how to better implement SWBS keep my expectations high celebrate diversity Efferent - carry information from text explicitly teach comp. strategies stages of literacy appreciation comp. is BOTH a process & product make time for silent reading before reading strategies building confidence is key students CAN be taught how to infer after reading strategies bring the invisible process to the visible level depend less on programs what "Good Readers" do how to identify dependent readers the If- Then chart is helpful reading is an active process encourage risk in the classroom students must learn the value of rereading Goal: make sense of written word Aesthetic - live through the text during reading strategies provide various ways for engagement how to better implement SWBS keep my expectations high celebrate diversity Efferent - carry information from text explicitly teach comp. strategies stages of literacy appreciation comp. is BOTH a process & product make time for silent reading before reading strategies building confidence is key students CAN be taught how to infer after reading strategies bring the invisible process to the visible level depend less on programs what "Good Readers" do how to identify dependent readers the If- Then chart is helpful reading is an active process encourage risk in the classroom students must learn the value of rereading Goal: make sense of written word Aesthetic - live through the text during reading strategies provide various ways for engagement
(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.
how to better implement SWBS
keep my expectations high
celebrate diversity
Efferent - carry information from text
explicitly teach comp. strategies
stages of literacy appreciation
comp. is BOTH a process & product
make time for silent reading
before reading strategies
building confidence is key
students CAN be taught how to infer
after reading strategies
bring the invisible process to the visible level
depend less on programs
what "Good Readers" do
how to identify dependent readers
the If-Then chart is helpful
reading is an active process
encourage risk in the classroom
students must learn the value of rereading
Goal: make sense of written word
Aesthetic - live through the text
during reading strategies
provide various ways for engagement