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izz aty

They Already Read It, But Did They Get It? 10 Ways to Check Reading Comprehension - 0 views

busyteacher.org/eck-reading-comprehension.html

comprehension reading understanding english esol esl language learning educatio teaching learning assessment

shared by izz aty on 22 Jul 12 - No Cached
  • sequencing activity. Write the major points of the story on note cards, put those cards into a grab bag, and shake it up. Each member of a small group should then pull one of the cards from the bag and place in its correct place in a sequence. Once group members have put all the cards in their correct place in the timeline, ask the rest of the class to check if the sequencing is correct. If it is, the group should then retell the story using the cards.
  • give each person a blank comic page in which to retell the story. (You can find dozens of empty templates online.) Your students should then retell the major events in the story by filling in the empty blocks with pictures and dialogue (when appropriate
  • When your students find a character they love in something you have read, ask them to write about the further adventures of that character. This will not only help them understand what they read, it will give them practice using vocabulary specific to that character found in the piece your class read. You can compile all these short fan fiction pieces into a book for the rest of the class to read at their leisure during independent reading time.
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  • create your own big book for a story you have just read. Prepare 5-8 pieces of poster board for the book and write a description at the bottom of each page retelling each piece of the story. Working in groups, have your students illustrate what is described at the bottom of the page. Once all the pictures are complete, let your students decide what order they should appear in the book. Then secure the pages, read the book back to your class and make it available to your students during independent reading time
  • share his or her favorite moment from the reading selection, and have him write it on a notecard or write it on one yourself. Ask another student and then another to do the same. When you have about a dozen cards completed, ask your students to organize them in any way that is logical. There may be several organizations which are possible
  • create a map of the setting for the story or book. They can either draw the setting or create a three dimensional model of it using cardboard cutouts. Have your students include any characters in the map as well.
  • two notecards and have him write true on one and false on the other. Then, read aloud a statement about the selection your class read. Make sure some of your statements are true and others are false. Each person should hold up his vote and his card after you read each statement. Have students check each other to make sure all agree. For the false statements, ask your students what they would need to do to make them true.
  • act out in class with this post reading activity. Ask individuals or groups of students to pose as the characters in the story in a particular scene. Then, take a photo of your students. After printing the pictures out, bring them to class the next day and ask your students to explain what it happening in the book at the moment they are acting out!
  • ask pairs of students to write a description of each of the characters in detail. Then, have the pair decide which of their classmates is most like the characters in the story. If you like, you may want to have the students then reenact parts of the story.
  • izz aty on 22 Jul 12
     
    The process of reading, being able to connect semantic input with the letters on the page, does not mean much if language learners cannot understand what they have read. The following exercises, modified from Sherrill Flora's Everyone Reads! will give you and your students some fun ways to make sure the meaning came through the words on the page.
izz aty

Teach Children Well: Teaching Well is About Balance - 0 views

teachwellnow.blogspot.com/...ing-well-is-about-balance.html

teaching teacher education development professional development health leisure fun lifestyle learning routines relationship positive attitude organisation reference web2.0 blog blogger

shared by izz aty on 06 Aug 11 - No Cached
  • Good teachers need to be healthy
  • All work and no play makes teachers (and the classroom) dull
  • if a teacher isn't taking part in developing his or her own learning, then he/she has little to bring to the classroom
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  • Creating optimal routines and patterns prior to the school year supports balance
  • making time for relationships can be difficult.  Making a plan as to when and how you'll meet up with friends and relatives throughout the year helps
  • Research shows that when we work collaboratively, we do a better job.  Also, getting involved in new initiatives and endeavors with colleagues is energizing and in the end, makes you more targeted and efficient in the classroom
  • "If you're not part of the solution, then you're part of the problem."
  • make it a rule not to deal with issues on the fly and without all the facts
  • A positive, pleasing, professional demeanor is integral to doing the job well
  • It's important to make the time at the start of the year to teach the students about your classroom organization and routines, so that they can help you to keep the room organized to best serve learning endeavors.
  • izz aty on 06 Aug 11
     
    Teaching well is about balance.  Easier said than done, but a good teacher, like a good parent, has a sense of balance when it comes to what matters. As I begin to think about the school year ahead, I'm beginning to focus on what matters and what the balance needs to be to best teach my students.
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