during reading strategies stages of literacy appreciat- ion comp. is BOTH a process & product what "Good Readers" do encourage risk in the classroom reading is an active process make time for silent reading keep my expectat- ions high Goal: make sense of written word provide various ways for engage- ment bring the invisible process to the visible celebrate diversity students CAN be taught how to infer Efferent - carry information from text how to identify dependent readers before reading strategies students must learn the value of rereading how to better implement SWBS explicitly teach comp. strategies depend less on programs building confidence is key after reading strategies the If- Then chart is helpful Aesthetic - live through the text during reading strategies stages of literacy appreciat- ion comp. is BOTH a process & product what "Good Readers" do encourage risk in the classroom reading is an active process make time for silent reading keep my expectat- ions high Goal: make sense of written word provide various ways for engage- ment bring the invisible process to the visible celebrate diversity students CAN be taught how to infer Efferent - carry information from text how to identify dependent readers before reading strategies students must learn the value of rereading how to better implement SWBS explicitly teach comp. strategies depend less on programs building confidence is key after reading strategies the If- Then chart is helpful Aesthetic - live through the text
(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.
during reading strategies
stages of literacy appreciat-ion
comp. is BOTH a process & product
what "Good Readers" do
encourage risk in the classroom
reading is an active process
make time for silent reading
keep my expectat-ions high
Goal: make sense of written word
provide various ways for engage-ment
bring the invisible process to the visible
celebrate diversity
students CAN be taught how to infer
Efferent - carry information from text
how to identify dependent readers
before reading strategies
students must learn the value of rereading
how to better implement SWBS
explicitly teach comp. strategies
depend less on programs
building confidence is key
after reading strategies
the If-Then chart is helpful
Aesthetic - live through the text