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Mini-Jigsaw
Divide into two groups
Using the articles you read for homework and any notes you took, discuss the main ideas of the article with your group
For each article record: The main idea(s) The most useful tip(s) One question you were left with
Every group member should share out 2 important ideas from the reading – you must share out ideas from the article you did NOT read
PREPAREFOR LEARNING
GUIDE LEARNING
REFLECT ON LEARNING
Prior Knowledge·Activated·Appropriate·Sufficient·Organized
Purpose:·Directs attention·Motivates·Helps learners differentiate important from unimportant information
Attention:·Limited·Selective·Directed toward familiar
New Information·Reading·Activity·Inquiry
Construct Meaning·Integration of prior knowledge and new information
Understanding
Generates
Direct
sS
elects
Cre
ates
Mod
i fie
s
Engage Explore
Explain
Extend
x2:Metacognitive reflection
&Assessment
Small Group Share
Count off by 3s
Move to your small group for discussion
Share strategies you appreciated/found interesting from Chapter 6
After everyone has shared, choose one to share with the class – have a backup!
Whole class share
Think Write
Choose one of the strategies presented
How might you use it in your class?
Can you envision an adaptation for your class?
Write for 3 minutes on this topic.
This is your exit slip for the end of class tonight.
Pre-Teaching Strategies
TWO PRIMARY TYPES:
Prior Knowledge dependent Involve Brainstorming Be prepared if prior knowledge is insufficient
NOT prior knowledge dependent Prediction Generating questions Problem solving Visualization
PReP
Pre Reading Plan
Students brainstorm about the topic – They brainstorm: initial associations
Reflect on responses – You brainstorm: what made them think of ____?
Analyze student responses: How much knowledge is evident?
Reformulate: Have students add more ideas as they learn/comprehend.
PreP Activity: What comes to mind when you think about ancient Egyptian
burials?
Initial response Reason
Analyze PReP responses
Analyze Student Examples
associations with morphemes [rhyme] or experiences not associated with the concept
sarcophagus vs. esophagus
examples, attributes, or defining characteristics coffin, cats, mummy, King Tut
analogies, definitions, linkages, and superordinate concepts Sacred religion, superstition,
belief in the afterlife
Revisit: List-Group-Label
Brainstorm list OR
Use list at back of chapter
Student pairs work to group [sort] terms into conceptually related groups
Label these groups
Read to verify their groups/labels
Knowledge Rating Activity
Term Never Heard of It
Heard of It
Know What it Means
Can Teach It To Others
KNL
Useful to introduce a wide variety of activities Guest speaker Video / film Field trip
KWHL: Research History day / Science/Math fair project
Possible Sentences
Determine key vocabulary in the text
Provide key vocabulary to students
Have students select at least two words from the list and formulate a sentence using the words.
Resulting sentences must be ones they think might be in the text.
Model one for them first
Record student sentences / or they may work in partners / alone
Read text to verify sentences
Generate new sentences
Using at least 2 words from this list, create sentences you think will be in the text:
warts
dermatologists
verruca
polyoma virus
nostrums
caustic painting
freezing
electrocautery
autosuggestive cures
Pliny the Elder
verrucose
spunk water
Mark Twain
Previews
Verbal
Visual – video clips, http://youtu.be/uZfRaWAtBVg web pages, WEB PAGES Pictures, PICTURES
Auditory – music
Text Chapter Tour Graphics tour
Preview and Predict – For Textbooks
Preview Chapter: Preparing to read Read headings, subheadings, graphics Read the chapter summary
What do you wonder after this preview? What questions do you expect the text to answer?
Read the chapter to verify your predictions
Choose ONE ________ – bring notes about _______________.
[Paired] BrainstormWhat are the important
ideas and strategies we have considered in pre-teaching?What is their purpose?What are pre-requisites?What important learning
elements are associated with pre-teaching?
PRE-TEACHING
PRIOR KNOWLEDGEDEPENDENT
PRIOR KNOWLEDGE~ INDEPENDENT
Based onBRAINSTORMING
PReP
Think Write
KWL
List-Group-Label
Prediction Graphic Organizers
Advance Organizers
Teacher Created GO
Preview
Verbal
Visual[artwork; video]
Auditory [music; podcast]
Text:Graphics / Headings
Semantic Map
Problem Solving
AnticipationGuide
Preview & Predict
Possible Sentences
Begin a Lesson in a Lesson:
Bionic TreesBrainstorm ideas about genetics –
Anticipation Guide – respond & discuss
Read with chart to organize information
Revisit Anticipation Guide
Discussion Web
Before
After
Genetically modified organisms are dangerous to human health.
It is okay to change a plant’s genetic make-up if it is going to benefit humans
I would feel comfortable eating a fruit or vegetable from a plant or tree that was genetically modified.
A genetically modified tree can replace a natural tree without causing any harm to the ecosystem.
Just because human beings have the capability to alter the genetic code of an organism doesn’t mean we should do so.
Anticipation Guide
Respond to the statements in the BEFORE column
Compare your responses to a neighbor’s
Discuss your responses – support your positions
Hold on to your anticipation guides
For next week (and tonight)…
Second reflective posts are due tonight (10/11) by midnight!
Study for your mid-term exam
Midterm Review
Exam will be essay/application
Refer to handout to overview concepts you are responsible for. All concepts/terms/strategies/theories have been discussed in class.
Major topics covered: Disciplinary Literacy Assessment Learning Cycle Vocabulary Theory (Schema, Vygotsky, and Reader Response) Pre-Teaching Strategies