Welcome back. If you’ve worked on aspects of Part 3 ‘Introducing the text’, with either your whole class or small groups, you may have noticed an improvement in reading comprehension and greater speed and efficiency solving words during reading.
Professional reflection: Why must we teach students how to activate or build prior knowledge before reading? How can you gradually withdraw support over time in order to develop independence?
How does building story or content/topic knowledge before reading support the reader to build meaning?
Video summary: In ‘Part 4: Reading the text’ (5:40) we look at:
- the factors the teacher must consider to support students read and understand the text.
- actions taken by the teacher while students read the text silently.
- what faster readers should do while waiting for others to finish.
- what the teacher should do with her observations of students reading the text.
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