Download Comprehension That Works: Taking Students Beyond Ordinary by Danny, Ph.D. Brassell, Timothy Rasinski PDF

By Danny, Ph.D. Brassell, Timothy Rasinski

Utilize your examining guideline via cutting edge methods that might switch how you paintings with rookies of their efforts to construct comprehension talents. constructed along with the Dr. Timothy Rasinski, popular fluency specialist, this booklet presents historical past details, an evidence of interpreting comprehension, very important learn, demonstrated innovations, differentiation principles, counsel, and extra. This source is geared in the direction of supplying you with the $64000 details you want to assist you start with functional suggestions you might want to enforce instantly. you will consider empowered with a brand new self assurance to enhance examining guideline in all content material components, together with tough content material. you will research what knowledgeable readers do, tips on how to trap pupil curiosity, and the way to spot problems in interpreting comprehension. in the course of the publication you will discover a number of advice alongside the right way to make it easier to on your quest to aid rookies develop into lifelong readers. 144pp.

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Extra info for Comprehension That Works: Taking Students Beyond Ordinary Understanding to Deep Comprehension Grades K-6

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Proficient Readers Synthesize Information to Create New Thinking In plain English, proficient readers make sense out of the messages of the texts they read. They can put the pieces of a story together and understand the themes or big ideas in a story, and they understand that their ideas may change as they read. Good readers may not need extensive training in the reading process and instead may benefit from opportunities to synthesize their reading experiences. Teachers play an important role in sustaining the accomplishments of proficient readers.

Type of text—Is the passage a narrative, expository piece, informational piece, poem, speech, or some other text form? Different text types can be more or less difficult to understand and may require different comprehension processes. • The reader’s background and interest in a passage—Does the student already have a lot of background knowledge? If so, he or she is more likely to have a higher level of understanding of the passage. Less background knowledge is likely to result in poorer comprehension.

1). 1: Comprehension Rubric 1 No recall or minimal recall of only a fact or two from the passage. 2 Student recalls a number of unrelated facts of varied importance. 3 Student recalls the main idea of the passage with a few supporting details. 4 Student recalls the main idea along with a fairly robust set of supporting details, although not necessarily organized logically or sequentially as presented in the passage. 5 Student recalls a comprehensive summary of the passage, presents it in a logical order and/or with a robust set of details, and includes a main idea statement.

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