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Puedo comprender: una guía a través de estrategias de comprensión

Completado por 23 alumnos
Edades 7-10
Clase grupal
En este curso continuo, los estudiantes aprenderán una variedad de habilidades de comprensión que los ayudarán a convertirse en mejores lectores. Los estudiantes comprenderán las características del texto, el vocabulario, la secuencia, la idea principal y los detalles, y más mediante el uso de mapas mentales.
Puntuación media:
5.0
Número de reseñas:
(63 opiniones)

Videoconferencias en vivo
1x por semana
2-6 alumnos por clase
45 min

Qué está incluido

1 reunión en vivo
45 minutos horas de clase por semana

Experiencia de clase

Nivel de inglés: desconocido
Grado de EE. UU. 2 - 4
In this on-going course, students will have the opportunity to learn and practice a variety of comprehension skills and strategies. Students will learn, practice, and apply this skill/strategy while reading a variety of different readings and texts. Students will do this by using a variety of graphic organizers/thinking maps. 

Each week, we will focus on a specific skill and specific Thinking Map.  This will help students organize their thoughts.  When reading in school or on an assessment, if students can recognize what skill and/or strategy they are looking for, they can put their thoughts into a specific thinking map to organize their thoughts and come to a solution. Throughout the course, students will read nonfiction and fictional texts.

Week of 6/5-8 - Text Features
Thinking Map - Tree Map
Students will look through an informational text and not only find a variety of text features, but also understand why they are important. Each week, I will begin by asking students to find different text features in the text.  This skill is especially important to each comprehension strategy we will learn throughout the course. Students will be able to identify different text features by using a Tree Map.

Week of 6/12-15 - Make Predictions
Thinking Map - Circle Map
Students will look through a fictional text, read the title, look at the variety of text features to make predictions about the text.  Students will learn what to look at and how to properly make predictions about a story by using a Circle Map.

Week of 6/19-22 - Make Connections
Thinking Map - Tree Map
Students will learn 3 ways we can make connections to a text: text to self, text to text, and text to world. Students will read two texts in this class: fiction and nonfiction so they can make different connections to each one. We will discuss how making connections help us to be better readers and why it is important using a Tree Map.

Week of 6/26-29 - Vocabulary/Context Clues
Thinking Map - Circle Map
Students will learn how they can use context clues to determine the meaning of a word or sentences. We will read a fictional story so students can underline, highlight, and circle clue words to help them figure out definitions of words.  Students will understand why vocabulary and context clues are important to reading. We will use a Circle Map to help us with definitions. 

Week of 7/3-6 OFF

Week of 7/10-13 - Sequence of Events
Thinking Map - Flow Map
Students will read a nonfictional text and learn how to place main events in sequential order. Students will learn and use key words such as first, next, then, last, finally, etc. Students will be able to use pictures and clues to put events in order. Students will practice this using a Flow Map to help them with sequence of events.

Week of 7/17-20 - Main Idea and Details
Thinking Map - Tree Map
Students will use a graphic organizer/thinking map to organize their thoughts on main idea and details. Students will learn what clues to look for when identifying the main idea and details. For this skill, we will read nonfiction texts where students can highlight, underline, and circle clue words. We will use a Tree Map to organize our thoughts for main idea and details. 

Week of 7/24-27 - Compare and Contrast
Thinking Map - Double Bubble Map
Students will compare and contrast 2 text: informational (nonfiction) and fictional.  Students will be able to tell the difference and similarities between the two texts using a Double Bubble Map (similar to a Venn Diagram). Students will learn for and use clue words to compare and contrast.

Week of 7/31-8/3 - Cause and Effect
Thinking Map - Multi-Flow Map
Students will learn key words and phrases when learning cause and effect. Students will use a Multi-Flow Map to make predictions (what might happen next and why?) and look at the outcome of situations.  This will tie into problem/solution when reading, also. Students will read a nonfictional text to understand and practice this skill.

...After the 10th week, I will circle back around to restart this series with a different set of texts. I highly recommend staying in the course to get as much practice as possible. When I restart the series, I will use the same skills and strategies, but we will use different stories and texts. It is important to use a variety of texts for each skill to get the best, most effective practice. 

** This class is for students who have mastered fluency and ready to begin comprehension (usually end of 2nd grade or as early as 3rd grade).  Students must know how to read words. This class is intended for students 7 years old to 10 years old.  If you have a 9/10-year-old or older who is struggling to read and comprehend, this will be a great intervention/review. Students must be able to know how to write or copy from a teacher. **

** Students will be provided with a Thinking Map each class that must be printed. ** 

Note - Once school has started for the 2023-2024 school year, classes will resume however, days and times may be subject to change.

Metas de aprendizaje

Students will ask and answer questions to demonstrate an understanding of a text.
Students will determine the main idea of a text; recount the key details and explain how they support the main idea.
Students will describe the relationship between a series of events, ideas, concepts, or steps in a text, using language that pertains to time, sequence, and cause/effect.
Students will determine the meaning of general academic and domain-specific words and phrases in a text.
Students will determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Students will use text features and tools to locate information relevant to a given topic efficiently.
Students will use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text.
Students will distinguish their own point of view from that of the author of a text.
Students will describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
Students will compare and contrast the most important points and key details presented in two texts on the same topic.
Students will describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Otros detalles

Lista de útiles escolares
A one-page Thinking Map will be provided each class for students to print out.
Students will need a pencil and possible coloring utensils.
Students may need a highlighter.
Recursos externos
Los estudiantes no necesitarán utilizar ninguna aplicación o sitio web más allá de las herramientas estándar de Outschool.
Fuentes
Scholastic News Magazines (permission granted)

Conoce al profesor

Se unió el July, 2020
5.0
63reseñas
Perfil
Experiencia y certificaciones del docente
Hello! My name is Sarah Tovar.  I am a 3rd grade teacher in Florida. I have an Elementary Education degree from the University of Central Florida. I am certified to teach grades K-6 and I am reading and ESOL endorsed. I have taught 6-8th grade intensive reading, 2nd grade, and 3rd grade (all subjects).  I enjoy teaching ages 6-10 but I am always open to help and teach anyone in need. 

My husband and I do not stay in one place long. Being a military family, we move frequently. Since the birth of our 6-year-old son, I decided to stay home and homeschool him until this past year when he entered Kindergarten. During those years, I have taught English online and I currently provide private tutoring. I love teaching and working with children.  It is exciting to meet new students along with seeing familiar faces. 

I enjoy teaching a variety of subjects, such as phonics, reading comprehension, creative writing, and math. In my classes, I will incorporate hands-on learning to make the lessons interactive and engaging. We will focus on step-by-step problem solving, making deep connections, how to interact with content, diving deeper into specific skills, and teach students that learning can be fun. I always modify and accommodate each student and their needs. I help students who are struggling to meet grade level proficiency, as well as students who need to expand and extend their learning. 

I believe every child is unique and learns at their own pace. I will do my best to meet the needs of every child. Let us have fun learning together! I will see you in my classroom!

-Mrs. Sarah

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