![]() Socratic Writing Seminar | Student Initiated Quest.Socratic Seminar | Inferences, Conclusions, and Pr.Socratic Seminar | Context Clues Word Analysis.Socratic Seminar | Paired Text Drawing Conclusions.Example 90 Minute Reading Block RTI READING BOOT CAMP.CLOSE READING BOOKMARKS | close reading strategies.THINK, PAIR, SHARE vs THINK, PAIR, SHARE PLUS.Socratic Seminar | Infer Compare and Contrast.I am a dyslexic reading teacher that has built a reputation for finding innovative ways to teach reading and critical thinking to all students! ALL children are gifted and can learn to read! Sean Taylor M.Ed. I eventually learned to read all words by sight the same method as learning Chinese. The special education programs never acknowledged my creative capabilities, coping skills and shame and humiliation of being illiterate, they focused on "curing" my learning disabilities with under-trained teachers! Many classroom teachers assumed I would never read or write due to the severity of my dyslexia and this made me feel worthless. ![]() I spent the next 6 years in special education programs (limbō) trying to learn to read and write. I was identified dyslexic at age 9 and later dysgraphic. The written word was a collection of cuneiform squiggles that swam around on the page. Literacy for me was almost an unrealized unattainable dream! As a dyslexic learner I was unable to read, write, or decode words as a child, p,d,b and q were all the same letter. Cold call students using equity sticks to have students share with the entire class. Time students so there are equal chances for participation. Rotate partners and groups after each Mini-Lecture. Ask the students “share” their responses with their bigger cooperative group. Monitor discussions – clear up misunderstandings and check for understanding using Glass-Bugs-Mud or a thumbs up or thumbs down.Ħ. After on partner has taken a turn sharing their partner has to share back with fidelity to practice listening and academic discussion skills.ĥ. Have the students “pair-share”, they take turns talking about their thinking, new information they learned, a summation, or questions for 1-4 minutes. Give the students 1 minute to “think” about their own learning.Ĥ. Students will use the TPS-Plus topics and questions to discuss and analyze mew information and make connections to prior their knowledge.ģ. Students names are on a popsicle stick and you draw 2 sticks and make a cooperative learning pair.Ģ Present information using a 2-3 mini-lecture, and frontload a discussion topic with an open-ended question that students are attentively listening to and thinking about during the lecture. Group the "THINK, PAIR, SHARE" discussion partners using equity sticks.
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