Comprehension II
aPhasia flickr photo by madamepsychosis shared under a Creative Commons (BY-NC-ND) license
As we learned in last module the best way to support comprehension is to increase background knowledge though the egnagement of text based analysis and discussion. In this module we will explore how meaning is also so much more but rooted in the same. Your identity, the modes and texts you use, our digital transformation. These all influence what we take and give back to a text
The Readings
Supprting Young Readers Developing Reading Club Conversation Skills.
Hamilton, Bonny (2018).Supprting Young Readers Developing Reading Club Conversation Skills. Reading Link
Supporting Disciplinary Talk From the Start of School
Wright, T. S., & Gotwals, A. W. (2017). Supporting Disciplinary Talk From the Start of School: Teaching Students to Think and Talk Like Scientists. Reading Teacher, 71(2)Reading Link
Designing pedagogies for literacy and learning through personal digital inquiry:
Coiro, J., Killi, C. & Castek, J. (2017). Designing pedagogies for literacy and learning through personal digital inquiry: Theory and practice from New London to New Times. In F. Serafini & E. Gee, (Editors). Remixing multiliteracies: 20th anniversary (pp. 137-150). New York: Teachers College Press.The Reading
The Tasks
Read
Complete the readings.
Send a reply post to this page.
Write
What does it mean to make meaning and this different from comprehension? How do we teach students to make meaning? To comprehend?
Participate
Create a lesson that focuses on the use of iqnuiry and digital text within a specific dicsipline.
Criteria
- Have a stated objective aligned the the CCSS
- Measure growth in ways that elicit evidence knowledge and skills aligned to the objective
- Utlize research based technqiues for comprhension instruction
Evidence
- Blog posts
- use of quoted analysis
- Lesson plans