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 Effective Strategies to Improve Writing of Adolescents in Middle and High Schools
& Scardamalia, M. (1996). Fostering reflectivity in the argumen- tative thinking of students with different learning histories. Reading and Writing Quarterly: Overcoming Learning Difficulties, 12, 351–384. 10 LD Full range Students taught strategies for reflection when writing persuasive ...
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& Scardamalia, M. (1996). Fostering reflectivity in the argumen- tative thinking of students with different learning histories. Reading and Writing Quarterly: Overcoming Learning Difficulties, 12, 351–384. 10 LD Full range Students taught strategies for reflection when writing persuasive text versus instruction on basic elements of persuasive writing 1.27 2. Summarization Chang, K. E., Sung, Y. T., & Chen, I. D. (2002). The effect of concept map- ping to enhance text comprehension and summarization. Journal of
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http://mpsportal.milwaukee.k12.wi.us/portal/server.pt/gateway/PTARGS_0_2_18935_0_0_18/Writing_Next_Strats_MS_HS.pdf#page=54
mpsportal.milwaukee.k12.wi.us/portal/server.pt/gateway/PTARGS_0_2_18935_0...
& Scardamalia, M. (1996). Fostering reflectivity in the argumen- tative thinking of students with different learning histories. Reading and Writing Quarterly: Overcoming Learning Difficulties, 12, 351–384. 10 LD Full range Students taught strategies for reflection when writing persuasive <span class="highlight">text</span> versus instruction on basic elements of persuasive writing 1.27 2. <span class="highlight">Summarization</span> Chang, K. E., Sung, Y. T., & Chen, I. D. (2002). The effect of concept map- ping to enhance <span class="highlight">text</span> comprehension and <span class="highlight">summarization</span>. Journal of
Effective Instruction for Adolescent Struggling Readers: A Practice Brief
• Teach students to summarize small amounts of text such as a short paragraph before summarizing longer sections. • Provide modeling, feedback, and many opportunities to practice summarization rules (NRP, 2000) such as: - Selecting a topic sentence or inventing a topic senten...
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• Teach students to summarize small amounts of text such as a short paragraph before summarizing longer sections. • Provide modeling, feedback, and many opportunities to practice summarization rules (NRP, 2000) such as: - Selecting a topic sentence or inventing a topic sentence if one is not explicitly stated; - Using one word to replace a list of related items; - Deleting trivial and redundant information; and - Re-reading to make sure your summary makes sense. • Teach students how to use graphic
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http://centeroninstruction.org/files/Practice%20Brief-Struggling%20Readers.pdf#page=32
centeroninstruction.org/files/Practice%20Brief-Struggling%20Readers.pdf#p...
disconfirm, or extend predictions made prior to reading; and - Encouraging students to actively engage in reading when they use reading comprehension strategies to grapple with the meaning of <span class="highlight">text</span>. • Continue to teach and provide time to practice using comprehension strategies until students are proficient (Pressley, 2000). Teach <span class="highlight">Summarization</span> Skills Reading for meaning demands the ability to consolidate large amounts of information (several paragraphs or passages) into only the most important elements. By providing
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http://centeroninstruction.org/files/Practice%20Brief-Struggling%20Readers.pdf#page=33
centeroninstruction.org/files/Practice%20Brief-Struggling%20Readers.pdf#p...
• Teach students to summarize small amounts of <span class="highlight">text</span> such as a short paragraph before summarizing longer sections. • Provide modeling, feedback, and many opportunities to practice <span class="highlight">summarization</span> rules (NRP, 2000) such as: - Selecting a topic sentence or inventing a topic sentence if one is not explicitly stated; - Using one word to replace a list of related items; - Deleting trivial and redundant information; and - Re-reading to make sure your summary makes sense. • Teach students how to use graphic
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http://centeroninstruction.org/files/Practice%20Brief-Struggling%20Readers.pdf#page=42
centeroninstruction.org/files/Practice%20Brief-Struggling%20Readers.pdf#p...
important for students who receive additional support in smaller intensive settings. For example, a student who is learning to use a <span class="highlight">summarization</span> technique in a reading classroom should be encouraged to apply these skills in his social studies classroom. Likewise, a student who is learning specific vocabulary in science will have a greater opportunity to increase her understanding when she is given support and practice with the same vocabulary words and instructional techniques in the reading class. In addition to
The Secret Origin of Good Readers
slang words, rhyme, and alliteration. LA ESOL DISCRETE SKILLS WORK II Comic books may be used to help students work on discrete language arts skills, such as following directions, alphabetization, prediction, summarization, picture interpretation, finding the main idea, identifying major a...
