structures …

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coogle connected mind what do you think? 2009 national geographic photo winner during reading strategies good readers: 1. know why they are reading 2. ask questions as they read 3. visualize and use sensory data 4. make inferences and connections as they read 5. use strategies to “fix it” when they don’t understand 6. focus and realize when they have zoned out (the levels of communication) note taking it helps make sense of information it cannot be assumed students know how to take notes find what works best double entry diary https://www.ocps.net/cs/services/cs/currareas/read/ir/bestpractices/af/double%20entry%20diary_.pdf/ quad-entry method http://skolar.skagafjordur.is/lestur/do%20i%20really%20have/doireallyhavetoteachreadind6kafli.pdf cornell notes https://www.youtube.com/watch?v=1iolzmtgupw http://www.sandi.net/cms/lib/ca01001235/centricity/moduleinstance/21300/5_cornell_notes.pdf strategic reading model then practice click or clunk getting the “gist” 10 words or less! wrap it up have students do this in groups a during reading strategy take the articles from before and preview how you would teach a during reading strategy to the class. remember, it need not be …

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making meaning making meaning pre, during, and post reading strategy mental strategy what readers use to understand what they are reading vs. instructional strategy what teachers use to help students learn the strategies and the topic. pre-reading teach the text structure teach a previewing technique establish context teach vocabulary activate prior knowledge create anticipation guides schema according to schema theorists, all knowledge is packaged into units called schemata, and embedded into these units of knowledge is information on how this knowledge is to be used. each separate schema is a device for representing knowledge of a concept, along with specifications for relating it to an appropriate network of connections that seem to hold all components of that particular concept. indivi...

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