Rina Iati's List: literacy

• Use for Ra Refresher - Rina Iati on 2008-12-02

• At the age of 13, Barrie left his home village. At school he became interested  in theatre and devoured works by such authors as Jules Verne, Mayne Reid, and  James Fenimore Cooper. His classmates Barrie observed like an outsider, they  were tall, interested in girls, while he remained small and apparently he never  had a girl friend. Barrie studied at Dumfries Academy at the University of  Edinburgh, receiving his M.A. in 1882. After working as a journalist for the  Nottingham Journal, he moved in 1885 with empty pockets to London as a  freelance writer. He sold his writings, mostly humorous, to fashionable  magazine, such as The Pall Mall Gazette.

  • This is for you to read

• Reading is fundamental in developing knowledge and creativity, whether doing  so at home or school. Featured are tools for teachers, librarians and parents to  stimulate young readers.

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  • Do your students know why they are being asked to read a given text?  
  • Do your students apply prior knowledge and experience to the reading?  
  • Do your students look for typographic and text structure cues to help them  identify critical elements?  
  • Do your students ask themselves questions while they are reading?  
  • Are your students sufficiently comfortable with science vocabulary to enable  them to concentrate on ideas and concepts in the reading?  
  • Do your students appear engaged rather than bored during reading  assignments?
• Manage reading assignments with purpose

  • Setting purpose
• Teach students to use text clues to identify critical information.
• Encourage questioning and hypothesis formation during reading

  • Stop and write a question
• Teach students to look for key terms which imply relationships between  variables.

  • Signal words
• Evaluate student comprehension

  • distributed summarizing, stop and draw
• Many science concepts revolve around a sequence or cycle of events

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• summarize their articles and then also explain how a knowledge of biology would  help someone understand the article in more depth.
• Some examples:    
  

• There are three main purposes for reading. Students learn to read to be  informed, to perform a task, and for literary experience.

• . GLOBAL UNDERSTANDING

   

  The reader constructs meaning based on an overall understanding of the  text

• 2. DEVELOPING INTERPRETATION

   

  To develop interpretation, readers must examine the initial, holistic  understandings they have constructed by revisiting the text to clarify, verify,  revise, and extend these global ideas.

• 3. PERSONAL REFLECTION/RESPONSE

   

  To develop a personal response the reader will utilize prior knowledge and  personal experience in interacting with the text in order to extend meaning.

• . CRITICAL ANALYSIS

   

  To develop critical analysis, the reader must “step away” from the text and  examine the author’s perspective and craft.
• Underline, highlight, or take notes to help you recall important information.

  • Might be a good place to use chunking, then stop and ... write, highlight, draw, etc.
  Add Sticky Note

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• Summarizing.  When students cannot produce an adequate synopsis  of what they read, they clearly are not comprehending the material, indicating  that remedial action is needed. Formulating potential test questions, clarifying  ambiguities, and predicting future content are activities that both improve  comprehension and allow students to monitor their own understanding.

   

  Questioning.  Questioning is an important activity because it  forces students to extract the gist of what they read. After reading a  selection, students are asked to generate a reasonable test question-to put  themselves into the teacher's shoes and come up with a question he or she might  ask. In generating the question, students find it helpful to focus on the "5 W's  and How," i.e., who, what, where, when, why and how.

   

  Clarifying.  Clarifying is necessary when students don't  understand ambiguities in the text and have asked that the text be restated.  Students may ask for the meaning of words or for the clarification of a concept.  Sometimes they might even discuss their own errors in comprehension.

   

  Predicting.  Predicting is a fun activity for students; they  enjoy testing the validity of their predictions. Predicting is especially  effective when students are working with a two-part story. It fits in with  discovery science, because students are constantly making predictions with their  experiments.