Sunday, April 16, 2006

Learning From Comprehension Research-
Critical Understandings to Guide our Practices
Chapter 2 by Nell K. Duke and Julia Moorhead Reynolds

In your syllabus packet on yellow please read chapter two and reflect on the following key questions:

1. Of the seven cricital understandings, which do you see reflected in things you are already doing/have done in your classroom? Which need more attention?

2. What do you do/have done in your classroom with vocabulary instruction? What could you do to enhance word consciousness in your classroom?


Blogger anne mortensen said...

Seven Critical Understandings

Of the seven critical understandings, I have used or are using #2(importance of related skills), #3(volume reading), #4(discussion of text), and #5 comprehension strategies. I am using #6 (multiple strategy instruction) to a degree, but I think I need to improve in this area.

The authenticity component or #7 of comprehension is thought provoking for me. Because of curriculum, I don't always feel like all students are reading because they want to learn. They know that the information needs to be dealt with so they can get a grade on a paper or be successful later in their schooling. In reading class, I chose books that I think the students would enjoy or that might go along with some other area of the curriculum. The students are not driving the choices unless I do a lit circle with choices that work for them.:(.

In regards to #1 (What Good Readers Do When They Read) I can only assume I encourage the behaviors mentioned about good readers. I see the students looking over their text, hear them make predictions, question and more in some of my students. I also see some of the behaviors in another group of students, but some of my students are "not quite to the ballpark yet". They are progressing in their skills, but they have a long way to go. They will use the skills when I ask them to, but they do not do them instinctively.

Vocabulary Instruction

Vocabulary instruction differs according to unit, subject, etc. in my classroom. In Science we do a lab and then put vocab words to use during or after the activity. I will often have them record the vocabulary in a packet or notebook. I sometimes will make a bulletin board to go with the unit/book and put the words with definitions on the board. I also have a game that I continually add to. It is titled "I'm thinking of a word that means..." One student will give a meaning and another student will have the voacabulary word at the top of their card. They read the word and then give another clue to classmates. It repeats until all cards have been used and the first clue giver states their vocab word. I find this to be great for Social Studies, Science, Religion and more.

I would like to do more with vocabulary words from the trade books we read in Reading class. I have chosen words that I think they will not have knowledge of when planning units, but I am not always correct. When I let them choose words to check on, I get some students that say "I knew all the words" and some that would have a list a mile long. Those that have a long list don't seem to be as skilled with the dictionary and if I address all those words in class, some of my better readers tend to get restless. It is definitely an area I struggle with.

5:06 PM  
Blogger Rhonda Gillette said...

Of the seven critcal understandings discussed in the chapter, I see that I have a pretty good grasp on the following:
#1 What good readers do when they read
#2 The importance of related skills and dispositions
I teach using Literature Circles. Jobs that help students be successful are word wizard, connector, passage master, discussion director, and artful illustrator.
#3 The importance of volume reading-Students in my classroom read an abundance of books from different genres. We keep lists of books that we have read to help us celebrate our successes.
#4 The potential in discussion of text
We discuss a lot in small groups and as a class during literature circles and in guided reading.
#6 The particular value of multiple strategy instruction I include various strategies in packets that students use during guided reading time.

I would like to give more attention to #5 explicit instruction in comprehension strategies and #7 authenticity. I would like to develop some mini lessons that teach specigic comprehension strategies. I would also like to incorporate more authentic purposes for reading and writing in my classroom. I feel like I don't do these two things enough.

In regards to vocabulary instruction, I have tried various strategies. I teach sight word knowledge. This skill uses words seen most frequently in reading that can only be decoded by memory. Word walls are effective in teaching sight word vocabulary. A variety of activities are implemented to practice the words. Students are expected to spell words correctly in their daily writing. Another strategy is Guess the Covered Word where a vocabulary word is covered with a post it note and students use the text to try and figure out the missing word. We have also completed word sorts, used dictionaries, two-column notes, and used mapping as a form for vocabulary instruction.

To enhance word consciousness, I would use a word wall and a word of the day activity.

6:50 AM  
Blogger Sam Fuchs said...

