theme. The discussion web also gives students the opportunity to consider their prior
knowledge of the vocabulary terms and concepts.
If student discussions reveal a basic knowledge about the vocabulary term, then quickly review
and go to the next word. If students exhibit an indepth understanding of the vocabulary, the
teachers may choose to quickly review the topic and then move on to the next topic. If their
discussion reveals little or no knowledge of the words, take time to build students’ foundational
knowledge and vocabulary before instruction. Comprehension is difficult without word knowledge
and background information.
Steps:
1. Observe individual student’s depth of knowledge as the terms are discussed.
2. Write the topic or unit to be studied in the center of the chart paper or transparency. Words
are written on chart paper to create an “anchor” chart that is displayed as a resource
throughout the unit of study.
3. Create a web by writing five to six key concepts around the center word.
4. Conceal the words with sticky notes or index cards.
5. Uncover one word and read it aloud. As you reveal the word, comment on connections
your mind is making to create understandings and meanings. (See “During Reading:
Think-Alouds,” On Target: Reading Strategies to Guide Learning, 12.)
6. Uncover the remaining cards one at a time. Ask students to think aloud about the word
reflecting the process you modeled. Students continue word discussions.
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