The Complete Teacher
Predicting actively engages students and connects them to what they read
Predicting involves thinking ahead while reading and anticipating information and events in the text. After making predictions, students can read through the text and refine, revise, and verify their predictions. This resource guides you through suggestions to help students learn how to be successful in their predictions.
The think-aloud strategy asks students to say out loud what they are thinking about when reading, solving math problems, or simply responding to questions posed by teachers or other students. This resources explains the strategy and provides tips on how to model it for students so that make it a habit in math, reading, and science classes. This strategy makes an excellent addition to the learning methods taught in your curriculum.
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ACTIVATING PRIOR LEARNING
Call it schema, relevant background knowledge, prior knowledge, or just plain experience, when students make connections to the text they are reading, their comprehension increases. Good readers constantly try to make sense out of what they read by seeing how it fits with what they already know. When we help students make those connections before, during, and after they read, we are teaching them a critical comprehension strategy that the best readers use almost unconsciously.
Create meaningful performance assessments
Performance assessment is a viable alternative to norm-referenced tests. Teachers can use performance assessment to obtain a much richer and more complete picture of what students know and are able to do.
Direct reading activity
Directed Reading-Thinking Activity (DR-TA) is a teaching strategy that guides students in making predictions about a text and then reading to confirm or refute their predictions. This strategy encourages students to be active and thoughtful readers, enhancing their comprehension.
Double journal entries
Students can use a double-entry journal to help them study concepts or vocabulary, express opinions, justify an opinion using text, and understand or respond to the text they are reading. The double-entry journal is a two-column journal. In the left column, students write a piece of information from the text, such as a quotation or a concept, which students want to expand upon, understand better, or question.
Journaling is the practice of recording on paper a collection of thoughts, understandings, and explanations about ideas or concepts, usually in a bound notebook. Teachers ask students to keep journals, with the understanding that students will share their journal with the teacher.
Reflective journals are notebooks or pieces of paper that students use when writing about and reflecting on their own thoughts. The act of reflecting on thoughts, ideas, feelings, and their own learning encourages the development of metacognitive skills by helping students self-evaluate and sort what they know from what they don't know. The process of examining one's own thoughts and feelings is particularly helpful for students who are learning new concepts or beginning to grapple with complex issues that go beyond right and wrong answers.
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