reading powers - 副本.ppt

2. Connect Connect to mafily, friendships, feelings, school and favourite places. Connect to prior knowledge, whivh is a cognitive function of learning. Teachers: Have students make the ‘connection’ sign during reading. Tell a parener what you are connecting to. 3.Question Issues promote questions. Questions encourage deep thinking. Teachers: - Choose materials about realistic issues. - Have students identify questions. - Ask questions / answer with partner. - Use extending questions. 4. Infer While reading, he reader has to assume their own think for what the text does not say, but only implies. Teachers: - Game guess and support with evidence. 5.Transform Transform encourage students to view themselves. Others, of the world around them with new ways of thinking that includes a moral or ethical issue tired to issues of respect, peace, fairness and consequences of actions. Teachers: I used to think / but now I think Use Common Language with students Suggestions: “I am ‘inferring’ that it will be a nice day today when I look outside and see that it is sunny.” Use “Think bubbles”. Model re-reading. Model thinking aloud. Teacher tips Listening for evidence of your students’ using the language of thinking in other areas of learning. Listening to partner talk – circulate the room while your students engage in “partner talk” during the lesson activities. Stone Soup 3 Monks, Hok, Lok and Siew, traveled along a mountain road. They talked about cat whiskers, the color of the sun and giving. “What makes one happy, Siew?” asked Hok, the youngest monk. Old Siew, who was the wisest, said, “Let’s find out.” The sound of a bell brought their gaze to the rooftops of a village below. They could not see from so high above that the village had been through many hard times. Famine, floods, and war had made the villagers weary and untrusting of strangers. They had even become suspicious of their neighbors.