Many teachers swear by GIST, a step by step process for helping students write effective summaries. Getting the GIST: a Summarizing Strategy for any Content Area The lesson makes use of a “stop point” technique, whereby the teacher inserts “stop points” into a document at which point students write a question. This lesson plan provides a detailed step-by-step guide that helps you teach students to effectively use the QAR system to improve their own reading. Using QARs to Develop Reading Comprehension and Reflective Reading Habits This lesson guides students to work in groups to write quiz questions for stories they have read, then “administer” the quizzes to other groups of students. The same student then “becomes” a different character and lists traits of the first character from his own, (the second character’s) perspective.Īctive Reading through Self-Assessment: The Student-Made Quiz Students “become” a character in a book or story and list adjectives that would describe him/her. This lesson on the 6-8 grade band sounds extremely promising for helping students both work on vocabulary to describe characters and helping students analyze characters by considering actions, dialogues, and behavior. Reading Lessons Action is Character: Exploring Character Traits with Adjectives Each of the lessons come with handouts, from which you’ll see excerpts below. ![]() The teachers who have submitted these lessons have clearly worked extensively with real students and know that a creative approach to foster engagement is very important.īelow are some highlights from the lesson plans, subdivided into the categories of Reading Lessons and Vocabulary Lessons. While many lesson plans would need adaptation for the adult ed classroom, there are some really wonderful and innovative approaches here. Often lessons link to other internet resources. The site provides both a very large bank of lesson plans searchable by grade and topic, and a set of Strategic Guides on different teaching approaches (Teaching with Technology, Developing Academic Vocabulary, Reading in the Content Areas, etc.) which are helpful as well.Įach lesson plan includes an overview, a detailed instructional plan, downloadable resources and handouts for teaching the lesson, and research articles that support the approach. This evidence will help support their ideas and claims.This behemoth of a site may seem overwhelming at first, but can provide useful resources for adult educators. Remind students that every answer needs to include textual evidence and point to specific page numbers from the text. Have students practice answering the QARs in pairs using the QAR worksheet.Ensure that these questions include literal, analytical and inferential questions. Choose a number of questions from the displayed student-generated list.“On my own” questions require students to rely only on their interpretation, experience and understanding of the author’s perspective.Answers to these types of questions are not explicitly in the text but rather require students to consider what the author has included in the text in concert with their own reasoning.Identify which questions are inferential or “in my head” questions.“Think and search” questions can also be answered by the text but are more demanding of students and require them to carefully reread the text in order to determine and then be able to explain what it says.“Right there” questions are literal and reference material found in the text and can usually be answered by quickly scanning or rereading.Identify which questions are "right there" and which questions require "think and search.".Record and post students’ questions in a visible location.Have students write text-dependent questions based on the reading in the margins or on sticky notes. ![]() ![]() Allow students to read the text a second time with a partner.
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