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This Concept Map, created with IHMC CmapTools, has information related to: Student Learning Progression--Draft 1 (Week 4), Student Learning Progression in Reading Expository Writing For Deeper Understanding Teaching this skill involves Scaffolding self-regulation, we do then you do, Student Learning Progression in Reading Expository Writing For Deeper Understanding Teaching this skill involves Teaching basic strategies, Metacognitive interview which consists of skills, Scaffolding self-regulation by I do, Using memory in instruction for example Help students make what you want them to remember STAND OUT, Using memory in instruction for example Give opportunities for success so students feel as if they fully understand what is to be remembered, Using memory in instruction for example Give time and opportunity for students to THINK about what you want them to remember, Teaching basic strategies such as Priming background knowledge, I do then we do, Assessing what they already know through Metacognitive interview, Assessing what they've learned through measurable tasks, Teaching basic strategies such as Modeling and practicing comprehension strategies, Student Learning Progression in Reading Expository Writing For Deeper Understanding Teaching this skill involves Assessing what they already know, Student Learning Progression in Reading Expository Writing For Deeper Understanding Teaching this skill involves Using memory in instruction, Metacognitive interview which consists of knowledge, Metacognitive interview which consists of monitoring and awareness, Teaching basic strategies such as Making text structures explicit, Student Learning Progression in Reading Expository Writing For Deeper Understanding Teaching this skill involves Assessing what they've learned, Teaching basic strategies such as Monitoring fuency and vocabulary