LAN3260 Lecture Notes - Lecture 4: Metacognition, Guided Reading
14 Apr 2019
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Document Summary
Effective reading in content areas (erica), top level structures. According to the australian curriculum; they are to persuade, inform, and entertain. Non- fiction texts (reports - scientific or historical, explanations, procedures/instructions, expositions - discussion argument) Common problems with informational texts: students copy out sections of text, poor comprehension of what is read, texts are sometimes too difficult, students have poor vocabularies, skills are taught in lessons are not transferred into content area situations. Identifying unknown words: using context clues to predict meaning. Stage 2; thinking through: comprehending what is read, three levels of comprehension (literal level, interpretative level, applied/evaluative level, working through complex ideas, connecting new knowledge to existing knowledge, using context clues, clarifying and questioning. Locating information: using the structure of the text, using figures, charts and tables, seeing main ideas and supporting details, making connections, categorising information. When teaching reading and comprehension, we need to plan to teach . Instructional procedures: modelled reading, shared reading, guided reading.
