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Post by kjgooden on Mar 3, 2016 11:38:15 GMT -5
Please present texts that may require reading strategy support. Please be as specific as necessary, and feel free to explain your approach.
It can be useful to ask yourself what reading means in the particular context you've chosen.
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Post by rachelgoodbar on Mar 10, 2016 16:47:50 GMT -5
Any text by Shakespeare will require reading strategy support, especially when students are first reading his works. Since the language that he writes in is so different than how we speak and what we read today students will need help understanding what he is really trying to say. A strategy to support this could be scaffolding up to a play like Romeo and Juliet and starting off with some of Shakespeare's sonnets so that students become more comfortable with the language.
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Post by savannapoulson on Mar 15, 2016 20:04:10 GMT -5
I would definitely say that all texts require reading strategy support. Regardless of how good of a reader one is, one still uses reading strategies when they read, no matter how well developed their skill is. The difference between low level readers and high level readers when it comes to using reading strategies is that for high level readers these strategies become so seamlessly fused into their thought process that it becomes an involuntary action, like breathing. Of course, they do become more apparent when it comes to reading texts like Shakespeare like Rachel said and are outwardly practiced from time to time. No one is born a great reader, instead people learn to become great readers by learning reading strategies and how to use them effectively.
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Post by brittanysinitch on Mar 15, 2016 22:48:53 GMT -5
Savanna, I agree with you. ALL text require using a strategy. I do not think I have ever read a text that did not involve using some type of reading strategy, which reminds me how it important it is to utilize reading strategies in general. I think poetry takes a lot of practice and reading strategies just as an example. I also think reading plays (Shakespeare) takes a lot of practice as well. In high school I read many, many plays that were difficult to read at first, but after learning more about "dramatic tone" and "dramatic features" I was able to get through the plays and get a better understanding for them. We have recently just read a graphic novel called "Smile" and I think to read a graphic novel you have to really lock yourself into it, to keep up with the quick sayings and photographs. So reading process is important when reading colorful graphic novels such as that one!
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Post by kcornelison93 on Mar 16, 2016 12:13:33 GMT -5
In the vein of Shakespeare, I think any "historical" documents are going to need some historical background/footnotes/explanations. That is why when Shakespeare is taught it is taught in tandem with information about the Elizabethean Era, the state of theater at the time, and even what many theaters looked like (who were the audiences, what etiquette was expected, etc). There is so much distance between ourselves now and Shakespeare's culture. But also this same distance exists in present day between us, who we perceive as the “majority,” and cultures we see as “distant” and minority--South American, African, and Asian. All of these texts require information about cultural backgrounds, social mores, and potential colloquialisms/idioms/etc.
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Post by rachel1827 on Mar 16, 2016 14:54:20 GMT -5
For science I know that scientific articles need a break down and a good foundation. For me as a teacher I am going to help my students by starting off reading articles at an easier level and work up to scientific journals. To support I bring in video clips, drawings, or making real world connections to help make the science terms seem less scary. I am guilty of still using Magic School Bus or Bill Nye the Science Guy clips to help students comperhend what they just read.
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Post by SophinaA on Mar 16, 2016 15:10:05 GMT -5
I definitely agree that all texts need to use reading strategies as support, but especially informational texts. I know that based off of my own abilities that I love reading fiction and I can pickup on themes and those kind of literary devices that are necessary to understand the gist of it all. But when it comes to an informational text, it takes more brainpower for me to read it as well as comprehend it. Also, since there are so many different reading strategies, it would be fantastic to have students use whichever one works for them to support their comprehension when reading something such as a historical document.
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Post by daniell on Mar 16, 2016 16:54:41 GMT -5
I think texts that may require the most amount of reading strategy support would probably be any piece that's drenched in the dialect of its time. Shakespeare's plays are a good example because they're drenched in the tone of English theatre, other more subtle ones, especially for younger readers, could be Mark Twain's works, due to their rural dialect whose words may lose their meaning, and whose cultural context may require a bit of outside explaining due to some of the language and the way black people are treated in the cultural climate of the book.
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Post by seanwillis on Mar 17, 2016 13:58:18 GMT -5
When I think about my primary discourse, one of the most difficult things to read (in my opinion) are poems. A lot of times to unexperienced readers of poetry will merely see words on a page, hell even experienced poetry readers often have trouble making sense of complex poems. A great way to aid this process is by giving students information about the author before they start reading the poem. For example, when we talk about works done by artists during the harlem renaissance (Langston Hughes, James Weldon Johnson, Countee Cullen, and so on) it is important for students to note the racial tensions of the time as well as what the Harlem renaissance actually was, and what these authors were trying to accomplish. For this reason, before students start reading more vague and complex poetry the teacher should make sure that they discuss a biographical text about the author or perhaps even read a nonfiction text created by the author.
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Post by morgan on Mar 27, 2016 15:50:11 GMT -5
I agree with almost everyone saying that just about every text could use reading strategies as support to get the most out of them. The texts I used to find most difficult and that I needed the most help with were the ancient classics such as, Dante's Inferno and Plato's Republic, and The Iliad, etc. Reading strategies with these texts would start with historical background so that the content of the text and the way that is is presented makes sense. Next, the teacher would probably have to go through the novels slowly with the class to explain to the students what is happening, giving them knowledge about what is going on and what it means so that the students could make inferences based upon that knowledge. The teacher could also use a strategy where they give the students a few things to look for within the text and while the students are reading their book that night they are to sticky-note wherever they see what the teacher told them to look out for and the next day in class, they could discuss this and the teacher could get more in depth with what is happening in the text.
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Post by colemanaj1776 on Mar 28, 2016 13:31:34 GMT -5
In the vein of Shakespeare, I think any "historical" documents are going to need some historical background/footnotes/explanations. That is why when Shakespeare is taught it is taught in tandem with information about the Elizabethean Era, the state of theater at the time, and even what many theaters looked like (who were the audiences, what etiquette was expected, etc). There is so much distance between ourselves now and Shakespeare's culture. But also this same distance exists in present day between us, who we perceive as the “majority,” and cultures we see as “distant” and minority--South American, African, and Asian. All of these texts require information about cultural backgrounds, social mores, and potential colloquialisms/idioms/etc. I agree that history documents will need some sort of supports. Historical documents are often reliant on the context of history and may be difficult for students to understand exactly what the author(s) is trying to say. Conditions during a time period are greatly different than what we and our students are accustomed to.
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Post by colemanaj1776 on Mar 28, 2016 13:34:18 GMT -5
I agree with almost everyone saying that just about every text could use reading strategies as support to get the most out of them. The texts I used to find most difficult and that I needed the most help with were the ancient classics such as, Dante's Inferno and Plato's Republic, and The Iliad, etc. Reading strategies with these texts would start with historical background so that the content of the text and the way that is is presented makes sense. Next, the teacher would probably have to go through the novels slowly with the class to explain to the students what is happening, giving them knowledge about what is going on and what it means so that the students could make inferences based upon that knowledge. The teacher could also use a strategy where they give the students a few things to look for within the text and while the students are reading their book that night they are to sticky-note wherever they see what the teacher told them to look out for and the next day in class, they could discuss this and the teacher could get more in depth with what is happening in the text. I also struggled greatly with classical era texts. I like your suggestion of using historical background for students to understand what is going on. The strategies you present would have been incredibly useful in my career as a student.
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