What is the content of reading in grades 3–5?
What will be an ideal response?
Content focuses on helping students know and use skills related to word meaning and sentence meaning, text organization and deriving meanings, making judgments and reading critically, and developing habits of lifelong reading. Reading to learn techniques provide specific guidance in activating background knowledge, adding to background knowledge, developing vocabulary, setting purposes for reading, monitoring silent reading, and following through to reinforce and consolidate comprehension.
You might also like to view...
Which of the following statements is not one of the ways that teachers can embrace and teach family diversity?
a. Integrate various families into your language and every day play (two moms, two dads, adoption, step dad). b. Learning to speak a second and third language. c. Learn what children call family. d. Use natural classroom situations to talk about different families and all differences.
Questions to be asked following an observation to encourage dialogue include all except
A. What did I do right? B. What happened? C. Why did it happen? D. What does it mean?
Diakidoy, Kendeau and Ionnides investigated the effects of textbook lessons on fifth graders' misconceptions of energy. The results showed:
a. students who received the introductory factual text scored nearly the same as students who did not receive the introductory text on conceptual questions b. students who received the introductory factual text scored better than the students who did not receive the introductory text on factual questions c. students who received the introductory conceptual text scored better than students who did not receive the introductory text on factual questions d. all of the above
Elkonin blocks are used to teach
a. alphabet knowledge. b. print concepts. c. concepts of shape. d. phonemic awareness.