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Strategies to Probe Deeply into the Text: Learning "More When We Work Together"
Discipline
Reading
Grades
6, 7, 8, 9, 10, 11, 12, Postsecondary
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Professional Commentary

In this classroom vignette, middle childhood language arts teacher Angela Thomas offers valuable how-to activities for class- and team-building. These cooperative learning strategies include (1) inside/outside circle (class building); (2) face off (class building); and (3) freeze scenes (team building). The activities' descriptions are short and immediately transferable to any classroom, content area, and grade level. Additionally, some brief research notes help to explain the reason for and the quality of these constructivist strategies. The author cites and includes brief descriptions of the research and findings by Abraham Maslow, William Glasser, Spencer Kagan, and John Dewey. (author/ebm)


Ohio English Language Arts Standards (2001)
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
Benchmarks (8–10)
B.
Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
C.
Use appropriate self-monitoring strategies for comprehension.
Benchmarks (11–12)
A.
Apply reading comprehension strategies to understand grade-appropriate texts.
B.
Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
C.
Use appropriate self-monitoring strategies for comprehension.