Secondary Strategies

 (560)
United States - Pennsylvania
Secondary Strategies
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Making inferences while reading is one of the most important skills we can teach our students. When students read, they should be inferring using both explicit evidence and implicit information gleaned from the texts in front of them - but many
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Teaching students how to infer and make inferences can be challenging, but it's an important reading comprehension skill that students need practice with. These graphic organizers assist you by providing three-step instructions and clearly defined
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Teaching students to identify the main idea of a text becomes an enjoyable experience when you teach them to identify different types of details. Details support main ideas but never are the main ideas themselves. When students can identify the
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Imply and infer--two literary terms that are often confused by students. Posted in your classroom or copied and distributed, this informative handout/poster will help your students understand the differences between implying and inferring and give
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Making inferences is probably the most important reading skill teachers can teach and reteach. Teaching students to take what is stated in the text – either explicitly or implicitly – and marry that to their schema – ALL of their prior knowledge –
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Teach your students how to infer and make inference statements. Students will identify Explicit and Implicit details in texts and how to use them to make an inference with this Two-Sentence Story. This single story is a small SAMPLE of my How to
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TEACHING EXPERIENCE

I'm happy to say that I'm in my 25th year of teaching--all at the same high school in central Pennsylvania. I've taught 9th - 12th graders, spending most of my days with sophomores and juniors. I've also done a great deal of homebound instruction for students who are temporarily out of school for one reason or another. The successes these students saw while enduring their own struggles is inspiring!

MY TEACHING STYLE

I believe in the power of my students to learn and learn and learn, so it is my philosophy to present them with the foundations for their learning and a multitude of opportunities to express that learning--and then to step back and let them have at it. There is always a specific, standards-based, rigorous end in mind, but they are ultimately in charge of their learning--with the best coach on the sidelines I can be.

HONORS/AWARDS/SHINING TEACHER MOMENT

A recent shining moment: On a recent Friday afternoon just before the bell rang at the end of the day, after sharing several poems by Billy Collins with my students, one self-professed poetry hater said: "Well, I kind of like poetry now!" Talk about a WONDERFUL way to end the week!

MY OWN EDUCATIONAL HISTORY

San Diego State--I began my education there--as an El. Ed. major. Penn State Harrisburg--Where I earned my undergraduate degree--in Sec. Ed. Humanities. Many, many workshops and courses that have provided new insights and current educational information.

ADDITIONAL BIOGRAPHICAL INFORMATION

I chuckled during the interview for my current teaching position when I was described as "bicoastal", but I am, indeed, a product of both coasts of the United States. After growing up in California, I moved to Pennsylvania (long story....) and now love this beautiful state. I am--and always will be--a California girl, but Pennsylvania is my home. Do any of you have your heart in more than one place? Contact me: msaylor.secondarystrategies@gmail.com

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