As I read through the areas where I felt I was the strongest were:
#2 The Importance of Related Skills and Dispositions
I think I try to tailor the work to the student so that they can feel successful if they are a low reader or if they are a good reader can find enjoyment in what they read. Making kids feel good about reading is one area I think that can be overlooked.
#3The Importance of Volume Reading
I am always telling the students that good readers read all the time. They are expected to be reading all of the time as a result.
#4 The Potential in Discussion of Text
We have good discussions in class. We try to focus on the how as opposed to the what. Despite this I still feel my questioning could improve even further.

I think with the following I could improve:
#5 The Effectiveness of Explicit Instruction in Coomprehensive Strategies
I think that I model these and we talk about them as we read but I don't have enough lessons where the focus is the strategy.
#7 The Importance of Authenticity
I think a lot of what I read does not always relate to the outside world. We do use trade books quite often but the other samples listed I do not use enough or at all.

As far as vocabulary instruction I focus on the words that the students need to fully understand the readings. Sometimes I give some background knowledge before the reading. Other times we look for the word in the text or deal with the word when we run into it. We try to use context to figure them out at these times. Sometimes we do use the dictionary however. In science and social studies there is a lot of new vocabulary in the reading so we do activities that the students have to use the words. Also they are repeated often to get them in the students mental vocabulary.

1:32 PM  
Blogger KristinS. said...

Learning from Comprehension Research – Ch. 2

The first critical understanding, What Good Readers do When They Read, is the one that I identified most within my classroom practices. These are the items from that understanding that I use with my students:
1. being an active reader
2. evaluating their reading periodically as they read
3. reading selectively – what to read or reread, what pace to keep
4. constructing, revising, and questioning meaning as they read
5. monitoring understanding
6. working on definitions/understandings of unknown words
7. evaluating the text’s quality and value

The sixth critical understanding, The Particular Value of Multiple Strategy Instruction, is the one that I am most unfamiliar with. I have never heard of the Collaborative Strategic Reading approach. I am a big proponent of cooperative learning, so in my opinion this strategy would be very worthwhile to use in the classroom. Using the strategy effectively would take more research, planning, and practice.

As far as vocabulary is concerned, I use different methods depending upon if we are reading from our basal, a literature circle book, or a whole class book. In each case, we look up definitions and practice the meanings repeatedly during the story. One improvement I could make would be to tie together the vocabulary words that we have worked on throughout the year so students don’t lose their newfound knowledge.

6:16 AM  
Blogger jomarie said...

Learning from Comprehension Research – Chapter 2

1. Of the seven critical understandings, I feel that I practice many of the understandings. The new Houghton and Mifflin reading series really tries to enable a teacher to teach the reading strategies throughout the school year. It is essential with any reading material that the teacher plans for the discussion of text. In order to get away from the I-R-E (Initiation –Response-Evaluation) pattern, a teacher needs to get familiar with the literature and plan on possible outcomes of various discussions. Something that I have experienced with instructional conversation is that students are making connections with books that may not be a part of my reading library. I have added to my reading library because of this exchange. I have appreciated my own growth in literature. And through the help of my students, I have been able to incorporate more ideas to complement what I am using.

I really have to make a conscious effort to incorporate all understandings throughout the week. If some event or break in the week occurs, then I feel rushed and I tend to neglect focusing on those important comprehension understandings. In my district, teachers are expected to finish the reading curriculum no matter what the class make up happens to be. That’s very hard for me to deal with, but it happens.

My next step in applying the critical understandings is linking it more with other content areas like Science and Social Studies. The Evansville School District is working on updating material that meets state standards and applies good teaching practices. The second grade team that I am a part of has developed unit plans that have helped to link topics from the reading series to the Science/Social Studies curriculum or vice versa. We have revised the unit plans, but more discussion is needed to come up with common assessments in Science and Social Studies. Our district does not have undated science text books (very weak in content). So we really have to work as a team toward a common goal of assuring that our students are comprehending material throughout their whole educational experience.

2. As a way to boost vocabulary instruction and comprehension in the classroom setting, I have posted the vocabulary words in a visible place in the classroom. The words are directly related to the story that the class is reading or the Science/Social Studies topic that is being taught. I have incorporated games or activities that use the vocabulary words so the children experience them in a variety of situations. Students have also created their own board games or activities to share with the class.

One thing I have considered is creating a word wall to raise word consciousness in the classroom. Most of the first grade team in my building has word walls. I have read some material on word walls, but I am not clear on how to use the word wall to the best benefit of the class. I have asked my peers about their word walls, but I haven’t developed any “ah-has” about their purpose. Again, I haven’t spent a lot of time researching word walls. Maybe this could be an action plan???

