Exploring The Orenda — continued…
How can I activate and provide background knowledge for myself? What questions do I have before reading?
- What is the book about? 362 more words
As a parent, I’m sure you’ve told your elementary student at one time or another that he really needed to memorize his multiplication facts. For that, I (and all of my fellow educators) say a big THANK YOU!! 844 more words
From my last post about Bartholomew and the Oobleck by Dr. Seuss, I left off with a question: if I am reading this book to my daughters (or any other book), I wondered about how much I point out certain ideas or concepts so as to deliberately build their background knowledge. 346 more words
A common use of instructional time in an English language arts class today in grades 3 and above is the practice of critical thinking skills. Students practice the mysterious art of drawing inferences, summarizing, paraphrasing, supporting main ideas with details, and comparing and contrasting texts within and across genres. 1,324 more words
In my last post, I explored how reading Dr. Seuss’ Bartholomew and the Oobleck
to my two older girls (ages 7 and 9) might help them indirectly build background knowledge, as explained in Fisher and Frey’s article … 225 more words