Using a content area textbook from grades 9 to 12, develop at least 3 total sample questions per graphic choosing from the following types of graphics: photograph or painting map graph chart cartoon If an example of a particular type of graphic is not included in the textbook, select examples from supplementary materials (newspapers, magazines, and the web are excellent sources). Remember, you only need to choose 3 out of 5 types of graphics. Such examples should be related to the content area, or you can make a relationship to the content area. Ideally all 3 graphics (and 9 questions – see below) will be focused on the same topic or theme. Develop on your own (or find in the textbook) 3 higher order thinking questions that require students to interpret the graphic. Give the graphics and questions to at least two of your students. Score the student answers and provide any applicable feedback. Record both student answers in a table form (please see the sample papers provided). Reflect on the answers and whether they answered the questions. Is there a way to ask it differently or did the student’s answers demonstrate comprehension? PLEASE REMEMBER TO USE EXAMPLES WITH ESOL (ALL LEVELS) HIGH SCHOOL STUDENTS, 9 TO 12.
Please use APA formatting and include a title page and reference page. RUBRIC: file:///C:/Users/jorda/Downloads/Textbook%20Graphics%20Activities%20Rubric.pdf MORE INFO: Here is a short “How to” Video for this assignment (remember to log into your O365 DSC account to view and ignore when I say it’s your 3rd assignment since it’s really your fourth!). You will need students to complete this assignment, so please plan accordingly. https://web.microsoftstream.com/video/b1076018-79c7-4252-a8b4-29339943addd
WEEK READING Welcome to Week 6! Reading comprehension pulls all the components of reading together. “Comprehension is the reason for reading. If readers can read the words but do not understand or connect to what they are reading, they are not really reading. Good readers are both purposeful and active, and have the skills to absorb what they read, analyze it, make sense of it, and make it their own.” (Reading Rockets, 2020, Comprehension) As always, please start by reading Section VI: Comprehension which includes Chapter 14: Literacy Text and Chapter 15 Informational Text. The basic concepts include engaging students before, during, and after reading. Your text is stuffed with a ton of strategies that apply to all the content areas.
Please use the slides to take notes or as points of reference. Two important ways of checking for student understanding are: 1. Questioning 2. Graphic organizers The following information provides additional details about those two important areas: Questions can be effective because they: Give students a purpose for reading Focus students’ attention on what they are to learn Help students to think actively as they read Encourage students to monitor their comprehension Help students to review content and relate what they have learned to what they already know (Reading Rockets, 2020, Comprehension Practice) Here’s the explanation for QARs: VIDEO: https://vimeo.com/214605007 https://betterlesson.com/strategy/403 Graphic Organizers can be used before, during, and after reading. Here’s a good article from Edutopia (https://www.edutopia.org/) that explains why teachers should consider using them: https://www.edutopia.org/article/increasing-value-graphic-organizers Graphic Organizers (Reading Rockets, 2020, https://www.readingrockets.org/teaching/reading101-course/modules/comprehension/comprehension-practice H
ere are some examples of graphic organizers. Click on the titles to download printable versions of each organizer. Venn-Diagrams: Used to compare or contrast information from two sources. For example, comparing two Dr. Seuss books. Storyboard/Chain of Events: Used to order or sequence events within a text. For example, listing the steps for brushing your teeth. Story Map: Used to chart the story structure. These can be organized into fiction and nonfiction text structures. For example, defining characters, setting, events, problem, resolution in a fiction story; however, in a nonfiction story, the main idea and details would be identified. Cause/Effect: Used to illustrate the cause and effects told within a text. For example, staying in the sun too long may lead to a painful sunburn. Please review these additional resources: https://www.readingrockets.org/pdfs/venn.pdf https://www.readingrockets.org/pdfs/chain.pdf https://www.readingrockets.org/pdfs/storymap.pdf https://www.readingrockets.org/pdfs/causeeffect.pdf https://www.hmhco.com/blog/free-graphic-organizer-templates https://www.theteachertoolkit.com/index.php/tool/graphic-organizers https://www.teach-nology.com/worksheets/graphic/
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