11:36 AM  
Blogger Lisa Taylor said...

Of the seven critical understandings, I feel comfortable with #1 (what good readers do when they read). We talk about what good readers do, and we practice our strategies every day. I can also recognize what we need to improve on. Right now a lot of my guided reading groups are working on knowing when they are reading and it doesn't make sense. Since we have been trying different comprehension strategies, my groups have also been mmaking more predictions and connections. #3 (importance of volume reading) We do a lot of reading. We have a time for independant reading in the morning, read aloud, guided reading, sometimes an ind. or buddy reading center, and on Friday's we like to have a reading afternoon. This allows me to still get my Friday reading groups in and the kids get to read with others and read for enjoyment. We also have a 4th grade buddy class that we read with once a month. The students also take home a book each night with someone in their family. #4 (the potential in discussion of text) Again, done during read alouds and guided reading. We work with comprehension strategies. #5(explicit instruction in comp. strategies) Same as others!! #7 (imiportance of authenticity) To me, this one said that we need to allow students to read for enjoyment, not just to learn. The students pick their own books to keep in their desk for ind. reading and I let them pick their own book to take home each night. I pretty much give them their books for guided reading. I like to pick both fiction and non fiction books to expose them to as well.
As far as vocabulary. This is an area that I want to work on for next year. First grade is so crucial and there's so much to fit in. We do so many lessons and activities to learn new words, that I sometimes just assume they know what the word means. Come on Lisa, they are 6 and 7!! Our school district purchased a vocabulary program and I plan on focusing on that this summer to start to implement next year. I know the second grade teachers do it now and have had success with it. We do similar activities that others have mentioned: guess the covered word, word sorts, word wall activities. However, ours are focused on using strategies to figure out words, not so much as to what the word means.

12:02 PM  
Blogger Robes said...

The strategy that I use the most of the seven critical understandings is giving explicit instruction. Since my students do not easily infer, make connections or visualize, I often need to, in a sense, do it for them. I am not talking about modeling, rather I am telling them specifically what it is I thought to make the inference that I made, or what I was visualizing when I read a passage to them. My students seem to learn the best with guided practice that leads them step by step through the thought process.

One would think that conversing, along with practice, about the thought process would be enough for most students to aquire new information, but most of my students do not seem to be vicarious or incidental learners. They seem to respond best when being told how to do what it is that I want them to do. I need to be careful when teaching a concept this way because if students are not allowed to think through inferences, etc. . on their own (practice) what it is I have guided them through, they will just wait for me to tell them. I can lead them at first, but then they must be able to use the skill themselves. I do not want to teach them "learned helplessness."

When reading this chapter the discussion about vocabulary and comprehension reminded me of how many of the students I work with do not have an adequate vocabulary. Recently a third grade student I was working with did not know what a lawn mower was. I was shocked. It is hard to visualize something when you do not know what it is. When my students do not know what an item is I often do a quick google search under images to show them what the item is. I have timed myself doing this "googles" as the kids call them and it only takes 30 to 45 seconds on average with the broadband connections our district has. It is time well spent.

2:19 PM  
Blogger JB said...

I link my curriculum to the students' interests. The students are motivated and engaged because of this. I believe that my students need to read often and practice comprehension skills and strategies in real contexts. I feel that the type of literature we read with the students has changed in the last 6-8 years. We now have a greater balance of nonfiction and fiction. The quality of nonfiction books has improved and I find that the students really are drawn to nonfiction. I use a variety of genres in my classroom. My instruction includes think alouds and explicit teaching of comprehension strategies since this is a weak area for my students. I would like to try the collaborative strategic reading strategy. I feel this should be modeled first and I would develop a visual reminder. I would also include writing in learning logs before and after reading.

We have a wall in our classroom and post new vocabulary words the students choose with synonyms. We connect the words to what they know. The students also keep a vocabulary notebook with the word in a circle, circle to the right same as written under, circle to the left opposite of written under and circle under with reminds me of written under.The students then fill in the circles. Sometimes they include a quick sketch also on the page.

5:58 AM  
Blogger Julie said...

After reading the seven cricital understandings, there are several that I use in my classroom:
*What Good Readers Do When They Read-I think I do this one the most!
* The Importance of Volume Reading-I stress to my students that when they have free time, they should be reading for enjoyment.
*The Potential in Discussion of Text-We have great class discussions. Some of my questioning techniques could improve.

