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INSERT is a strategy with several uses. Students mark a text (with pencil or sticky flags) with symbols such as +. -. !, ? to monitor their comprehension during reading. These marks can then be used by the teacher to help students engage in discussions, and clarify understanding. Students can also use the marks to make notes after reading.
This is actually 2 articles from American Educator Spring 2011
-Putting Students on the Path to Learning: The Case for Fully Guided Instruction
-Principles of Instruction: Research-Based Strategies That All Teachers Should Know
The first article asserts that "teachers are more effective when they provide explicit guidance accompanied by practice, not when they require students to discover many aspects of what they must learn."
The second article presents 10 research-based principles of instruction, along with suggestions for classroom practice.
By freezing the action in a piece of literature, it is possible to isolate any number of literary components: character, conflict, denouement, writer style. These "frozen portraits" provide an opportunity for students to investigate that component more thoroughly.
This discussion strategy uses writing and silence as tools to help students explore a topic in-depth. Having a written conversation with peers slows down students’ thinking process and gives them an opportunity to focus on the views of others. This strategy also creates a visual record of students’ thoughts and questions that can be referred to later in a class. Using the Chalk Talk strategy can help engage shy students who are not as likely to participate in a verbal discussion. After using this strategy several times, students’ comfort, confidence, and skill with this method increases.
Resources for teachers from Scholastic
"Exposing young children to informational text early on can help them to handle the literacy demands of fourth grade and beyond. Practical instructional techniques can be used to promote understanding and enjoyment of informational texts. The three techniques described here — Text Impression, Guiding Questions, and the Retelling Pyramid — can help children become familiar with the language and structure of non-fiction books."
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aspects of our strategy instruction may well be counterproductive. I sense that we may overemphasize things like making connections and predictions and underemphasize things like synthesis and determining importance.
"It is vital that teachers give students the tools for acquiring their own rich vocabulary. Students will learn many words when they encounter them in meaningful contexts, but other words must be directly taught . Repeated meaningful encounters with words in read-alouds, in conversation, in personal reading, in discussion, or in media viewing can lead students to build vocabulary over time. Teachers should model effective word learning strategies for students."
Decoding and comprehension posters and bookmarks using animals as mnemonics.
"Many of these strategies are suitable for secondary as well as elementary students. I have researched links and materials to additional information about each strategy and have provided downloads to worksheets that you can print to provide students with support for many of the strategies."
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