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Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact
Chapter 7: Main Ideas:
Advancing Lesson
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This lesson was field tested by third-grade teacher Melody
Hodges and teacher-librarian Debra LaPlante. They serve at a
K-3 primary school in Phoenix, Arizona. They used an interactive
whiteboard to record information on the graphic organizers for
this lesson.
In February 2007, Debra and Melody conducted the entire lesson
using a team teaching approach. This allowed one educator to
read or solicit students' responses while the other recorded
information. This helped speed up portions of the lesson during
which students are less active and was an effective use of two
adults. This photograph shows them completing the character
map for the mother emperor penguin.
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Story
Map and Character Map Graphic Organizers |
In this lesson, educators conduct think-alouds to fill in
sections of these graphic organizers. Depending on the sophistication
of the readers, students can complete the graphic organizers
on their own, with a partner, or in small groups. For students
who need more support, these graphic organizers can be completed
as a whole class. In many case, these graphic organizers serve
as prewriting preparation for students in composing summary
paragraphs.
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Internet
Pathfinder: Emperor Penguins |
Second- and third-grade students illustrated the Emperor Penguin
pathfinder.
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AASL Standards for
the 21st-Century Learner:
- Read, view, and listen for information presented in any format (e.g.,
textual, visual, media, digital) in order to make inferences and gather
meaning. (1.1.6)
- Collaborate with others to broaden and deepen understanding. (1.1.9)
- Organize knowledge so it is useful. (2.1.2)
- Assess the quality and effectiveness of the learning product.
(3.4.2)
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Launched: March 2007
Updated: 5 June 2013
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