By Sharon A. Wynne
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Extra info for NYSTCE CST Multiple Subjects 002 (XAM CST)
MULTI-SUBJECT 33 TEACHER CERTIFICATION STUDY GUIDE The final type of reading is re-reading, which comes in many forms. Sometimes, whole texts must be re-read for the concepts. This is usually the case when the text is difficult. Re-reading can also be done as someone is doing regular indepth reading. For example, a word, concept, or a few ideas may need to be reviewed before the reader can go on. Another method of re-reading is rereading a whole text months or years after reading it the first time.
So, it is important to teach students what to do when suddenly text stops making sense. For example, students can go back and re-read the description of a character. Or, they can go back to the table of contents or the first paragraph of a chapter to see where they are headed. • Textual marking: This is where students interact with the text as they read. For example, armed with Post-it Notes, students can insert questions or comments regarding specific sentences or paragraphs within the text. This helps students focus on the importance of the small things, particularly when they are reading larger works (such as novels in high school).
It also reinforces punctuation, capitalization and matching print to speech. Using highlighters or sticky tabs to locate upper and lower case letters or specific words can help students isolate words and learn about the structure of language they need to have for reading. There should be plenty of books in the classroom for children to read on their own or in small groups. As you observe each of these groups, take note of how the child holds the book in addition to how he/she tracks and reads the words.
NYSTCE CST Multiple Subjects 002 (XAM CST) by Sharon A. Wynne