Somehow some educators seem to think of comprehension instruction as a set of strategies, graphic organizers, and a little bit of think alouds and explanations we can “tell” students as the opportunity arises. Much recent research has been attempting to shift our perceptions and understanding of what it really means to understad and what understanding looks like in secondary classrooms. What should comprehension instruction focus on? Recalling facts? Describing events and situations? or Equipping students with the reading and thinking tools they can use in diverse contexts to construct meaning?
What should we do to build the academic vocabulary of our middle and high school students? What is working and what is not working with students’ academic vocabulary in secondary grades?
-
-
Subscribe to our Blog
