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Preparing Teachers Building Evidence for Sound Policy (2010) / Chapter Skim
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Appendix B: How Teachers Learn Critical Knowledge and Skills: Tracing One Example
Pages 207-210

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From page 207...
... Experience supported opportunities to learn to interpret diverse kinds of texts for diverse purposes. Teacher Study Linguistic and psychological studies: • evelopment of oral and written language abilities, including relations d among meta-cognitive abilities, print processing abilities, and compre hension abilities • heories of text-comprehension t 20
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From page 208...
... Teacher's Opportunity to Demonstrate Practice Select a text that you or your cooperating teacher uses as part of the regular curriculum -- this could be a selection in a basal reading program or a leveled text or a trade book. Read through the text and identify the likely areas where your linguistically/culturally diverse student may have trouble comprehending the text.
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From page 209...
... . Identify a set of learning goals appropriate to the use of that text; identify semantic and linguistic features that might impede students' comprehension of the text, script how you will launch the discussion of the text, and script a set of probing questions that you will use to guide a discussion of the text so that the discussion is consistent with your learning goals and reflects the textual challenges.
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Key Terms

  • familiar topic
  • learning goals
  • trouble comprehending
  • unfamiliar topic
  • diverse student

  • comprehension strategies
  • interpret diverse
  • basal reading
  • leveled text
  • cooperating teacher

  • particular topic
  • difficult text
  • read texts
  • textual challenges
  • knowledge suppose

  • reading strategies
  • diverse purposes
  • demonstrate practice
  • students read
  • experience supported

  • excellent decoding
  • practice select
  • decoding skills
  • linguistic features
  • reading program

  • diverse kinds
  • goals appropriate
  • probing questions
  • trade book
  • using prior


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