Collaborative Pre-Reading: Collaborative Pre-Reading

 
 
 
Collaborative Pre-Reading
Teacher In Action
 
 
Teacher In Action
 
 
 
Instructional Openings

Collaborative Pre-Reading

My students generate questions before their computer-based blended learning sessions in order to guide their reading of a text through the virtual library, MyOn. They will use these class-generated questions as a reading strategy ("asking questions") in order to increase their comprehension and will give more explicit purpose to their reading. This simple strategy has helped my students be more focused and successful when they're reading independently on My On.

Strategy Resources (2)
Graphic Organizer
 
 
The "Asking WH- Questions" graphic organizer is a place for students to record their who, what, where, when, why, and how questions. These questions can be asked before, during, and after reading. I teach students that the answers to many "WH-" questions can be found in the text.
 
Graphic Organizer
 
 
The "Asking WH- Questions" graphic organizer is a place for students to record their who, what, where, when, why, and how questions. These questions can be asked before, during, and after reading. I teach students that the answers to many "WH-" questions can be found in the text.
Mark Montero
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Moderate
Subject:
English / Language Arts
Grade:
Third grade
Similar Strategies
Collaborative Student Groups
Start, Result, Change

Start, Result, Change is a strategy students use during math investigations to help them process what is hapenning in word problems. Using the parts or information students identify as being present, this strategy is a scaffold which enables students to process and consider what our next steps to solving a problem will be. Do we need to find the start, change, or the result?  

 
Assessment & Data
Fluid Mastery Rubric

Students self-monitor their understanding by using the Fluid Mastery Rubric.  They monitor their level of understanding of the lesson on a scale of 1 to 4 (1 being least mastered to 4 being most).  Because my students are given the opportunity to reflect and self-monitor their level of understanding of the lesson, I get real-time data on which students need targeted interventions and supports. 

 
Instructional Planning
Mark's Approach to Planning

Planning is an essential part of a blended teacher’s practice. In blended environments, where students can be at different points in a course on various modalities, blended teachers need to be very intentional about how they plan. Check out the video below to see how Mark plans for instruction in his blended classroom.


 
 
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