Assignment 3

Question #1

Nov 12, 2013

I would devleop the background knowledge, vocabulary, and approach to reading a history text by engaging in prereading strategies such as developing vocabulary before students read. If at all possible, I would take the students on a field trip to directly experience the topic of study (Peregoy & Boyle, 2013).

Question #2

Nov 13, 2013

I have observed making purposes clear be an effective strategy in the classroom. Because the students are majority English language learners, having a clear purpose is particularly important because struggling learners often sit silent not knowing what is being taught or what they are supposed to do.

Question #3

Nov 14, 2013

I would teach students to become expert questioners of the text they are reading by monitoring comprehension. Again, the purpose must be clear. With this, the students can determine their success while reading. Student can learn to use headings and subheadings to guide in monitoring comprehension. Doing this will teach the students to turn headings into questions and answer the question as they read (Peregoy & Boyle, 2013).

Question #4

Nov 15, 2013

English language learners must have an established purpose for their reading. This will allow them to evaluate whether they have been successful. When they check their understanding based on the purpose they have set, they monitor their comprehension and increase their reading confidence (Peregoy & Boyle, 2013).

Questions #5

Nov 16, 2013

As explained by Rick's Reading Workshop, I also use a great deal of metacognition when teaching. I am talking about my thinking as I am doing it. At the same time modeling, using expressions, gestures, hand symbols, etc. I stop frequently while reading to discuss the book, ask questions, and encourage good listening.