![]() ![]() Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.ģ. Among these texts are fiction and nonfiction, classic and contemporary works.Ģ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment. The wrap-up session provides students with an opportunity to self-monitor their reading while applying metacognitive strategies that further extend comprehension.ġ. Students identify the main idea from the reading to confirm their understanding of the information. Students are taught to use self-monitoring strategies while reading to aid them in recognizing information they know ("clicking"), and identifying words, concepts, or ideas they do not understand or need to know more about ("clunking"). Structured previewing of text allows students to generate interest and questions about the text, to stimulate their background knowledge and associations with the text, and to facilitate their ability to make predictions about what they will learn.Ĭlick and clunk. To facilitate comprehension of content area texts, students work in small, cooperative groups and apply four reading strategies.These approaches improve learning opportunities for students with learning disabilities and with limited proficiency in English. CSR combines two instructional approaches: reading comprehension strategy instruction and cooperative learning. ![]()
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