Shirley Schrader Teaches Students to Summarize by Using the GIST

Shirley works with a fourth grade classroom using the GIST to model summarizing. Setting the purpose and reviewing the strategies, clarifies the meta-cognitive process involved. She models the process and then involves students, scaffolding those who need help.

We know that identifying key concepts and then restating and connecting the concepts appropriately in student generated sentences teaches comprehension.

To contact Shirley, you can e-mail her at: shschrader@rlrs.org

Wondering - Doris Mitchell Teaches Questioning Before, During and After Reading

Teaching students to be active - not passive - readers involves helping them develop the ability to ask the text questions and read for the answers. Asking questions, sets a purpose for reading and assists students when comprehending texts. Modeling is the first step in the meta-cognitive framework. Here,
Doris models this process with her fourth graders.

You can contact Doris at: dmitchell@rlrs.org