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1
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- Debbie Pfotzer
- EDUC685
- Multimedia Literacy
- Dr. Fred T. Hofstetter
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2
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3
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- D -Use pre-reading tasks to help reader make connections between new
knowledge and what is known
- A – Use graphic organizers, K-W-L charts
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4
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5
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- D –Give a logical guess based on the facts or evidence presented
using prior knowledge to help “read between the lines.”
- A – Take a sentence from a text. Have students state the explicit
meaning.
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6
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- D - Give the reader more than one chance to make sense of challenging
text
- A – Have students practice rereading a passage to check for
understanding
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7
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- D – Retell, shorten, or summarize the meaning of a passage orally
or in written form.
- A – Have students practice restating a selection of text orally or
in written form
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8
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- D – Provide a focus for the reader.
- A – Look for details to support focus questions using a discussion
web.
- “Considering that the victims were property, were the actions of
the slave traders justifiable?”
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9
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- D – Assist reader in getting specific info from the text. Skimming gets the
“gist” of the section.
Scanning is reading quickly to locate specific information
- A – Brainstorm a list of textual clues that will aid in
skimming/scanning, such as fold-face type, capital letters, dates, key
words, etc.
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10
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- D – Guide the reader to organize and restate information, usually
in written form
- A – Have students complete graphic organizers or write summaries
focusing on the beg./middle/end of text
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11
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- D – Give the reader a general idea about text so he/she will be
able to anticipate info and structure
- A – Use a textbook inventory/scavenger hunt activity to have
students explore and familiarize themselves with an unfamiliar text
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12
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- D – Engage the reader in a metacognitive dialogue about his/her
comprehension of text and the use of reading strategies
- A – Select a piece of text and model conversation about the
process a reader uses.
“I don’t understand that sentence, I will reread it
for clarity.”
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13
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- D – Use mental images that emerge from reading the text to aid in
understanding
- A – Read aloud a descriptive passage while students close their
eyes and imagine how it looks.
Students then draw or write what they see and justify how the
text supports their image.
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14
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15
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16
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- All Kinds of Minds
- http://www.allkindsofminds.org/learningBaseSubSkill.aspx?lbssid=101
- Study Support Skills
- http://dc37.dawsoncollege.qc.ca/lc/study-skills.html
- Strategies to use while reading
- http://www.bhsd228.com/reading/student/while.htm
- Success in Mathematics
- http://euler.slu.edu/Dept/SuccessinMath.html
- Helping English Language Learners in the Math Class
- http://www.glencoe.com/sec/teachingtoday/subject/help_ELL_math.phtml
- Reading Strategies to use in Social Studies
- http://www.marion.k12.ky.us/Strategies/Social/socialstudies/glossary.htm
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17
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- http://www.mcps.k12.md.us/departments/isa/staff/abita/englishreading_strategies.htm#predict
- http://eolit.hrw.com/hlla/rw/index2.jsp?Chapter=66&Page=1&WebLogicSession=QryZuWYVWdDrCFteIMlZtIRIIonI17SYXiDZF43w35iogAxvio1E|2048836052108838070/167838195/6/6000/6000/7002/7002/6000/-1
- http://www.parenting.com/parenting/partners/cheerios/corner.html
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Notes
