By Elaine K. McEwan-Adkins
Offers forty research-based equipment with feedback for simple implementation to aid suffering readers, and contours 3 tables of contents (traditional, topical, and problem-solving) formatted for fast reference.
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Additional resources for 40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12
Choose easy content text. Once each C has been modeled, taught, and practiced several times, students can use all five C’s in combination to complete independent summarizing tasks. RECOMMENDED RESOURCE Saphier & Haley, 1993b. Summarizers: Activity Structures to Support Integration and Retention of New Learning. RESEARCH ON THE POWER OF SUMMARIZATION Afflerbach & Johnston, 1984; Armbruster, Anderson, & Ostertag, 1987; Bean & Steenwyk, 1984; Brown & Day, 1983.
5 for definitions and graphic organizers for each of the C’s. The Five C’s of Summarizing, when taught using the I Do It, We Do It Lesson Plan (Activity 14), give students a systematic way to approach the summarizing of a long article, a full-length book, or a chapter in the textbook. Teachers in my workshops use the approach to summarize research studies for graduate classes. Model and teach just one C at a time, thinking aloud and providing multiple examples and nonexamples over several days or a week.
Do I need to reread this to increase my understanding? Use these questions as the basis for thinking aloud and then later give students the questions to answer in pairs as they read and think aloud together. Teaching students to monitor their own comprehension and clarify their confusion is a day-to-day process that requires consistent modeling and thinking aloud regarding how you personally monitor your own comprehension while reading and exactly how you, fix up your mix-ups while you are reading.