Areas that need more attention are:
*The Effectiveness of Explicit Instruction in Comprehension Strategies-Our text book focuses on one stategy at a time, but I would like to incorporate these into other areas as well.
*The Particular Value of Mulitple Strategy Instruction-I have done Literature Circles only a few times. I see the benefits, but need more practice.

In my classroom, I can say that I teach vocabulary the old fashion way. We pronounce the word, use context clues to help figure out the meaning, then the students use it in an oral sentence to show they understand the word. I also try to incorporate different strategies as I read aloud to the students. When we are unfamiliar with a word, we stop and look up the word in the dictionary. I also teach sight words. These words are also on my word wall and students should spell these words correctly. If they are unsure, they use the word wall. We use the vocabulary words often and do different activities with them so the students become familiar and can use them in their everyday vocabulary.

11:54 AM  
Blogger Kris Schmidt said...

Of the seven critical understandings, I use or have used #1 What good readers do when they read (making predictions before we read a text and drawing upon prior knowledge)
#2 Importance of related skills - These related skills are much of what preschool is about. We continually talk about concepts of print and how to begin reading a book. I teach letter recognition and sound-letter relationships constantly.
#3 Volume Reading -We read and reread texts so often
#7 Authenticity - I try getting this idea across most often when my students are looking at non-fiction books during our reading time. I often have students come up and show me a picture of something (an animal for example) and ask me, "What is this?" or "What does he eat?" and I tell them, "Let's read and find out." So I read the text around the picture to find the answers. The books I choose are always related to our theme and so they are always finding out more about a topic by questioning. The questioning becomes purposeful.

Critical understandings that require more attention

#4/#5 Think Alouds - I need to model what goes on in my mind as I read a text and the questions that come into my head
I also need to work on questioning to encourange connections and planning discussions in advance.

Ideas for vocabulary instruction -
We brainstorm lists of vocabulary as we begin each new unit. I use the wipe off board, but would like to writing them down permanently so we can go back to the words at the end of the unit and check for understanding.
I have some posters with pictures and vocabulary which give the children visual ques.
I definately want to begin using a word wall next year. With preschool, I would use a word/picture wall. My problem with starting is that I have two languages present and many words in English begin with a different letter in spanish - so I'm not exactly sure how to properly use the word wall without confusing my young learners.

11:52 AM  
Blogger Sarah said...

I have used the following critical understandings the most in my classroom:
#1 (what good readers do when they read)
My children actively participate in reading. We do book walks sometimes to preview material, we look at pictures to figure out meaning, the children evaluate a story after it is read and let me know why they liked/did not like the story.
#2 (the importance of related skills and dispositions)
The children are taught concepts of print (top-bottom, left-right)and model it for classmates when they are the special helper and use a pointer to "read" along with big book alphabet songs. We do many activities to support phonemic awareness and graphophonic knowledge (although I never knew the term "graphophonic" before).
#3 (the importance of volume reading)
It feels like most of what we do in Head Start is "read". The day starts off by "reading" in their cubbies as they wait for their friends, then we "read" the calendar, days of the week, daily schedule, and letter song. I read aloud to the children 2-3 times a day. They "read" in choice centers because print surrounds them and is included in most activities. Sometimes we "read" a book as a class and everyone participates in that "reading". Even during music time, I use large books with words that have songs that go with them. "Reading" is a huge part of the day.
#4 (the potential in discussion of text)
My children love to talk so they lend themselves nicely to this area. I think aloud when I read many times (they do too and aren't afraid to blurt out their thoughts).

Areas of improvement are:
#5 (the effectiveness of explicit instruction in comprehension strategies)
This area seemed hard to relate to my age level. I need to work on how I can do this.
#6 (the particular value of multiple strategy instruction)
I thought that this strategy is great and I saw a similar strategy in my student teaching experience. The children would not be able to use this strategy in small groups but I could try having someone preview and guess what the story might be about. I could also have a "get the gist" summarize the story...I do that somtimes now actually. THe other two jobs are too advanced for my kids.
#7 (the importance of authenticity)

As far as vocab instruction...this is an area I could work on improving. I do introduce vocab at the start of a theme and use throughout the theme in different ways (writing center, dramatic play area, etc.). I need to think of other creative ways to enhance vocabulary.

