Hi Tracy,
I am not sure that you have guided reading groups, but one way to work on
comprehension is to use highlighter tape. Small groups of students can
highlight text evidence to a question you pose to the group with this tape.
They are actually laying the tape down on the text in the book that answers
your question. Save the tape and use it again. I imagine you can do it with
wikki strips as well. Not sure if this helps, but it's my two cents.
Tracy Bottrill <[EMAIL PROTECTED]> wrote: I have been following this list-serv
for about a month. There has been a
lot of discussion on comprehension startegies, what works and what doesn't.
Many of the discussions were aimed at intermediate grade levels and higher.
I'm looking for some help in a primary classroom. I teach in an inner-city
first grade inclusion classroom. While we teach comprehension startegies
such as retelling/summarizing and model question asking techniques about the
stroy structure. Our students struggle when it comes to taking an
independent reading assessment in the reading series we use. The reading
assessment usually consists of 3-4 stories followed by 5-6 comprehension
questions for each story. I believe the majority of the problem is the
maturity level of first graders. It's hard for most of them to focus on an
independent task to begin with. What would be some techniques in
instructing them to be better test takers at this age? I only allow them
to do one story per day, so that they won't feel overwhelmed. I stress the
importance of going back to the story and underlining their answer within
the story. I hesistate to have them read aloud to an adult each time
because they might not have that support in the following years classroom.
Help! I know they are capable of doing better then they do on these
assessments.
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Terri Gorsulowsky
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