He daydreams about the day when his band, Goat Cheese Pizza, records their first monster hit single, and they all pile into his van for their cross-country, sold-out concert tour. Between naps, study hall and band practice, Jeremy still manages to find time to be the star of the hugely popular comic strip, Zits. Jeremy is a good kid.
Reading Fluency The ability to read allows individuals access to the full range of a culture's artistic and scientific knowledge. Reading is a complex act. Good readers are able fluently to decode the words on a page, to organize and recall important facts in a text, to distill from a reading the author's opinions and attitudes, and to relate the content of an individual text to a web of other texts previously read.
The foundation that reading rests upon is the ability to decode. Emergent readers require the support of more accomplished readers to teach them basic vocabulary, demonstrate word attack strategies, model fluent reading, and provide corrective feedback and encouragement.
Newly established readers must build fluency and be pushed to exercise their reading skills across the widest possible range of settings and situations. As the act of decoding becomes more effortless and automatic, the developing reader is able to devote a greater portion of cognitive energy to understanding the meaning of the text.
Reading comprehension is not a single skill but consists of a cluster of competencies that range from elementary strategies for identifying and recalling factual content to highly sophisticated techniques for inferring an author's opinions and attitudes.
As researcher Michael Pressley points out, reading comprehension skills can be thought of as unfolding along a timeline. Before beginning to read a particular selection, the skilled student reader must engage prior knowledge, predict what the author will say about the topic, and set specific reading goals.
While reading, the good reader self-monitors his or her understanding of the text, rereads sentences and longer passages that are unclear, and updates predictions about the text based on what he or she has just read. After completing a text, the good reader summarizes its main points perhaps writing them downlooks back in the text to clarify any points that are unclear, and continues to think about academic writing comic strips text and its implications for a period of time.
Reading comprehension can also be thought of as a bundle of interdependent skills that range from basic to more advanced. Teachers should ensure that students understand and appropriately use simple comprehension strategies such as looking back in a text to clarify factual information before teaching them advanced comprehension strategies such as SQ3R 'Survey, Question, Read, Recite, Review'.
Ultimately, reading is a competency that is continually honed and improved over a lifetime. The teacher's goal is to build students into independent readers whose skills improve with self-guided practice.
Below are a number of instructional strategies to promote word decoding, reading decoding, and reading comprehension. When students have mastered a reading skill, they can work independently at reading centers to practice and become more fluent in that skill under the watchful eye of the teacher.
The reading center is set up with fun and engaging activities designed to extend and reinforce literacy content presented by the teacher. Students work on independent reading-related activities individually or in pairs or groups.
As examples of reading center choices, students may listen to taped books, read alone or to each other, use magnetic letters to spell a specified list of words, or create storyboards or comic strips that incorporate pictures and words. Each reading center activity is tied to specific student literacy goals.
The activities in reading centers may change often to give children a chance to practice new skills and to keep the content of these centers fresh and engaging. The instructor demonstrates to students how they can access their prior knowledge about a topic to improve comprehension of an article or story.
The instructor first explains the benefit of using prior knowledge. The teacher connects the article to be read with the instructor's own prior knowledge about the topic. Before I read the article, though, I should think about my life experiences and what they might tell me about [topic].
By thinking about my own life, I will better understand the article. The teacher chooses up to 3 main ideas that appear in the article or story. For each key idea, the instructor poses one question requiring that readers tap their own prior knowledge of the idea e.
Once the teacher has primed students' prior knowledge by having them respond to the series of prior-knowledge and prediction questions, students read the selection independently.
Anticipation Reading Guide Duffelmeyer, ; Merkley, To activate their prior knowledge of a topic, students complete a brief questionnaire on which they must express agreement or disagreement with 'opinion' questions tied to the selection to be read; students then engage in a class discussion of their responses.
The instructor first constructs the questionnaire. Each item on the questionnaire is linked to the content of the article or story that the students will read.
All questionnaire items use a 'forced-choice' format in which the student must simply agree or disagree with the item.
After students have completed the questionnaire, the teacher reviews responses with the class, allowing students an opportunity to explain their rationale for their answers.
Then students read the article or story. Students grasp a greater amount of content from their textbook readings when they use the highly structured SQ3R 'Survey, Question, Read, Recite, Review' process. Prior to reading a section of the textbook, the reader surveys the selection by examining charts, tables, or pictures, looking over chapter headings and subheadings, and reading any individual words or blocks of text highlighted by the publisher.
In preparation for reading, the reader next generates and writes down a series of key 'questions' about the content based on the material that he or she has surveyed.
As the reader reads through the selection, he or she seeks answers to the questions posed. After finishing the selection, the reader attempts to recite from memory the answers to the questions posed.The following is a list of recurring or notable one-off strips from the British adult spoof comic magazine Viz.
Toondoo lets you create comic strips and cartoons easily with just a few clicks, drags and drops. Get started now! The Purdue University Online Writing Lab serves writers from around the world and the Purdue University Writing Lab helps writers on Purdue's campus.
I have been on hiatus from doing out-of-state teacher trainings recently for two reasons: 1) I'm writng a book on teaching writing, and 2) I'm preparing to retire from the classroom at .
I provide advice about how to write novels, comic books and graphic caninariojana.com of my content applies to fiction-writing in general, but I also provide articles specifically about superhero stories..
Here are a few tips to help you write better origin stories for characters in superhero novels and comic books. The 10 Cent War: Comic Books, Propaganda, and World War II by Trischa Goodnow, et.
al. is a free NetGalley ebook that I read in late November.