2:08 PM  
Blogger kris said...

I see parts of what good readers do when they read, the importance of related skills and dispositions, the importance of volume reading, potential in discussion of text, and the effectiveness of explicit instruction in comprehension strategies reflected in things I have done. I need to work on particular value of multiple strategy instruction. I do the four comprehension strategies, but not together and not in cooperative groups. I also need to spend time on the importance of authenticity. I need to start including a more varied selection of reading material in the classroom for the students to use--more authentic literature. For example, more magazines, newspapers, and pamphlets.

I try to keep vocabulary instruction both individual and within content areas. Individually it is based on what the kids are reading. Within content areas, the kids are going to hear, see, and use the words over and over again. However, vocabulary is an area that I know I need to do more with, but I am not sure how; I just always feel like I am not doing enough with it.

12:04 PM  
Blogger Chrissy Krone said...

Question #1
After reading this assignment I believe each of the seven critical understandings are present in my classroom,however, some are used more than others.
The ones that I see reflected in my teaching the most are #'s 1,2,4,and 6. Our new reading series really hit all of these areas.

#1 What Good Readers Do When They Read- They evaluate, predict, compare, and monitor. We work on these skills everyday.

#2 The Importance of Related Skills and Dispositions- This involves a web of skills such as concepts of print, phonemic awareness, decoding, and vocabulary. Our reading series covers all of these areas also.

#4 The Potential in Discussion of Text- This understanding covers the importance of questioning-higher level thinking questions such as inferencing, making judgments, etc. This is also covered weekly in our series.

#6 The Particular Value of Multiple Strategy Instruction- The use of strategies such as Preview, Predict, Monitor, Restate, and Summarize. We focus on one of these every week and review them in each of the six themes.

Number 5 The effectiveness of Explicit Instruction in Comprehension Strategies- Teaching students by modeling, guided practice, and working toward independent use. This understanding is very important. Teaching the students first by modeling, progressing to guided practice and ultimately watching them fly on their own-independently. I need to remember to continue to model throughout the school year not just in the beginning, especially for those students who struggle.

Numbers 3 and 7 are probably the most difficult because they can not be achieved just in school, really all of the seven understandings need to be reinforced outside of school as well but these two I believe must be practiced outside of school to truly be achieved.

#3 The Importance of Volume Reading- practice, practice, practice.

#7 The Importance of Authenticity- reading because they want to read not just because they have to.

Every teachers' goal should be to instill in their students a lifelong love for reading. This is so important and what the article stated about practicing is so true. Each year I try new incentives to motivate my students to practice outside the classroom. This is key...getting them to read at home! Each day after lunch in my classroom we have story time. This is a time for my students to relax and listen to some of my favorites books and some of theirs. I do not test or quiz them on the material read during this time. It is reading for the pure enjoyment of reading. Finding books to motivate and spark their interest can be very difficult. There always seems to be those few who just do not seem to be interested in anything you read. When this occurs keep searching...there must be something out there!

In the past I have also implemented programs like McDonalds All American Reader and Pizza Huts Book-It. With the new federal goverments Wellness Plan fast approaching programs like this will not be allowed in school so I will have to discover new ways. We have talked about having a school wide reading challenge...something like read this many books per classroom and watch the principal get a pie in the face or duct-tape the principal to the gym wall, wouldn't the students love that!

Number 7 is really every schools ultimate goal... when the students are reading really because they want to, not because they have to. This is really where the lifelong love for reading comes in.

Question #2 Vocabulary Instruction
Choosing books with a rich vocabulary is key to increasing your students' vocabulary. You are exposing them to words they may have never heard before.

In the past I have used two different types of word walls both of which I like but it is difficult to have both in my room because I tend to run out of wall space to display them. The first is a word wall of sight vocabulary words divided into six sections, one per reading theme. These words are found to be the most frequently used words in our second grade reading books. The words are displayed in each classroom and each theme's list is practiced in various ways at school. The list is sent home and parents are asked to practice at home with their child so they truly learn them "by sight". (It is like recognizing the face of a friend. You know them by sight, without having to think about who it is. The students are informally tested throughout the month and individually tested at the end of each quarter. Our goal is to have the students score 80% or highter before moving on to the next theme's list. This type of word wall increases the child's ability to read fluently by increaing their awareness of frequently used words in print.

