10E-1.15 Discussion: Supporting Reading Comprehension for All Students
What is one concept in this article on which you would need to provide background knowledge to support your students’ comprehension?
My students would not understand the full impact of food waste. We
would need to talk about the different components of food waste: where food gets wasted, what foods get wasted, why food gets wasted, and how food waste impacts the environment and can be reduced.
Which sentence or paragraph in the article has a language structure
that may challenge students’ comprehension? Explain why.
In the sentence, "The report's authors collected data on food-waste from 54 countries," the phrase "collected data" would need further discussion. Students may
not be familiar with research methods that authors use to gather information, so we could demonstrate the process experientially by having students gather acorns on the playground and then have the students put 54 acorns in a jar, one for each country in the article. Then, we could use numbered stickers to label each country that the article references to help the students understand the breadth of the research.
