Teaching Suggestions
Draws Conclusions/ Makes Comparisons
Emergent (K-1)p.68
Introduce emergent readers to the research process through a collaborative group effort where the process is modelled (e.g., where students can see demonstrated how to interact with information in a variety of resources). (See Research Process, pp. 221–227.) Involve children in gathering information in simple ways (watching the weather forecast, interviewing their parents or classmates, observing what the classroom hamster eats, watching a video or listening to a classroom guest). NOTES p.71 After the children expressed enjoyment of the ending of Goodnight Owl by Pat Hutchins, we read some of her other books and talked about their endings. |
Early (1-2)p.80
Give students experiences with the information process through collaborative group effort, using these situations to demonstrate strategies... p.82 Involve students in comparing the work of different illustrators, differentversions of the same tale, or different books by the same author, and forming opinions about which they prefer. Follow up with questions that lead students to consider why and to verbalize the reasons for their opinions. p.78 - use a Venn diagram to show how two characters are alike and different p.79 When reading Charlotte’s Web and Fantastic Mr. Fox to my grade 2 class, we often discuss the different characters we meet. The children tell about a character and tell why they feel as they do. They may not just say, “He is greedy,” but must tell what has happened to lead to this conclusion. |
Transitional (3-4)See Program Design
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