The second type of word wall I have used I entitled Big Juicy Words. These words are the rich vocabulary words that are found at the beginning of every story in your basel readers. The words your students might not know the meaning of so you look them up in the dictionary or glossary. Put these words up on your wall and color code them by story, refer to them often, encourage them to use them in their daily writing. Words such as: frothy, fussed, cross, horizon, rumbled, and groaned. When I see or hear one of the students using one of these Big Juicy Words correctly they earn a BUG Award (this is a school wide incentive program). This really encourages them to try to apply the vocabulary words they are learning. It gets them away from using words such as nice, fun, happy.

One thing I would like to implement is a word of the day or week. This would be a great way to introduce new vocabulary.

2:42 PM  
Blogger Mr. Bretzmann said...

Of the 7 critical understandings, I see the following reflected in what I do in my classroom:
#1 (when I tell students what to look for and focus on in their reading), #3 (so that they don't just "search and destroy" to find the answer, I almost always give the reading assignment first and the writing assignment after they have read), #7 (I try to include as much authentic reading as possible). The following need more attention: #1 (we don't predict enough), #2 (in class, in the department, in the school: there is not much in terms of being exposed to the words mulitiple times in multiple meaningful contexts through an integrated curriculum), #4, #5, #6. Apparently, we just sit around and talk about the weather in my class!
I have a couple of strategies that I have used with vocabulary instruction, but nothing that I do consistently to teach vocabulary. Mostly, I try to incorporate the vocabulary into what we're reading and talking about while using it in the proper context once it is introduced. We don't usually have time to take each word and spend enough time with it. It turns out to be more about putting it into the context of everything else that is going on historically. I used to do a word of the week and my students responded favorably to it although it was rarely related to history. One week it was a new word like scintillating and the next week it was the origin of a word like decimated. They liked the etymology a lot. And they liked a lot of the new words because I took notes during Dawson's Creek and used their words. I didn't need to put it into my own sentence because I just quoted the characters.

4:39 PM  
Blogger Donna said...

This article was very interesting and the question really made me think, since I do not teach reading in a formal setting like many in this class and I do not have to give grades on reading.
Question #1: I feel I use strategies #3 (Importance of volume reading). I am always reading or encouraging those you do read to read aloud to others. There are books everywhere in our rooms and everyone is encouraged to pick up a book and either read or look at it. I am always reading aloud throughout the day to different people.
#4(The potential in discussion of text). Questions are so important to ask when others are reading. When I see others reading, I will sit next to them and ask them a variety of questions that requires them to think.
#6 (The particular value of muliple stategy instruction). I do use mulitiple strategies to gain comprehension. Most do not know this or could not name the strategy beign used. The more strategy used the more people I am able to reach. Everyone learns in different ways and we need to always remember this when we are teaching.
#7( The importance of authenticity). We use a lot of outside info. to broaden the comprehension of our reading. We have pen pals from other countries that we share info with and use throughout the year.
I feel I need to do more research on the other 3 strategies and see how I can incorporate them into the reading that is done in "our classroom"
Question #2: Vocabulary is done by learning sight words, guess a word, research on the computer, picture/word match, and word of the day board.
Vocabulary is a big part of our day as well. The word of the day board has a given theme and each theme is carried out for 2 weeks. Each board becomes part of a word wall and everyone can see how the words relate to each other. This is an activity that everyone gets involved in. Once the theme is done, the word becomes part of a word list. Many times words boards are taken home by others to put in their rooms once we have finished the theme.

4:40 PM  
Blogger crk said...

1). Again, this is difficult for me since I don't teach comprehension currently. However, I have always felt that teaching vocabulary out of context was not doing much for students. There are many speech pathologist who work on increasing vocabulary skills by doing just that - teaching vocabulary words out of context. So, this article was very reaffirming. I often times teach my preschool students (3-5) concepts thorough reading. I have found reading them simple stories with concepts are a great way to help them learn these skills. This article made me feel like that was something good I was doing. In addition, I read a lot of stories related to feelings for my students with social defits. This article made me realize that I could be doing more reading to my students and discussion about the text while still working on their IEP goal and helping increase their comprehension skills. I even thought about my students who I'm working on conversational skills with such as maintaining a conversation and staying on topic. I could help their literacy and comprehension skills by reading a story/chapter to them and then work on the conversation skills while discussing what we just read.

6:21 PM  

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