Supposing you are looking forward to taking the comprehension of your students to a whole new level in any subject, then close reading is the strategy for you. It is an easy and simple method to take learners through multiple readings to boost their comprehension and encourage metacognition. 2nd grade close reading activities are aimed at teaching learners how to read and read and reread purposely.
Teachers can guide their students for a few trials. Given enough time, students are bound to do well on their own and will not need much assistance. Proof that the skill has been mastered is proper understanding of the content that is before them. Patience is important when developing this skill as it may take some time.
Individuals teaching this skill must first master how it is done. There is no point in teaching what you are not aware of. This enables one to have a clue of the different questions that may be asked and the proper direction to give. Demonstrating how this is done is a good way to ensure the skill sticks to the minds of those listening and watching.
One should not just choose random texts for the purpose of this work. There should be a certain aim one has that will guide in selection of passages. An individual seeking to evoke different discussions will look at comprehensions that are likely to have different interpretations. This will bring about healthy discussion. Students need to be challenged a little. Selecting stretch texts will occupy most of their time as they involve lots of reading.
It is important to first read through and have a general idea of the text. This is not enough when it comes to proper understanding. Individuals should then read through once more and in some cases twice. This helps when they have been asked to look for something specific. This could be the main message that the writer is trying to pass across and the general theme used.
Rather than ask students a number of comprehension questions, try focusing their learning experiences around connecting with and recalling passages. Plan and ask questions that will help you know if the students comprehend the text, and where there needs to be an improvement. Focusing on the way the text relates to what students have previously read, and what they may later learn on the topic is the way to go.
Encourage exploratory discussions among students between reads. Students discuss what they read, the phrases they marked up, and about the literary element or focus skill. The strategy; think, pair, share does work well with close discussions.
Involving students using these methods is a healthy practice. The atmosphere of the classroom is likely to change due to this. Students will take a better interest in reading, more so because they will receive guidance for the questions that they have. This is essential in leading them towards the right direction and an even better understanding of what they have gone through.
Teachers can guide their students for a few trials. Given enough time, students are bound to do well on their own and will not need much assistance. Proof that the skill has been mastered is proper understanding of the content that is before them. Patience is important when developing this skill as it may take some time.
Individuals teaching this skill must first master how it is done. There is no point in teaching what you are not aware of. This enables one to have a clue of the different questions that may be asked and the proper direction to give. Demonstrating how this is done is a good way to ensure the skill sticks to the minds of those listening and watching.
One should not just choose random texts for the purpose of this work. There should be a certain aim one has that will guide in selection of passages. An individual seeking to evoke different discussions will look at comprehensions that are likely to have different interpretations. This will bring about healthy discussion. Students need to be challenged a little. Selecting stretch texts will occupy most of their time as they involve lots of reading.
It is important to first read through and have a general idea of the text. This is not enough when it comes to proper understanding. Individuals should then read through once more and in some cases twice. This helps when they have been asked to look for something specific. This could be the main message that the writer is trying to pass across and the general theme used.
Rather than ask students a number of comprehension questions, try focusing their learning experiences around connecting with and recalling passages. Plan and ask questions that will help you know if the students comprehend the text, and where there needs to be an improvement. Focusing on the way the text relates to what students have previously read, and what they may later learn on the topic is the way to go.
Encourage exploratory discussions among students between reads. Students discuss what they read, the phrases they marked up, and about the literary element or focus skill. The strategy; think, pair, share does work well with close discussions.
Involving students using these methods is a healthy practice. The atmosphere of the classroom is likely to change due to this. Students will take a better interest in reading, more so because they will receive guidance for the questions that they have. This is essential in leading them towards the right direction and an even better understanding of what they have gone through.
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