5.2 Demonstrate research-based instructional practices for facilitating reading comprehension.
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Thinking Maps When reading and learning, comprehension is often the ultimate goal. While all of the aspects of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) are vital, the first four often serve as stepping stones to reach of the pedestal that is comprehension. Quality educators incorporate research-based instructional practices into the classroom that promote and facilitate comprehension. Some of these invaluable tools are KWL charts and thinking maps.
KWL charts are a fantastic tool that can be used to gauge a student's prior knowledge or get them excited about what is to come. The "k" in KWL stands for know. The teacher asks the class what they know about a particular topic. The "w" stands for what they wonder about the topic or what they want to know. Finally, the "l" is filled in after the instruction has been completed on what the students have learned. This might be the explicit answers to the "w" column or new insights they have discovered. This tool sparks a desire to learn in many students and keeps them engaged and questioning while learning. I enjoy using KWL charts in the classroom. I believe that under the right circumstances that they can be very effective. I appreciate that they provide me with information on what my students already know and what they are anxious to learn. When discussing different animals and their habitats, my mentor created one on bats with our class, and I was astonished by the higher order questions that evolved from it. I chose to create one with my students on gravity. They knew considerably more about the topic than I had anticipated and had a myriad of questions they wanted answered. As we continue the unit, we will work together to unearth all of the mysteries about gravity and its impact. I will continue to use KWL charts in the future and ensure that my students are always questioning and eager to learn. |