Abrir configuración de moneda, zona horaria e idioma

Preparación para exámenes: comprensión lectora (tercer y cuarto grado)

Padres, denle a sus hijos una ventaja competitiva con este curso de comprensión de lectura interactivo dirigido por expertos, diseñado para mejorar el pensamiento crítico y las habilidades para tomar exámenes. #Estudio

Jordan Terry M. Ed, CALT

Puntuación media:

4.9

Número de reseñas:

(113)

Qué está incluido

1 reunión en vivo

55 minutos horas de clase por semana

Evaluación

Informal assessment of students will occur in class to guide instruction. Any questions that students get incorrect or have trouble with will be reviewed with the whole group. The students will also be able to walk away from this class knowing their strengths and weaknesses from the passage.

Experiencia de clase

Nivel de inglés: desconocido

Grado de EE. UU. 3 - 4

***Please note that the same passage is used for each class. If you sign up for multiple classes, you will be working through the same passage. #study

In this class, students will read a new passage every week and practice their reading comprehension skills through discussion of the text. I will review multiple comprehension skills (context clues, author's purpose, text features, main idea, inferencing, synonyms & antonyms, etc.) during this class. Each new passage will not connect to any other passages we have read. Please feel free to come and go as you please! 

Our classes will generally look like this:

1. Greeting/Introduction: Students will have a quick get-to-know-you activity in order to get comfortable with one another. 
2. Test-Taking Strategy: Go over reading passage expectations and dissect the meaning of each comprehension question. 
3. 1st Read-Aloud: The teacher will read aloud the passage while the students follow along. The teacher will model strategies as she reads. At this time, (if the child is comfortable) students are given the opportunity to read a paragraph allowed. 
4. Multiple Choice Questions: Students will answer multiple-choice questions about the passage they read in class. Any questions that students get incorrect or are unsure about will be reviewed in class.

Before class, the students will be provided with a printable version of the passage and questions along with a copy of the reading strategy. 

Schedule of class reading topics: Each passage has been written by MyPaths or myself
       
          Week of March 28th: The Microscope (Procedure)
          Week of April 4th: Animals with Backbones (Nonfiction Text) 
          Week of April 11th: Ecosystems (Nonfiction)         
          Week of April 18th: Traveling (Poetry)
          Week of April 25th: Steps to Building a Birdhouse (Procedure Text) 
          Week of May 2nd: Fly Fishing (Brochure)
          Week of May 9th: Amazon Rainforest (Nonfiction Text) 
          Week of May 16th: My Friend (Poetry) 
          Week of May 23rd: Helping Blaze (Fiction)
          Week of May 30th: The Big Rock (Fiction)
          Week of June 6th: Devil's Tower (Nonfiction Text)
          Week of June 13th: Ava Makes a Difference (Fiction and Poetry)
          Week of June 20th: Backyard Campout 
          Week of June 27th: Cheetahs (Nonfiction Text)
          Week of July 4th: Mexico (Nonfiction Text)
          Week of July 11th: Veronica's Class Project (Fiction)
          Week of July 18th: Black Widows (Nonfiction Text) 
          Week of July 25th: No class 
          Week of August 1st: Pole Mountain Camp (Flyer and Fiction)
          Week of August 8th: Bright Gifts (Nonfiction Text)
          Week of August 15th: Missing Cupcake (Fiction Text) 
          Week of August 22nd: Food Groups (Nonfiction Text)
          Week of August 29th: My Favorite Food Group (Poetry)
          Week of September 5th: Hoop it Up
          Week of September 12th: Thunder and Lightning (Nonfiction Text)
          Week of September 17th: The Room Inside (Poetry) 
          Week of September 19th: Trails of Change (Fiction) 
          Week of September 26th: Help Wanted - President (Nonfiction)  
          Week of October 3rd: Thinking While Drinking My Juice (Poetry)
          Week of October 10th 7th: Charlie’s Goodbye (Fiction)
          Week of October 17th: Olympic Champion - Paired Text (Fiction and Nonfiction)
          Week of October 24th: Climbing for Kids (Nonfiction)
          Weeks after:  to be determined

I look forward to helping your child gain confidence when it comes to reading comprehension and test-taking skills!

Metas de aprendizaje

RI.3.9
Compare and contrast the most important points and key details presented in two texts on the same topic.

RI.3.6
Distinguish their own point of view from that of the author of a text.

RI.3.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI.3.1
Ask and answer questions to demonstrate an understanding of a text, referring explicitly to the text as the basis for the answers.

RL.4.6
Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

RL.4.5
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

RL.4.4
Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

RL.4.3
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

RL.4.2
Determine a theme of a story, drama, or poem from details in the text; summarize the text.

RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.3.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

RL.3.1
Ask and answer questions to demonstrate an understanding of a text, referring explicitly to the text as the basis for the answers.

Otros detalles

Lista de útiles escolares

Students will need: A print out of the reading passage and questions for each class and a copy of the test-taking strategies we will use in class (Provided before class begins)

Recursos externos

Los estudiantes no necesitarán utilizar ninguna aplicación o sitio web más allá de las herramientas estándar de Outschool.

Jordan Terry M. Ed, CALT

Se unió el January, 2021

4.9

113reseñas

Perfil

Experiencia y certificaciones del docente

Texas Certificado de Docencia

Hi! My name is Jordan and my purpose in life is to teach! With eight years of elementary teaching experience, coupled with my passion and dedication to provide diverse students with an individualized and collaborative learning environment, I am confident in my ability to provide positive and valuable lessons.

Certifications: Certified Academic Language Therapist (CALT), Early childhood - 6th grade teaching certification, ESL certification, BA in Elementary Education, Masters in Special Education

 
My life has always revolved around education. I was practically born in the classroom. With my mother being a teacher, I was able to see how passionate she was about the job. Every day I would hear about how she impacted someone's life and I knew that was what I wanted to do one day. During the summer I would assist her in summer camps. On weekends I would babysit. In college I tutored at an elementary school. There was no doubt that working with children filled my cup! 

I believe that learning should be fun and exciting! If I am not having fun than the learner isn't enjoying my lesson. My goal is for the student to learn the material without even realizing that they are learning. 

"Every child deserves a champion --an adult who will never give up on them, who understands the power of connection and insists that they become the best that they can possibly be.” -Rita F. Pierson