helping students read for understanding is the central goal of reading instruction. Comprehension is a complex process involving the text, the reader, the situation, and the purpose for reading.
must instruct students to decode well
need to read and reread easy texts often so that decoding becomes rapid, easy, and accurate.
The teacher understands the importance of reading for understanding, knows the components and processes of reading comprehension, and teaches students strategies for improving their comprehension, including using a variety of texts and contexts
through strategic scaffolding, teachers can guide students to practice and apply specific reading strategies in their independent reading.
In guided practice, teachers provide support and resources. Scaffolding learners with guided support means working within their zone of proximal development or what the students can do with the help of a peer or adult.
In independent practice, students have opportunities to apply the skills and strategies they learned during modeling and guided practice. In independent practice, students practice reading skills with text that is at their instructional and independent reading level.
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<span>b.During the first stage of development
</span><span>d.In the next stage
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Transition words such as first and next can signal that a text structure is in chronological order. Other transition words that can also be used are then, second, last. Even though some of the content area words would indicate the developmental stages of a baby. These do not clearly show chronological order.
The snow is a white blanket.
The hospital was a refrigerator
.The classroom was a zoo.
A figure of speech, a word or phrase being applied to an action or object that is not applicable.<span>
</span>
Answer:
For part A the answer would be B. For part b i would do "Rougher hands then mine"
Explanation:
