Conclusion
So there we have it. My coursework has enabled me to answer the compelling question that I have been asking for years-- How can I develop students' comprehension when reading informational text? I can develop comprehension for informational text by:
1.) Ensuring that my students are fluent readers.
2.) Building background knowledge.
3.) Planning instruction that incorporates: teaching vocabulary in a meaningful way, explicit modeling, practice, and
collaboration.
4.) Exposes my students to authentic text so that they can practice the strategies taught.
All of these courses led me to my answer:
-ECI 546 New Literacies and Media, helped me to discover the power of Web 2.0 Tools through my groups' PBI project. I have learned how to enhance my instruction and engage my readers when reading informational text.
-ECI 524 Theory and Research in Global Learning, allowed me to realize how important global knowledge is to background knowledge. Because of my final project entitled, “A ‘Cosmopolitan’ Life,” I am now able to understand that students should be exposed to different cultures and perspectives so that they may can gain background knowledge, and a sense of empathy for others.
-In ECI 523 Teacher as a Researcher, my Teacher as a Researcher Report on a blended approach to re-teaching math concepts, helped me to realize the importance of developing a compelling question, so that I can meet the needs of my students with research-based knowledge and practices. This course also allowed me to see the importance of explicit teaching.
-ECI 540 Reading in the Elementary School, ECI 541 Content Area Reading, ECI 544 Remediation of Reading
Disabilities, ECI 545 Theory and Research in Literacy, and ECI 645 Diagnostic-Prescriptive Practicum in Reading, all gave me the research-based knowledge that I presented in regards to answering my compelling question. Through the assignments, tutoring, and classroom-based applications, I was able to identify effective components of enhancing reading comprehension with informational text.
-Finally, ECI 508 Teachers as Leaders taught me had to be a self-confident, teacher who will lead, and share knowledge with others.
1.) Ensuring that my students are fluent readers.
2.) Building background knowledge.
3.) Planning instruction that incorporates: teaching vocabulary in a meaningful way, explicit modeling, practice, and
collaboration.
4.) Exposes my students to authentic text so that they can practice the strategies taught.
All of these courses led me to my answer:
-ECI 546 New Literacies and Media, helped me to discover the power of Web 2.0 Tools through my groups' PBI project. I have learned how to enhance my instruction and engage my readers when reading informational text.
-ECI 524 Theory and Research in Global Learning, allowed me to realize how important global knowledge is to background knowledge. Because of my final project entitled, “A ‘Cosmopolitan’ Life,” I am now able to understand that students should be exposed to different cultures and perspectives so that they may can gain background knowledge, and a sense of empathy for others.
-In ECI 523 Teacher as a Researcher, my Teacher as a Researcher Report on a blended approach to re-teaching math concepts, helped me to realize the importance of developing a compelling question, so that I can meet the needs of my students with research-based knowledge and practices. This course also allowed me to see the importance of explicit teaching.
-ECI 540 Reading in the Elementary School, ECI 541 Content Area Reading, ECI 544 Remediation of Reading
Disabilities, ECI 545 Theory and Research in Literacy, and ECI 645 Diagnostic-Prescriptive Practicum in Reading, all gave me the research-based knowledge that I presented in regards to answering my compelling question. Through the assignments, tutoring, and classroom-based applications, I was able to identify effective components of enhancing reading comprehension with informational text.
-Finally, ECI 508 Teachers as Leaders taught me had to be a self-confident, teacher who will lead, and share knowledge with others.