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Respond to my colleagues’ posts by either identifying similarities and/or differences in your understanding of these prerequisite skills or by providing your colleagues with a suggestion or resource to make implementing this new knowledge easier.
Colleague post #1 : This model for identifying a topic and supporting details provides a systematic structure to develop comprehension skills. While decoding intervention is one aspect of reading, students with executive functioning challenges also need support when it comes to comprehension. Newell (2008) explains how to develop each of the prerequisites gradually. When it comes to working with a reading group during the year at the school I work at, much of the learning time is spent using a phonics based intervention program. Little time is left to take a deep dive into comprehension skills. The writing program we use provides a sequential process to learning how to write. This program works well when it comes to supporting the students. One feature of this program is how it teaches students how to write a main idea with supporting details using a watermelon graphic organizer, with the slice representing the main idea, and the seeds as the supporting details. In my time teaching and using these programs, I have often wondered how to create a bridge between what is done to develop writing to also connect to reading. It seems like I have found my answer! While teaching the students about reading comprehension we could practice building each of the prerequisite skills, along with learning how to write a paragraph. The watermelon graphic organizer could be used to help students identify the topic or main ideas, and the supporting details. We could then move on with how to infer an implied main-idea, as well as develop these skills with various text structures, by using the familiar structure of the watermelon and its seeds.
Newhall, P. W., (2008). Study Skills: Research-Based Teaching Strategies. Landmark School Inc.
Colleague post #2:To aid students with the task of comprehending a text, they need to have strategies to utilize to do the task of comprehending. The strategies are important because it helps to develop comprehension skills. The textbook explains that there are many skills that students need to learn as a prerequisite for comprehension. These skills include identifying topics, identifying explicitly stated main ideas, identifying supporting details, inferring an implied main idea from supporting details, and lastly, recognizing various text structures. (Newhall). I have taken several of Joan Sedita’s workshops and courses and love all her materials. The bucket (Sedita, 2001) is no exception. I will use the bucket to work with my fifth graders who will just be starting their journey with me. The students I work with are very familiar with seeing something concrete and starting from simple to complex material. They are also very aware of working on concepts until they have mastered them. As Newhall states, ” They must put aside expectations for new or complex content acquisition and focus on teaching each strategy until students master it.”(2008). Too often students are rushed along from one concept to the next and they never truly master anything. They are left frustrated and confused and they don’t know how to study the content that’s expected of them. References:
Newhall, P. W. (2008). Study skills: Research-based teaching strategies. Prides Crossing, MA: Landmark School, Inc. Sedita, J. (2001). Study Skills: A Landmark School Teaching Guide (2nd ed.). Prides Crossing, MA: Landmark School.
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