Reading in the Elementary Classroom Chapter Two: Passage ...

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Mirenda, P. (1993). ____________________________. Raphael, Taffy E. (1986). Teaching Question Answer Relationships, Revisited. The Reading Teacher, 39, 519. Tompkins, Gail (2000). Teaching writing: Balancing process and product (3rd ed). Upper Saddle River, New Jersey: Prentice Hall, Inc. Smith, Frank (1994). Understanding reading: A psycholinguistic analysis of reading and learning to read (5th edition). Hillsdale, New Jersey: Lawrence Arlbaum Associates, Publishers. Stanovich, Keith (1995). How research might inform the debate about early reading acquisition. Journal of Research in Reading, 18, 2, 1995, 87-105. Tharp, R.G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York, New York: Cambridge University Press. Vygotsky, Lev (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press. Children’s Book Recommendations Fleischman, Sid (1963). By the Great Horn Spoon! Boston, Massachusetts: Little Brown and Company. Gardiner, John Reynolds (1980). Stone Fox. New York, New York: HarperCollins Publishers. Lewis, C.S. (1950). The Lion, the Witch, and the Wardrobe. United Kingdom: Aramada. Potter, Beatrix (1995). “The Tale of Mr. Jeremy Fisher” in Treasury of Stories, Originally Created by Beatix Potter. Lincolnwood, Illinois: Publications International, Ltd. Hobbs, Will (1996). Far North. New York, New York: William Morrow. © June Hetzel, Ph.D., 2000 Chapter Two: Passage Comprehension 32
Chapter Two: Think It Over 1. What characteristics of Jesus’ teaching indicate that He was sensitive to the learners’ background knowledge and experiences? 2. How did Jesus’ sensitivity to His listeners’ background experiences help connect the known (learners’ background experiences) with the unknown (new knowledge)? Provide examples from Scripture. 3. What types of questioning strategies did Jesus use in His teaching? Compare Jesus’ questioning strategies with the three-fold, four-fold, or Bloom’s Taxonomy model of questioning. 4. Though many educators (Edelsky et al., 1991; Goodman, 1996) have said that learning to read is a natural process, like learning to talk, why do some researchers (Stanovich, 1995) oppose this point of view? 5. How did Jesus know if His followers truly comprehended his teaching? 6. How can a reading teacher truly know if his or her students are truly comprehending a passage? 7. Describe the benefits and liabilities of factual recall, “on the lines”, or “right there” questioning. How do these benefits and liabilities parallel our spiritual lives? 8. What additional passage comprehension strategies are you aware of? Choose one and describe how it works. 9. Of everything you read in this chapter, what was the most useful information to you and why? 10. What aspect of passage comprehension would you like to know more about? © June Hetzel, Ph.D., 2000 Chapter Two: Passage Comprehension 33
Page 1 and 2: Introduction Reading in the Element
Page 3 and 4: is processing in the brain ideas re
Page 5 and 6: calling to the mission field, embra
Page 7 and 8: Right There “Right there” quest
Page 9 and 10: personal knowledge, creating a new
Page 11 and 12: Application Application level quest
Page 13 and 14: F = facilitate A = activate D = dia
Page 15 and 16: eading achievement in the some scho
Page 17 and 18: experiences. Talking about text als
Page 19 and 20: his feet dangle in the slippy slopp
Page 21 and 22: “Now a few moments ago, Carlos to
Page 23 and 24: “He will catch a shark and it wil
Page 25 and 26: His guests soon arrived. Sir Isaac
Page 27 and 28: common text patters: sequential or
Page 29 and 30: Chapter Two: Glossary of Terms anal
Page 31: Chapter Two: References Applebee, A

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