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Building Reading Confidence: Small Group Tutoring for Beginning Readers
六年級指導閱讀:理解、詞彙和指導寫作,天哪!
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課堂經歷
Small group reading instruction is one of the best ways to increase reading proficiency. This additional "dose" of reading instruction will complement the instruction your child is receiving with you or their classroom teacher. Your child does not have to be in 6th grade to take this class. Look at the examples below to see if the text level for this class is appropriate for your child. (Note: These are not the texts I will use for instruction.) I will adjust the text based on the group's...
These are possible learning goals. Goals will vary based on the needs of the students. The student will use effective oral communication skills in a variety of settings. a) Listen actively and speak using appropriate discussion rules. b) Participate as a facilitator and a contributor in a group. c) Participate in collaborative discussions with partners building on others’ ideas. d) Ask questions to clarify the speaker’s purpose and perspective. e) Work respectfully with others and show value for individual contributions. The student will read and determine the meanings of unfamiliar words and phrases within authentic texts. a) Identify word origins and derivations. b) Use roots, affixes, synonyms, and antonyms to expand vocabulary. c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. d) Identify and analyze the construction and impact of figurative language. e) Use word-reference materials. f) Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing. The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, and poetry. a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme. b) Describe cause and effect relationships. c) Explain how an author uses character development to drive conflict and resolution. d) Draw conclusions and make inferences using the text for support. e) Compare/contrast details in literary and informational nonfiction texts. f) Use reading strategies to monitor comprehension throughout the reading process. 6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. a) Skim materials using text features such as type, headings, and graphics to predict and categorize information. b) Identify main idea. c) Summarize supporting details. d) Create an objective summary including main idea and supporting details. e) Draw conclusions and make inferences based on explicit and implied information. f) Differentiate between fact and opinion. g) Identify cause and effect relationships. h) Analyze ideas within and between selections providing textual evidence. i) Use reading strategies to monitor comprehension throughout the reading process.
Students will write in online journals (Google Slides) so that I can provide immediate feedback. Students may want to have a book of their choice by their computer to read if they finish before the rest of the group.
除了 Outschool 教室外,本課程也使用:
Students do not need a Reading A-Z, Google Jamboard, Google Docs, Google Slides, Google Forms, or Google Drive account to access class materials. Parental permission is needed to use Kahoot and Nearpod in class. Kahoot nor Nearpod requires you to have an account.
I will provide online pdf copies of Reading A-Z articles during each class. Students do not need a Reading A-Z, Google Jamboard, Google Docs, Google Slides, Google Forms, or Google Drive account to access class materials. Parental permission is needed to use Kahoot and Nearpod in class. Kahoot nor Nearpod requires you to have an account.
Hello! My name is Ms. Marni, and I am passionate about teaching children how to read. I have a bachelor's degree in Early Childhood Education from James Madison University. I also have a master's degree from Shenandoah University in Education....
團體課
US$13
每週( US$7每班)2每週 x
35 分鐘
由 2 學習者完成
即時視訊會議
Ages: 10-13
1-4 每班學員人數