Collaborative Pre-Reading: Collab Pre-Reading Graphic Organizer.docx

 
 
 
Wh- Questioning Strategy Graphic Organizer.docx
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.
  • Collab Pre-Reading Graphic Organizer.docx
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.
 
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
Instructional Openings
Real World Hook

One way we bring authenticity to our lessons is by making explicit connections or real world hooks to what we're learning. What I particularly enjoyed about our persuasive writing unit is that we were able to identify real problems in our own school community and to think of solutions. It then brought about real change in our school, and in this case brought about getting more magazines into the classroom which was an identified need of our class.

 
Learning Apps
Freddy's Digital Content and Tech Tools

There are an infinite number of digital content providers and tech tools and education programs a blended teacher can choose to use in his classroom. Check out how and why Freddy uses specific digital content and ed tech tools!



 
Instructional Openings
Vocabulary Prediction Chart

In my class, we go over one word a day from the unit we’re learning. The first step is to ask the class how many have heard of the word before. After I tally the number, those students predict its meaning (without giving any contexts). I ask them to justify why they make that prediction (e..g, where have they heard that word before? What clues are they drawing their information from?). After they share their predictions, I then share with them the signal or physical movement attached to word. It then becomes the signal word of the day.

 
 
Something went wrong. See details for more info
Nothing to upload
details
close