Ms. Jackson asks her class to read an article and report back only the main points: the points worth remembering. Which comprehension strategy is Ms. Jackson using to help teach her students to read to learn?
What will be an ideal response?
Question 2...Ms. Arthur prefers to actively guide her students through a text before allowing them to work independently. Today she prepares students by introducing the topic, allowing them to read a small section independently for a short amount of time, asking students to retell what they have read, asking students to prioritize the ideas in their retellings, redirecting students to reread and correct inconsistencies, asking students to compare information gathered in their second reading of the text with information pulled from the first reading, and finally directing students to assess their learning and final summaries. Which comprehension strategy is Ms. Arthur teaching her students?
What will be an ideal response?
Question 3...Mr. Lee always begins the school year by discussing the patterns present in expository writing. For example, he points out that the class's history textbook often presents a problem, or root cause, and then explores the solutions and effects of these solutions upon society. Which comprehension strategy is Mr. Lee employing to help teach his students to read to learn?
What will be an ideal response?
Question 4...Before giving a lesson on condensation, Mr. Chavez reads a children's book about a lone water molecule traveling through the water cycle to his eighth-grade physical science class. While reading, the students are instructed to close their eyes and imagine the experiences of the water molecule. Which comprehension strategy is being used by Mr. Chavez?
What will be an ideal response?
Quick Reply
