Princ. Reading Comp. Lesson 3: Outline - previous pagetable of contentsnext page
 Help  Orientation |  Support  [Lesson]  Practice  -  36 of 46 

Strategic Instruction
  1. Preview
    1. Peace Corps
    2. Teachers should teach reading comprehension strategically so students can construct meaning independently
    3. Five handouts and one reading
    4. Strategic instruction - a valuable approach

  2. Strategic Instruction
    1. Amanda - a good reader
    2. Gary - a student with learning disabilities

  3. Purpose and Goals
    1. To orient you to a strategic approach to reading comprehension for struggling readers
    2. To define strategic instruction and its elements
    3. To identify the different kinds of strategies involved in reading comprehension
    4. To see how students can use strategies effectively, efficiently, and independently
    5. To explain your direct role with strategic instruction

  4. Lesson Questions
    1. What is strategic instruction for reading comprehension?
    2. What do readers have to do to read strategically?
    3. How can teachers teach reading comprehension more strategically?

  5. Elements of Strategic Instruction
    1. Definitions of strategic instruction and strategy
    2. Strategies, knowledge, and skills

  6. Reading Comprehension Strategies for Proficient Readers
    1. Goal-specific strategies - used to process specific material
    2. Monitoring strategies - used during the application of goal-specific strategies
    3. Higher-order sequencing strategies - used to help put strategic package together

  7. Metacognition in Strategy Acquisition and Use
    1. Definition of metacognition
    2. Metacognitive components

  8. Language Components in Strategy Acquisition and Use
    1. Metacognition is dependent on self-talk
    2. Language knowledge and skills are prerequisites to certain strategies

  9. Mid-Lesson Review
    1. Strategic instruction for reading involves the teaching of comprehension strategies
    2. Strategies are rules or procedures that guide thinking and action
    3. Strategies are different from knowledge and skills
    4. Goal-specific, monitoring and higher-order sequencing are three kinds of strategies
    5. Strategy acquisition and use require metacognition
    6. Metacognition components: metacognitive knowledge, self-regulation, and motivation
    7. Strategy acquisition and use require language processing and production

  10. The Teacher's Role in Strategic Instruction
    1. Engineering the environment
    2. Teaching strategies as part of curriculum
    3. Employing effective teaching tactics

  11. Review
    1. Focus of lesson
    2. Information learned



 previous pagetop of pagenext page