WordCypher – Language Learning Game

At the end, you can check to see if your expectations were correct Predictions about what happens next assess the student’s ability to understand content information to make decisions If most of the student’s predictions are correct, or if none of them make sense, acknowledge the user understands that reading content can be dangerous for struggling users, or if nothing makes sense, acknowledge the user understands that reading content can be dangerous for struggling users The more the student practices, the more likely “he” or “she” will apply these procedures naturally, almost without thinking about them, leading to a better understanding of all school subjects in terms of intentional and happy reading. Finally, selected content should increase the motivation of the exercise when it comes to familiarizing students with the procedure, such as a selected abbreviated message, where this technique is really engaged later when students become increasingly proficient in a particular system, confronting them with content that is challenging to the oral process, using a task that is just above students’ level of understanding, reading them a selected message that is well above students’ level, but at their sl Creating predictions Creating expectations about what will happen next in the story can help users become intrigued by the content; it is often fun to test their predictions as the content unfolds. You can encourage users to make predictions by asking questions such as: is the story fictional or true, particularly for teens, imagine what might happen next, do you think the wolf will end up being a hero or a troublemaker. These procedures can be shown one after the other or in combination, although it is often easier to show just one method, as this allows the teacher and students to focus on one system at a time while learning other techniques. It may seem unnatural at first to ask students such questions, but you will soon see how periodically asking students questions promotes reading comprehension. Determine at your discretion how often you should ask questions when a student is reading. Reading comprehension methods are tools or steps that great readers use to understand what they are reading. These systems are more commonly used by some readers than others, but any student can benefit from consciously practicing procedures while reading. A good reader approaches an overloaded text and uses a variety of perspectives on the content to understand what “he” or “she” is reading. These comprehension techniques should be demonstrated at the beginning of instruction to help students become persuasive readers. Teaching students to use a variety of reading techniques may require additional specialized support, but it can be very effective in improving reading comprehension. Asking Questions Advanced readers ask a lot of questions about what they are reading because they don’t understand something mentioned in the story. Sometimes the question is asked because the summary of the book interested the reader. It is important for educators to explain how and why the systems identified to improve reading complement the worksheets. Practicing the procedures outside of reading will not improve comprehension; students should be able to practice them while reading with friends, with teachers, and on their own. The choice of content can be the moment of truth in a reading comprehension exercise because students’ needs are so different that there is no single solution for choosing content to demonstrate reading comprehension. Teachers should use both stories and instructional materials to demonstrate reading comprehension because reading requires a variety of skills. Here are some points to consider when choosing content. Ways to teach perceptual processes include supplemental instruction in which students learn to engage in dialogue about the content using