We recently conducted a survey of our user base, asking for feedback on OnlineMedEd. Specifically, we asked people to tell us what they liked and didn't like about the platform. We received thousands of responses and admittedly some almost brought tears to our eyes.
You can click HERE to read about our fiction summaries. First and foremost, my students struggle with summarizing nonfiction. I realized that my students were struggling with this when we immediately jumped into coding the text. I handed out highlighters and asked students to highlight important information in a short paragraph and cross off interesting or irrelevant information code the text.
I received the short paragraphs back with every word highlighted.
After my revelations, I asked my students: Pulling from previous lessons we brainstormed these ideas together: We then discussed that finding important information in a text helps you, as a reader, to understand the text.
Coding the text can be used a number of different ways.
We were simply coding for interesting vs. It was very interesting to hear their thoughts on this, but it was also fun to see the lightbulbs go off. So, when talking to my kids about how to know if something is interesting vs. These features tell you what you are about to read and help you to focus in on the topic.
As my students got better, they began seeing that specific examples were always interesting, but almost never important to the text. Now that my students have had practice, we have introduced Close Reading into our classroom, and students use my Mark Up the Text printable to guide their annotation of a text.
You can grab this document in any of my Close Reading Resources below. Do you need resources for students to work with? Check out my Close Reading Packs below!
You can now get all of the above Close Reading resources at a discount in this bundle. Click the button below to check it out!Even in fourth grade, students can use a few reminders about writing good sentences.
I would slightly edit this version from Croft’s Classroom to make it clear that the predicate includes the verb. 6. Story elements. The puzzle pieces on this fourth grade anchor chart help teach about the different elements of a story. The lesson I am sharing with you all today is one small lesson in a GIANT Reading and Summarizing Nonfiction unit.
And your anchor charts are so neat and pretty! Do you do them ahead of time, or is this the chart made with the students? THAT YOU USE FOR NONFICTION TEXT SUMMARY WRITING?
Reply. Anonymous says. February . Sep 12, · Kelly is so absolutely fabulous for letting me post and share her summary anchor chart.
|Reader Interactions||It allows the teacher to be able to be creative on what he or she is going to teach students.|
I seriously L - O - V - E it! A few things that rock about this anchor chart 1- The wording; kid friendly and hits the nail on the regardbouddhiste.com: Mrs.
Crofts' Classroom. I also ask them to read a summary and identify different issues (irrelevant details, opinions, not enough information, retelling events out of order, etc.) Once students progress through this resource and become familiar with the summary-writing process, I remove the use of a graphic organizer and ask them to write their own summaries.
OME is such an exceptional resource for M3's and M4's, and it has been my primary mode of studying since I started my clinicals. During my M3 clerkships, I used OME for every single rotation, and when I prepared for Step 2 CK, OME was my source of content review.
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