Curiosity and Comprehension

Mr. / Girgis

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https://mrgirgis.blogspot.com/

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موقع عمى أبونا فانوس الأنبا بولا

girgishannaharoun@yahoo.co.uk

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And now these three remain:

faith, hope and love. But the

greatest of these is love.1

Corinthians 13:13

free-clipart-important-notice-9 | Chippewas of the Thames

Humor

Girl Laughing Hysterically Stock Photo ...

We all learn by experience

but some of us have to go

to summer school.

Dear visitor,

Use the language selector above to

go through my whole site using any

native language you speak,

then you can enjoy my YouTube

channel.

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منهج الانجليزى ثانوية عامة / و شكل و طريقة امتحا ن نظام

التعليم الجديد والتصحيح الكترونيا

Curiosity

Most people have an innate curiosity about things and

ideas, people and events. When they read stories,

especially those concerning crime, love, or adventure,

they not only want to find out what is happening or has

happened, but they generally make some kind of guess

as to what is likely to happen next.

Where there is no such curiosity on the part of the

reader, a detective story becomes a pointless tale of

violence that few intelligent people would take the

trouble to read.

A “discovery” approach

Learners guess or discover what will happen next.

The teacher should train students in imaginative

thinking as much as in language skills, but it is surely

wrong to dissociate the two faculties of thought and

speech.

Comprehension

Comprehension is powerful because the ability to

construct meaning comes from the mind of the reader.

Therefore, specific comprehension instruction

—modeling during read-aloud and shared reading,

targeted mini-lessons, and varied opportunities for

practice during small-group and independent

reading—is crucial to the development of strategic,

effective readers.

The reader begins to construct meaning by selecting

and previewing the text. During reading,

comprehension builds through predicting, inferring,

synthesizing, and seeking answers to questions that

arise.

After reading, deeper meaning is constructed through

reviewing, rereading portions of the text, discussion,

and thoughtful reflection. During each of these phases,

the reader relates the text to his own life experiences.

Types of reading:

1-Literal comprehension involves what the author is

actually saying. The reader needs to understand ideas

and information explicitly stated in the text including

what, who, where, and when of the passage.

The readers, who are at this level, believe that they

have adequately comprehended text if they can

recognize the content words and can understand

most of the sentences.

Generally, the readers at this level only identify lists of

facts, definitions of concepts and other easily

memorized materials.

Image result for curiosity and comprehension

2-Inferential comprehension

Inferential comprehension refers to the ability of the

readers to establish, guess correctly the logical

inference of the authors. The readers, at this level, must

be able toorder authors’ ideas coherently and find out

the intended messages conveyed by the authors in the

passage.

Inferential comprehension is harder than literal

comprehension for the readers are not only recognize

the author’s ideas stated explicitly in the text, but they

have also to be able to guess the author’s intention

either explicitly or implicitly stated in the text.

Inferential comprehension includes text connecting

inferences which are required to integrate information

from different parts of the text and to establish

coherency and gap filling inferences in which

information from outside the text (general knowledge)

is incorporated with information in the text to fill in

gaps in missing details

Areas of Growth for Teachers > What Can Teachers Improve On?

3-Critical comprehension

refers to deep comprehension of understanding a text.

Critical comprehension emphasizes thinking ritually

about text meaning and intentionally making

connection between text and relevant knowledge of

the world beyond that text. Fisher (2001: 8) relates

critical comprehension to critical thinking.

It includes how to identify the elements in a reasoned

case, especially reason and conclusions, identify and

evaluate assumptions, clarify and interpret the ideas

and expressions, recognized unstated assumption

and values, render accurate judgment about specific

things, evaluate arguments of different kinds, analyze,

evaluate, and produce explanations, draw inferences,

and produce arguments

Comprehension Strategies

There are six main types of

comprehension strategies:

Make Connections—

Readers connect

the topic or information to what they

already know about themselves, about

other texts, and about the world.

Ask Questions—

Readers ask themselves

questions about the text, their reactions to

it, and the author's purpose for writing it.

Visualize—Readers make the printed

word real and concrete by creating a

“movie” of the text in their minds.

Determine Text Importance

—Readers:

(a) distinguish between what's essential

versus what's interesting, (b) distinguish

between fact and opinion, (c) determine

cause-and-effect relationships,

(d) compare and contrast ideas or

information, (e) discern themes,

opinions, or perspectives,

(f) pinpoint problems and solutions,

(g) name steps in a process,

(h) locate information that answers specific

questions, or (i) summarize

Make Inferences—

Readers merge text clues with their prior

knowledge and determine answers to

questions that lead to conclusions about

underlying themes or ideas.

Synthesize—

Readers combine new information with

existing knowledge to form original ideas,

new lines of thinking, or new creations.

Students quickly grasp how to make connections,

ask questions, and visualize. However, they often

struggle with the way to identify what is most

important in the text, identify clues and evidence

to make inferences, and combine information into

new thoughts.

All these strategies should be modeled in isolation

many times so that students get a firm grasp of what

the strategy is and how it helps them comprehend text.

15 Interesting Facts About Education

Around The World They Don’t Teach

You In School

Did You Know?

1. The City Montessori School in Lucknow, India,

is the largest school in the world in terms of number

of students, with more than 32,000 students.

2. The students in China receive the most homework

in the world. At an average, teenagers do a whopping

14 hours of homework in a week. Consider yourself

lucky, you didn't have to!

3. Pakistan does not give children a legal right to free

education. Only children between the ages of 5 and 9

are entitled to compulsory education.

4. Summer vacations in Chile start from mid-December

and end in early March. That's 3 whole months away

from school.

5. France has the shortest school year from August to

June and also the longest school day.

6. Children in Germany receive a special cone called

Schultüte, which is filled with pens, pencils, books

and snacks.

7. In Holland, children start school on the day they turn

4, which means that there's always someone new in

the class.

8. World's oldest school is in Canterbury, England.

The King's School, as it is named, was founded in 597

AD. The school is up-to-date with quality equipment

and supplies and provides modern education.

9. Kids in Japan are the most independent of the lot.

They travel to school alone, clean their own classrooms

and even carry lunch.

10. Turin has the smallest school in the world with only

one pupil. Confused if we should be happy for the child

or pity him/her?

11. Kids in Finland do not start school until the age of 7,

which is one of the oldest ages around the world to start

school.

12. Iran is one country where girls and boys are

educated separately till the time they reach college.

In fact, only women teachers take classes of girls and

male teachers for boys.

13. In Kenya, it is not mandatory for children to go to

school, but they mostly go anyway. Bless them!

14. In Brazil, having meals with family is an important

part of the culture, which is why schools start at 7 AM

and are over by noon so that the kids can have lunch

with their parents.

View other resources

1-Topics 2

2-A Classroom Language Journal.

3- Micro-teaching

4-Story Theater in Teaching English.

5-Merging environmental education

6-Teaching Methods of Jesus.

7-Using original video and sound effects

English Teaching Forum 2014,

Volume 52, Number 4

1-Spoken Grammar

2-Environments for Learning

3-Integrating Environmental Education

4-Teaching Students to Categorize TOEFL

5-Fish All Around Us

6-Classroom Activities

7-The Lighter Side: "Fish Tanks"