MMP

[MMP @SJCMMP]

After article 2 we agree that graphic organizers are great visuals, but need to match the given task and shouldn't be overwhelming #CSL520

[MMP @SJCMMP]

Did you know that boys have more difficulty accessing episodic memory? It can impact inferencing, but prior knowledge can help! #CSS520

[MMP @SJCMMP]

Students were not successful at inferring argument, tone, attitudes, structure and the linkage of major ideas #CSS520 @dr_srobertson

[MMP @SJCMMP]

Tone and main idea are two of the most difficult areas for students to comprehend. How do you teach tone? #inferencing #CSS520

[MMP @SJCMMP]

@jemsmith89 @dr_srobertson SQ3R stresses the importance of student interaction, interpretation and retention of texts.

[MMP @SJCMMP]

@dr_srobertson Heres a great article on adult learning to check out! https://t.co/uCzNWjv7C8 #CSS520

[MMP @SJCMMP]

@dr_srobertson I believe global clues are more important as you get older, however, in younger grades local clues are easier to understand

[MMP @SJCMMP]

The article pointed out further areas to explore: vocab, background knowledge, ENL's, issues with memory, attention, metacognition #CSS520

[MMP @SJCMMP]

Do you think your students rely more on local or global cues in a passage? Our article would argue local, but not using word parts #css520

[MMP @SJCMMP]

3 factors that affect inferencing are context clues being available, level of background knowledge and level of vocabulary knowledge #CSS520

[MMP @SJCMMP]

We are discussing the way students have higher success rates when inferencing the meaning of unknown words in reading vs listening #CSS520

[MMP @SJCMMP]

Hey #css520