Supposing you are looking forward to taking the comprehension of your students to a whole new level in any subject, then close reading is the strategy for you. It is an easy and simple method to take learners through multiple readings to boost their comprehension and encourage metacognition. 2nd grade close reading activities are aimed at teaching learners how to read and read and reread purposely.
Teachers can guide their students for a few trials. Given enough time, students are bound to do well on their own and will not need much assistance. Proof that the skill has been mastered is proper understanding of the content that is before them. Patience is important when developing this skill as it may take some time.
Individuals teaching this skill must first master how it is done. There is no point in teaching what you are not aware of. This enables one to have a clue of the different questions that may be asked and the proper direction to give. Demonstrating how this is done is a good way to ensure the skill sticks to the minds of those listening and watching.
One should not just choose random texts for the purpose of this work. There should be a certain aim one has that will guide in selection of passages. An individual seeking to evoke different discussions will look at comprehensions that are likely to have different interpretations. This will bring about healthy discussion. Students need to be challenged a little. Selecting stretch texts will occupy most of their time as they involve lots of reading.
Always ensure that you set a reason for reading. Once your students have read a text through once, assist them to dig deeper by setting specific purpose for rereading it. That purpose may be aimed to identify a concept or theme. Providing students with something specific that they can focus on needs they go back to the text and pay much focus to it.
A question session must be set aside to see if the students are okay at different points. Those who have properly understood may state something specific from what they have read without necessarily rereading through the whole thing. Such students have shown good understanding. Students should feel free to discuss on related topics that they have previously heard of. If there is no proper comprehension, teachers need to re-strategize.
Encourage exploratory discussions among students between reads. Students discuss what they read, the phrases they marked up, and about the literary element or focus skill. The strategy; think, pair, share does work well with close discussions.
Involving students using these methods is a healthy practice. The atmosphere of the classroom is likely to change due to this. Students will take a better interest in reading, more so because they will receive guidance for the questions that they have. This is essential in leading them towards the right direction and an even better understanding of what they have gone through.
Teachers can guide their students for a few trials. Given enough time, students are bound to do well on their own and will not need much assistance. Proof that the skill has been mastered is proper understanding of the content that is before them. Patience is important when developing this skill as it may take some time.
Individuals teaching this skill must first master how it is done. There is no point in teaching what you are not aware of. This enables one to have a clue of the different questions that may be asked and the proper direction to give. Demonstrating how this is done is a good way to ensure the skill sticks to the minds of those listening and watching.
One should not just choose random texts for the purpose of this work. There should be a certain aim one has that will guide in selection of passages. An individual seeking to evoke different discussions will look at comprehensions that are likely to have different interpretations. This will bring about healthy discussion. Students need to be challenged a little. Selecting stretch texts will occupy most of their time as they involve lots of reading.
Always ensure that you set a reason for reading. Once your students have read a text through once, assist them to dig deeper by setting specific purpose for rereading it. That purpose may be aimed to identify a concept or theme. Providing students with something specific that they can focus on needs they go back to the text and pay much focus to it.
A question session must be set aside to see if the students are okay at different points. Those who have properly understood may state something specific from what they have read without necessarily rereading through the whole thing. Such students have shown good understanding. Students should feel free to discuss on related topics that they have previously heard of. If there is no proper comprehension, teachers need to re-strategize.
Encourage exploratory discussions among students between reads. Students discuss what they read, the phrases they marked up, and about the literary element or focus skill. The strategy; think, pair, share does work well with close discussions.
Involving students using these methods is a healthy practice. The atmosphere of the classroom is likely to change due to this. Students will take a better interest in reading, more so because they will receive guidance for the questions that they have. This is essential in leading them towards the right direction and an even better understanding of what they have gone through.
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