Session+8

**Developmental Reading** **Vocabulary and Comprehension** **6/17/14**
 * EDUC 507**


 * Check in
 * Google Posts:


 * Bryan: Writing about the importance of developing sight words, writes, “Consequently, students need to be able to read the first 300 Instant Words without a moment's hesitation.” **


 * Shelley: Asking students to sketch the beginning, middle and end of a story is a great tool to use because it is less intimidating than writing for some students. It allows the teacher to assess comprehension while addressing and respecting multiple intelligences. **


 * Kelsey: When I was a teen I never read for pleasure reading and I wish I had someone to motivate me. **


 * Kirsten: Using graphic organizers to help with comprehension. Concept mapping? **


 * Lindsey: He is pretty unmotivated in school, but he enjoys independently reading, and is reading above grade level. **


 * Christine: Overall, I think a learning experience similar to this in which connections to real life are meaningful help to engage students in literacy. I think this type of activity would help students' growth as a learner and individual. **


 * Readers' Workshop
 * 1) Revisit __The Stranger__: Background and text structure activity to determine text structure and approach to use with that text structure – have students look through the books from the center of their tables. Discuss the structure of the text, a pre-reading activity, during reading activity and reflective activity. Chart your thoughts and be ready to share with the class
 * 2) Pause for Connections activity to code the text (15 minutes)
 * 3) Finnegan's Wake -- Vocabulary and Comprehension
 * 4) Alphaboxes

NEXT TIME: Read Tompkins 10 and 11 Read Guided Reading Article below <span style="font-family: Georgia,serif;">Read RTI Article below <span style="font-family: Georgia,serif;">Read CT Blueprints – pp. 36-68

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