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Teacher Manual Reading comprehension

Facilitate and Encourage

Facilitate and Encourage Introduce Engage To introduce the exercise to your students, say: Today we are going to focus on reading comprehension. Reading comprehension means that you can understand what is being read or what you are reading. We are going to work on this by reading a short passage. After that, we are going to organize the facts from the passage into a graphic organizer. To build student engagement, display a large graphic organizer. You can use the Data Stream Graphic Organizer Worksheet from Student & Teacher Resources. Consider using a concept web, flowchart, or timeline to display the details/facts. Read the passage aloud and then, say: Now, we will complete the graphic organizer together. Think aloud as you add the details noted from the passage into the graphic organizer until completion. Demo 1. Say: Today, we’re going to practice using comprehension strategies to manage the information we read. Comprehension strategies help us organize information so that we can understand and use it better. First, we’ll read a passage and answer a few questions about it. Then, we’ll analyze and organize the information into a table, chart, diagram, or summary, and use it to answer more questions. Together, we’ll work on an exercise called Data Stream. I’ll get us started, and then I’d like for you to try. 2. Project the “Introduction – English or Spanish demo” for Data Stream. 3. Follow along with the demo, which explains how the exercise works. • When looking at a graphic organizer, describe the details you see. • Explain which answer is the best match and how you ruled out the other options. • Choose an answer: • Correct answer: a “ding” sound effect plays, the answer is highlighted, and the answer appears in the graphic organizer when applicable. • Incorrect answer: a “thunk” sound effect plays and the incorrect answers are dimmed. 4. Demo the keyboard shortcuts: • Go button = Space bar • Next button = Space bar • Possible answers (left to right, top to bottom) = Number keys 1 - 4 Direct students to log in and work individually on the Data Stream Demo for approximately 10 minutes. This time period mimics the timing of the exercise once it’s assigned. Debrief with students to ensure they understand the task and objective of the exercise. Ask: What did you notice? Have students share anything that they have questions about. Data Stream includes instructional audio for the exercise introduction and instructions. By default, these are presented in English. You can, however, select Spanish instructions for all, some, or individual students on the Manage page in mySciLEARN. 34 Data Stream Teacher Manual

Facilitate and Encourage Monitor Student Progress Review Data Stream reports regularly to monitor student progress. Use the data to determine which students are succeeding and which students might be struggling to make progress. Where to look... PROGRESS: Reading Comprehension Exercise Progress - Data Stream The colored line shows student progress and their percent complete. Each dot indicates a day the student worked on the exercise. What to look for... what it means Is the line going up? The student is completing content accurately and making progress. Is the line flat across several dots? The student may be struggling and you need to find out why. Are there long lapses between dots? The student may be skipping this exercise. USAGE: Usage Details - Schedule Do you see half-filled gray circles? The student is working on this exercise, but not meeting the scheduled time. Make sure that they have time to complete their daily schedule. If fatigue is an issue, add some breaks to their schedule. Do you see red circles? The student is skipping this exercise. Provide support to help them re-engage. USAGE: Usage Details - Minutes/Questions Are many days highlighted in red? The student is not meeting their daily schedule. Check the Schedule tab in this report to investigate further. Is the student answering fewer questions than usual? They may be distracted or losing focus. In comparison to their previous activity, a low number of trials to minutes may indicate the student is not applying themselves to the task. Is the student answering more questions than usual? They may be rushing. In comparison to their previous activity, a high number of trials to minutes may indicate the student is trying to amass points, or to progress more quickly, but rushing can result in mistakes. Remind them that making progress depends on accuracy, not speed. Data Stream Teacher Manual 35