Gina Mazzetta

[Gina Mazzetta @G_Mazzetta]

A3: It can be problematic to "put students in a box," and not expose them to challenging texts. #comprehendthis

[Gina Mazzetta @G_Mazzetta]

A2: Students can bookshop from a leveled book box. #comprehendthis

[Gina Mazzetta @G_Mazzetta]

A3: Role reversal - have the student teach you. Visualization skills - have the student visualize what they just read. #comprehendthis

[Gina Mazzetta @G_Mazzetta]

A2: What they read (i.e. main idea and supporting details). #comprehendthis

[Gina Mazzetta @G_Mazzetta]

A1: Short-term memory; recall. #comprehendthis

[Gina Mazzetta @G_Mazzetta]

A5: Students who come from low SES households may not have the opportunity to receive costly tutoring and/or after school services. #ComprehendThis

[Gina Mazzetta @G_Mazzetta]

@Maestrameetworl A2: We talked about this a couple weeks ago. Cultural background can impact students' background knowledge which may inhibit their ability to make connections to the text. #ComprehendThis

[Gina Mazzetta @G_Mazzetta]

A3: Deliver diverse forms of content. #ComprehendThis

[Gina Mazzetta @G_Mazzetta]

@Maestrameetworl How one identifies in terms of nationality, ethnicity, religion, social class, etc. #ComprehendThis

[Gina Mazzetta @G_Mazzetta]

@Maestrameetworl A2: We talked about this a couple weeks ago. Cultural background can impact students' background knowledge which may inhibit their ability to make connections to the text. #ComprehendThis

[Gina Mazzetta @G_Mazzetta]

@Maestrameetworl How one identifies in terms of nationality, ethnicity, religion, social class, etc. #ComprehendThis

[Gina Mazzetta @G_Mazzetta]

A5: CCSS stress comparative thinking strategies so that students gain a conceptual understanding of key ideas and develop synthesis that is required for higher-order thinking tasks. #ComprehendThis

[Gina Mazzetta @G_Mazzetta]

A3: It depends on the student. I have seen a school-wide (K-8) adoption of thinking maps where the "double bubble" map was used in place of a venn diagram. It worked because that is what the students at this particular school were used to. #ComprehendThis

[Gina Mazzetta @G_Mazzetta]

A2: It occurs naturally beyond the classroom. Students have to think flexibly when processing information and making decisions. #ComprehendThis

[Gina Mazzetta @G_Mazzetta]

A1: It is important to teach comparative thinking so that students can adopt higher-order thinking skills needed in everyday life. #ComprehendThis

[John F. Kennedy @JFKSaid]

Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation. #WordsCount

[Gina Mazzetta @G_Mazzetta]

@MissDompke ...by including all learning styles. for kinesthetic learners, add movement to your lesson. for visual learners, you could play a video - and so on and so forth.

[Gina Mazzetta @G_Mazzetta]

A2: Differentiate instruction so that all learners styles are accommodated for in the lesson. #ComprehendThis

[Gina Mazzetta @G_Mazzetta]

Great idea. I want to use this!

[Marianne Grossmayer @MarianneGrossm4]

A1 I think a good strategy to introduce”important versus interesting” would be to bring a big bag of items into the classroom and tell the students they have to choose the 10 most important items they would need if they were leaving their homeland and why. #ComprehendThis

[Gina Mazzetta @G_Mazzetta]

A4: Thinking maps. For example, ask students to create a circle map of big ideas addressed in the informational text they read. #ComprehendThis

[Gina Mazzetta @G_Mazzetta]

A3: Aforementioned, students may not have the background knowledge needed to understand whether something is "important" or not. #ComprehendThis