![]() In math there are steps and models, phonics has rules, but with comprehension it’s just so “mooshy-gooshy.”įor years I’ve been trying to put my finger on exactly how to get kids to figure out what is important in a text, or what to pay attention to and remember. It’s a challenge to dissect and put into words things that your brain does effortlessly as you read.Ĭome to think of it, I suppose this is the task of elementary teachers all day long, but I think it’s especially tricky when it comes to reading comprehension. This makes it difficult to help students who are not natural comprehenders. I just naturally have done those things for a long time because I expect text to make sense. I don’t remember being taught to ask myself questions as I read, to identify the plot elements, or to reread when something didn’t make sense. This also means you are probably a natural “comprehender” when it comes to things that you read. ![]() If you’re a teacher that means you’ve been successful enough in school to get a college degree. Tags #gamification Art Assessment CCLS choice menu boards ClassCraft Close Reading common core creative writing Creativity Critical Thinking differentiation digital literacy Edpuzzle edtech essay writing Field Trip Film in the Classroom Films as teaching Tool Flat Classroom Flipgrid Game Based Learning Games gaming Genius Hour GeniusHour Graphic Organizers History Holocaust Hyperdoc hyperdocs Interactive Foldable ISTE ISTE Standards lesson ideas literacy literacy 2.A reading comprehension strategy for elementary students To grab a copy of this foldable and instructions click here. The purpose in designing this foldable is to help students navigate complex nonfiction texts and question the text in a way that encourages student to be critical consumers of information. The foldable includes a list of the five signposts with definitions, anchor questions to help think carefully each signpost, and signal words to help identify the signposts. Students can continuously refer back to the foldable in their Interactive English Notebooks. I have designed an interactive foldable for my students that front loads the five nonfiction signposts. ![]() Word Gaps: The author uses words or phrases that students recognize they don’t know. The author might also list others in citations. ![]() Quoted Words: The author quote others, directly, with what we are calling a Voice of Authority or Personal Perspective. Numbers and Stats: The author uses numbers or words that show amounts of statistical information to show comparison in order to prove a point or help create an image. As I am about to embark on a nonfiction unit of study with my students focusing on reading and writing investigative journalism pieces that are a hybrid of narrative and argumentative writing, I will introduce the nonfiction signpost and helping students to see “deeply into informational texts” and think critically about the moves that writers make.Ĭontrasts and Contradictions: The author presents something that contrasts with or contradicts what the reader is likely to know, think,or have experienced, or shows a difference between two or more situations, events, or perspectives.Įxtreme or Absolute Language: The author uses language that leaves no doubt about a situation or event, the perhaps exaggerates or overstates a case. Needless to say, when I heard Beers and Probst were publishing Reading Nonfiction: Notice & Note Stances, Signposts, and Strategies (2015), I preordered the book knowing I would include these “new signpost” with my repertoire for teaching nonfiction reading. With every fictional text we read, we identify the signposts, discuss how the signposts lead to deeper comprehension of the text, and understand the author’s intentions. I designed an interactive foldable with the six signposts for fiction and every September, I teach my students the signposts. When Kylene Beers and Robert Probst published Notice and Note: Strategies for Close Reading (2012), I knew I had stumbled upon an essential text for teaching close reading.
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