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Middle and high schoolers identify how to discover a word's meaning by exploring context clues and any pictures, diagrams, photographs, and charts that might be included. They continue this process with other examples and locate one on their own. They finish by writing their own think-aloud on paper to share with the class.
As scholars begin reading more difficult text, they need to acquire an arsenal of comprehension strategies. Here are few helpful ones to guide new readers through the informational text About Trees, which is linked here for printing. This text is an excellent resource to investigate text features, and you conduct a think-aloud as you read through particularly confusing parts. It's important here to explain your thinking; what don't you understand? What are your techniques? They focus on context clues and rereading as "fix-up strategies" and record the various times they apply these techniques on a graphic organizer.
Practice reading comprehension with the short reading passage "Grandpa's Whale." Then monitor readers' understanding by completing the four multiple choice questions.
Help readers develop awareness of comprehension issues and employ tools for better understanding. The best way to begin this strategy is to model it through a think aloud. Choose a book scholars will also be reading, preferably one they will easily engage in. Read until you reach a point that requires a fix-up strategy, explaining aloud what you are doing to aid comprehension. Consider displaying the five strategies listed here for reference. Use the resources to guide readers in this process; they record their strategies in a T-chart or bookmarks. Encourage debriefing so scholars can share the various techniques they used.
Martin's Big Words, by Doreen Rappaport, is a story about Martin Luther King. Encourage your learners to create a list of questions before beginning the reading. Also, learners should be working on monitoring and clarifying to ensure personal comprehension of the story. Several discussion questions are included to give your youngsters some food for thought.
Students explore the monitoring efforts in Monterey Bay and Gulf of the Farallones national marine sanctuaries. They develop an ecosystem monitoring plan that explains the rationale for ecosystem monitoring, the methods for monitoring based on research, the people involved in the project, the steps of the monitoring plan, and the benefit of the monitoring project to the area.
As the title implies, this is a list of vocabulary terms relating to water monitoring. If your ecology class is learning about how to test water quality, this will be an appropriate reference sheet for them. As a bonus, if you live in Texas near the Little Bear Creek watershed, you will find a topographic map of the area.
Middle schoolers participate in an interactive lesson using the scientific method to study biodiversity. In this insect monitoring lesson, students simulate the layers of soil and the insects that would live there. Middle schoolers design parameters to collect insects and a research timeframe. Students create a graph of the species found.
Learners explore comprehension strategies as they listen to Zoom Broom by Margie Palatini. As the story is read, teacher and pupils will stop occasionally to make text-to-text, text-to-self, or text-to-world connections. They also participate in "Turn and Talk" by discussing key ideas with a partner during the story. This resource includes a guide for asking prompting questions about this book.
Students develop a sense of classroom community through goal-setting, decision-making, and brainstorming. They monitor the effects of their plan by determining whether short term goals are being achieved.