Ways to use children's books to build reading comprehension skills ...

Recent research has determined that effective reading-aloud to help students' understanding (Fisher, Flood, Lapp, and Frey, 2004; Hickman, Pollard-Durodola and Vaughn, 2004) to develop and the necessary background knowledge, language skills and listening comprehension (Beck and McKeown, 2001).

When teachers and parents to understand the use of technical reference for example, use direct questions to the students to try to grasp and remember the information in their own words. Also, thelayered approach to modeling described below uses questions to teachers in teaching a diverse class of ELL students to help. Parents can also do this at home with their children ESL.

Modeling sampling program for snoring On Karma Wilson Bear (2003).

Modeling Level 1: The degree of response in advance: easy identification

Now we want to remember the character of our story. (Teacher shows mapped to the cave on the cover of the book) Where was Bear andwhat should he do?

Modeling Level 2: The degree of the expected answer: Get Knowledge

Modeling lead-in. Teacher reads the passage: A gopher and mole, a tunnel through the soil. Then a wren and a raven flapping through the door!

What animals were digging a tunnel? That the animals came through the door? This example will work to reclaim the knowledge?

Modeling Level 3: The degree of the expected answer: Inference

If you tunnel throughFloor, you're on or under the earth? The teacher may want to draw attention to the fact that the "gallery" is the word both a verb and a noun to be drawn.

Modeling animal No. 4: The understanding and conceptual understanding

Lead-in-1. Look at each of the animals in the Russian bear Ok, let's see what they do. This story is written in rhyme. A scheme in which the rhyme words is the same sound, usually at the end of each sentence. Here's an example: "Mouse wee sip swallow.Hare belches belches great! "

Which two words rhyme? Teacher or parent gives another example (eg, cave bears and explains homophones word) Now let's take a look at mouse and rabbit. Word that describes what makes the hare? Word that describes what makes the mouse?

Lead-in 2 Explains the concept of cause and effect (a step-by-step process)

If your mother is trying to awaken in the morning to get up for school, she tried to wake causeyou. Something happens in ourcause bear story to finally stop snoring. Do you remember what it is? Let's read together again and see if we use the word (or words) that contribute to suddenly wake up to select causes.

Stokes hare fire.

Rat stew seasons.

Then a small bush pepper

Makes the bear ? RAAAAA-CHOOOOOO!

Explanation of the concept: What do the sound causeall to animals? The students look at the photos. (You far away to hide from the noise, run away, forHead and ears)

Discuss the long-term impact. What impact have the reactions of animals in the story? If you wear sneeze caused the animals to hide or escape from the noise, what is the effect, or what happens, because these measures? So it works for Ells young people?

Now, back to you. When you awake, you're in a bad mood? Let's take a look at here? He look like? What does it do? Teacher reads the part about the bear's reaction ("And the bear wakes up!Gnarls bear and he growls. Bear roars and growls! Bear jumps and he tramples. Bear growls and growls he. ") Teacher draws attention to the fact that they actually rhyme)

Lead in 3rd What they say about the first animals endure when he begins to cry?

The criteria for the close reading and early reading is based on the principle that the history of the language elements and vocabulary are of course to be taught inductively based. With the approach could call into questionseems a bit boring, but when modeling comprehension strategies are used, parents and teachers have a variety of options to do this where.

Bibliography

Beck, IL, & McKeown, MG (2001). Text Talk: Capturing the benefits of reading aloud experiences for children. The Reading Teacher, 55, 10-20.

Fisher, D., Flood, J., Lapp, D., and Frey, N. (2004). Interactive read-aloud: Is there a common set of implementation practices. The Reading Teacher, 58, 8-17.

Wilson, K.(2003). Bear snores Hon Simon and Schuster.

Source: http://education-k-12.chailit.com/ways-to-use-childrens-books-to-build-reading-comprehension-skills-for-esl-students.html

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