US History Lesson
how would you develop their background knowledge, vocabulary, and approaches to reading a history text?
- Explain why you chose that particular text and how it relates to your objective.
- Use KWL charts, discuss their prior knowledge, video clips, articles, field trips, films, pictures, radio clips, podcasts, realia, conduct interviews of older friends and family who may have knowledge of the subject area.
- Read title, subtitles, headings, discuss key vocabulary that will be used throughout the text.
What strategies from the book or that you have observed in the classroom seem most useful?
Guided reading seems to be a strategy that actually works because it sets a purpose and builds background knowledge
o Pre-reading: look at pictures, use video clips, discuss the purpose of the reading
o During reading: create graphic organizers, story mapping
o After reading: summarization, completing a project about the reading
How would you teach students to become expert questioners of text they are reading?
I would use direct instruction and modeling questioning techniques. I would also scaffold questioning by giving the students questions that they need to find answers to throughout the text and slowly pull that technique back so that they are coming up with questions about their reading on their own.
How would you develop their confidence as readers?
How do you use interactive read alouds as explained in the video, Rick’s Reading Workshop?
· Rick’s reading workshop showed how useful it is for students to use predictive atrategies in reading. It builds their interest before reading even begins and continues throughout the reading.
· Create links and connections to your life and the lives of your students to the text through the read alouds
· Provide time and opportunities for everyone, even the teacher to interact with the students, it gives you a chance to model how to use interactive read alouds in a more personal way and disguises the possible direct instruction as discussion.
· Discuss mind movies so that students know they should be picturing visuals of what they read