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55 of 75 GIST STATEMENTS GIST (Generating Interactions between Schemata and Text) Description: This strategy assists students with focussing on the main idea of the passage. Through class and group discussion, students have the opportunity to learn how others think as they state their ideas...
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55 of 75 GIST STATEMENTS GIST (Generating Interactions between Schemata and Text) Description: This strategy assists students with focussing on the main idea of the passage. Through class and group discussion, students have the opportunity to learn how others think as they state their ideas and reasons. Through this process teachers are able to check students’ understanding of summarization and determine if students can pinpoint the main idea. Step-by-Step 1. Assign students a short passage to read. 2
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=16
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=16
13 of 78 K-W-L PLUS Description: KWL PLUS is designed to foster active reading of expository <span class="highlight">text</span>. The basic three- steps consist of: K – What do I already know?, W – What do I want to know?, and L – What did I learn? The “plus” is the extension or connection of the learning. KWL provides a structure for activating and building prior knowledge, for eliciting student input when establishing purposes for reading, and for personalizing the <span class="highlight">summarization</span> of what was learned. It is a method that students
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=58
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=58
55 of 75 GIST STATEMENTS GIST (Generating Interactions between Schemata and <span class="highlight">Text</span>) Description: This strategy assists students with focussing on the main idea of the passage. Through class and group discussion, students have the opportunity to learn how others think as they state their ideas and reasons. Through this process teachers are able to check students’ understanding of <span class="highlight">summarization</span> and determine if students can pinpoint the main idea. Step-by-Step 1. Assign students a short passage to read. 2
Microsoft Word - Content Area Reading Middle School.doc
54 GIST STATEMENTS GIST (Generating Interactions between Schemata and Text) Description: This strategy assists students with focusing on the main idea of the passage. Through class and group discussion, students have the opportunity to learn how others think as they state their ideas and...
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54 GIST STATEMENTS GIST (Generating Interactions between Schemata and Text) Description: This strategy assists students with focusing on the main idea of the passage. Through class and group discussion, students have the opportunity to learn how others think as they state their ideas and reasons. Through this process teachers are able to check students’ understanding of summarization and determine if students can pinpoint the main idea. Step-by-Step 1. Assign students a short passage to read
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=30
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
30 K-W-L PLUS Description: KWL PLUS is designed to foster active reading of expository <span class="highlight">text</span>. The basic three- steps consist of: K – What do I already know?, W – What do I want to know?, and L – What did I learn? The “plus” is the extension or connection of the learning. KWL provides a structure for activating and building prior knowledge, for eliciting student input when establishing purposes for reading, and for personalizing the <span class="highlight">summarization</span> of what was learned. It is a method that students
54
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=54
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
54 GIST STATEMENTS GIST (Generating Interactions between Schemata and <span class="highlight">Text</span>) Description: This strategy assists students with focusing on the main idea of the passage. Through class and group discussion, students have the opportunity to learn how others think as they state their ideas and reasons. Through this process teachers are able to check students’ understanding of <span class="highlight">summarization</span> and determine if students can pinpoint the main idea. Step-by-Step 1. Assign students a short passage to read
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graphics, text format, text structures and skimming. e. Connect life experience to information and events in texts. 3.1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading. a. Derive meaning while reading by 1. formulating c...
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graphics, text format, text structures and skimming. e. Connect life experience to information and events in texts. 3.1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading. a. Derive meaning while reading by 1. formulating clarifying questions. 2. predicting outcomes based upon prior knowledge and adjust as knowledge is gained while reading. 3. using metacognitive reading strategies to monitor comprehension (e. g., reread, read ahead
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=3
www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=3
graphics, <span class="highlight">text</span> format, <span class="highlight">text</span> structures and skimming. e. Connect life experience to information and events in texts. 3.1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading. a. Derive meaning while reading by 1. formulating clarifying questions. 2. predicting outcomes <span class="highlight">based</span> upon prior knowledge and adjust as knowledge is gained while reading. 3. using metacognitive reading strategies to monitor comprehension (e. g., reread, read ahead
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