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slang words, rhyme, and alliteration. LA ESOL DISCRETE SKILLS WORK II Comic books may be used to help students work on discrete language arts skills, such as following directions, alphabetization, prediction, summarization, picture interpretation, finding the main idea, identifying major and minor characters, classification, reading for details, and detecting mood LA ESOL COMIC BOOK ALPHABETS Students will create alphabet books based on comic book characters, elements, and titles
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http://www.night-flight.com/secretorigin/SOGR2004.pdf#page=28
www.night-flight.com/secretorigin/SOGR2004.pdf#page=28
slang words, rhyme, and alliteration. LA ESOL DISCRETE SKILLS WORK II Comic books may be used to help students work on discrete language arts skills, such as following directions, alphabetization, prediction, <span class="highlight">summarization</span>, picture interpretation, finding the main idea, identifying major and minor characters, classification, reading for details, and detecting mood LA ESOL COMIC BOOK ALPHABETS Students will create alphabet books <span class="highlight">based</span> on comic book characters, elements, and titles
Regional and State Specific Studies
Science for Teaching more… Teacher Professional Development ProgramFEATURED PROJECTS Quality Teaching for English Learners READi (Reading, Evidence, and Argumentation in Disciplinary Instruction) Reading Apprenticeship® Improving Secondary Education (RAISE) Strategic Literacy Initiative...
Summary of the (U.S.) National Reading Panel Report: Teaching Children to Read
generating: Students ask themselves what, where, when, why, what will happen, how, and who questions. • Summarization: Students identify and write the main ideas of a story. Studies were mostly at grades 5-6, because summarization often presupposes writing as well as reading skill...
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generating: Students ask themselves what, where, when, why, what will happen, how, and who questions. • Summarization: Students identify and write the main ideas of a story. Studies were mostly at grades 5-6, because summarization often presupposes writing as well as reading skill. Readers improved on the quality of text summaries, identifying the main idea, and leaving out irrelevant detail. They improved in including ideas related to the main idea, generalizing, and removing redundancy. Instruction in summarizing
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http://www.reading.org/downloads/resources/nrp_summary.pdf#page=14
www.reading.org/downloads/resources/nrp_summary.pdf#page=14
generating: Students ask themselves what, where, when, why, what will happen, how, and who questions. • <span class="highlight">Summarization</span>: Students identify and write the main ideas of a story. Studies were mostly at grades 5-6, because <span class="highlight">summarization</span> often presupposes writing as well as reading skill. Readers improved on the quality of <span class="highlight">text</span> summaries, identifying the main idea, and leaving out irrelevant detail. They improved in including ideas related to the main idea, generalizing, and removing redundancy. Instruction in summarizing
Strategic Processing of Text: Improving Reading Comprehension of Students with Learning Di...
Strategic Processing of Text: Improving Reading Comprehension of Students with Learning Disabilities. ERIC Digest. ericdigests.org Tweet Home Search for Eric Digests Libraries Espanol About
Beacon Learning Center: Twin Traits
us uncover important information about hereditary? Students are taught how to read science content through the modeling of proper summarization techniques using the article, "Mysteries of Twins." Then, they practice the same reading techniques using another section of the same art...
Social Diversity and Inclusive Language
subject to the demands of the service, to undertake public service roles outside the University. Similarly, we encourage all students, (including disabled students), to take part in extra-curricular activities and responsibilities associated with their college, LUSU, community based, or volu...
Data-Based Instructional Decision Making
101 Peer-Assisted Learning Strategies (PALS): A Multiple Strategy Intervention „ Classwide peer tutoring program to supplement classroom literacy instruction for practicing important reading skills and strategies, such as decoding, sight-word recognition, oral reading fluency, summarization...
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101 Peer-Assisted Learning Strategies (PALS): A Multiple Strategy Intervention „ Classwide peer tutoring program to supplement classroom literacy instruction for practicing important reading skills and strategies, such as decoding, sight-word recognition, oral reading fluency, summarization, and prediction „ Validated instructional practices that strengthen general education’s capacity to meet academic needs of increasingly diverse population in classrooms (D. Fuchs, Fuchs, & Burish, 2000)
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http://centeroninstruction.org/files/DataBasedInstructionalDecisionMaking_powerpoint.pdf#page=101
centeroninstruction.org/files/DataBasedInstructionalDecisionMaking_powerp...
101 Peer-Assisted Learning Strategies (PALS): A Multiple Strategy Intervention „ Classwide peer tutoring program to supplement classroom literacy instruction for practicing important reading skills and strategies, such as decoding, sight-word recognition, oral reading fluency, <span class="highlight">summarization</span>, and prediction „ Validated instructional practices that strengthen general education’s capacity to meet academic needs of increasingly diverse population in classrooms (D. Fuchs, Fuchs, & Burish, 2000)
ReadWriteThink: Strategic Reading and Writing: Summarizing Antislavery Biographies
PreviewStandardsResources & PreparationInstructional PlanRelated ResourcesComments (3) Overview Featured Resources From Theory to Practice OVERVIEW Summarization is an essential comprehension skill to determine the importance of information when reading. In this lesson, students pr...
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