Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Bimodal Packets
Logogens
Players Club Wheel of Fortune
Imagens
* Talking/Listening to Others
Marzano, Robert J. Building Background Knowledge for Academic Achievement. Alexandria, VA: ASCD, 2004.
identifies and uses text features to support comprehension and develop nonfiction pieces of writing that are considerate to readers.
Text Structures
recognizes organization features of expository and informational text structures: compare/contrast, question/answer, problem/solution, cause/ effect, sequence/chronology, description. Recognizes and uses cue words writers use to cue readers to organization structure. Uses knowledge to support comprehension and as potential organizational tools for writing.
recognizes importance of monitoring understanding during reading. Uses a variety of strategies to support comprehension before, during, and after reading (metacognition).
uses a variety of strategies to establish purpose for reading; plans for reading; preview text; and, determines possible supports and challenges of text.
uses strategies to assess current level of background knowledge; determines amount of background knowledge needed to assess the text; and, uses features of text to connect current background knowledge to information that will be gained during reading.
questions the text, the author and him/herself as a way to focus, connect, predict, infer, analyze, and synthesize text; asks important questions to focus reading for information; uses questioning to anticipate readers questions when writing.
uses strategies to note important information; organize information based on learning styles and purpose for use; retrieves information to use for demonstrating learning and other writing purposes.
www.pluggedintononfiction.com
3. List three words you think of when you look at this picture.
2. Write two ideas you have based on the picture and your words. If possible, use your words as you write your ideas. a. I think b. I think...
Information Pass:
Text Type Related Vocabulary Information/Questions
Title/Author
A-B
I-J
K-L
M-N
O-P
Q-R
S-T
U-V
WXYZ
Content Prediction:
Rolex Ferragamos Benjamins Little House on the Prairie Adrenaline/fight or flight response
Temptations, Funkadelics, Marvin Gaye Titanic Morticia Scurvy [lurvy] Billy Goat Gruff Hansel and Gretel Mody Dick Sheep in a Jeep Loan shark Caveat emptor Pablo Picasso Muhammad Ali Ali Baba Versace Port Saint Lucie Jacob Lawrence Black Panthers Nobel Peace Prize Fred Flintstone/Barney Rubble Fidel (Castro)/Havana Garden of Eden Lead Poisoning
Front of Card
Notes:
My Thoughts/Connections:
Questions Matrix
What Where When Why How
Directions: First, preview the text by checking out the title, headings, visuals, and highlighted notes. Then, based on the information you gained from previewing the text, use one or more of the words on the left to develop one or more questions for each of the five Ws and the H.
Who
is
Wont
did
might
should
will
Based on: Swartz, L. 2009. The Picture Book Experience: Choosing and Using Picture Books in the Classroom. Markham, ON: Pembroke Publishers Limited (www.pembrokepublishers.com). U.S. Distribution: Portland, ME: Stenhouse Publishers (www.stenhouse.com).
Learning Goals
Students will be able to (procedural knowledge strategies, skills, processes)
Students will understand (declarative knowledge information) _________________________________ _________________________________ Students will understand _________________________________ and be able to _________________________________
Marzano, Robert J. 2007. The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA: ASCD (2007, 17-19).
_____
_____
1. Modern science has made our lives safe from deadly diseases. My reasoning:
_____
_____
_____
_____
3. If I dont have unsafe sexual activity, use dirty needles or spend time with people with infections, I am safe from getting any of these deadly viruses. My reasoning:
_____
_____
4. The young and the elderly are the targets for the majority of deadly diseases. My reasoning:
_____
_____
5. Using common practices of hygiene and cleanliness will keep most people safe from infectious diseases.. My reasoning:
_____
_____
6. There is an infinite number of diseases against which Americans will have to be protected in this generation. My reasoning:
H. Help! List the text supports you found during your preview that will help you find and keep track of the important information in this book. Map (17) The map would give me an idea of where the virus is.
3-2-1 Notetaking
Keeping a record of what stood out for you as you read can help you when thinking and writing about a topic. Use this organizer to note significant words and notes. Then, summarize your reading by noting the main idea for each section of your reading.
Chapter # 1
I was thinking...
My plan...
Problems I encountered...
As a result of my actions...
Tr i p l e E n t r y J o u r n a l
Made me wonder/think about (questions, response, reflections, connections to self/text/world, commentary, etc.) After more reading and talking, I now think...
Writing to Learn
Source: Source: Facts: Facts:
Source:
Facts:
Response: Response:
Response:
Connection: Now that I know: __________________________ __________________________ __________________________ Im interested in knowing: __________________________ __________________________
Dr. Janet Allen
Response Frame
I chose to read ____________(title of book) which was written by ____________(author) because ________________________ _________________. When I first started reading this book, I thought ________________ ______________ but after reading further, I discovered __________________. The story takes place ___________________ (setting) where the characters ________________ (action). The main problem occurs when _____________________. After that I discovered _____________________________. The problem finally resolved when ________________________ ______________. I can sum up my feelings about this book with one word _____________ because ________________________. If you like a book that _______________, then this is the book for you.
Mouth:
Hands:
Heart:
SPAWN
Sspecial powers Pproblem solving Aalternative viewpoints Wwhat if Nnext
S P A W N
It sometimes includes...
E v e r- Wo n d e r e d ?
First Paragraph Body Paragraph(s) Final Paragraph Text Features
Essay
Title
II. Facts/Details Supporting Argument ________ out of ________ + details used to sway reader/listener. + Facts chosen carefully in order to support position of writer. + Statements are made in a way that activates audience sense of logic and justice. - Details are irrelevant or weak in terms of argument. - Facts could be used in multiple ways and do not support writers position. - Writer unaware of impact on audience and doesnt anticipate arguments.
III. Research ________ out of ________ + Used reliable authorities/experts to bolster argument or position. + used statistics or facts that add weight to argument or position. + Provided logical support for audience in understandable formats (comparison, emotional appeal, illustrations, and examples). - Lacked any support from experts or authorities to bolster argument. - Statistics and facts were vague, inaccurate, and/or misused. - Offered no support to bring audience to writers point of view: examples, illustrations, emotional appeal, comparisons.
IV. Organization ________ out of ________ + Writer/Speaker had a clearly chosen topic and position related to topic. + Writer presented several strong arguments in support of position on topic. + Writer used transition words/statements to hold audience to multiple arguments. + Writer let audience know what he/she hoped audience would believe. + Writer chose clear organizational structure: topic, argument, conclusion. - Writers position in relation to topic is unclear/unstated. - No transitions which left reader unsure of connections between/among points. - Audience left with uncertain opinion about writers position or opinion writer hoped audience would have. - No organizational structure which made persuasive writing seem rambling and unfocused.
V. Grammar/Mechanics ________ out of ________ + Grammar and mechanics were mostly correct and did not interfere with reading or listening. - Grammar and mechanical errors interfered with message of writing or speech.
Comments:
Suggestions:
Baumann, J. F., & Kameeneu, E.J. (Eds.).2004. Vocabulary Instruction: Research to Practice. New York: Guilford Press.
Vocab-O-Gram
Use the vocabulary words in the word bank to make predictions about the book we are reading. You can use the words more than once to make your predictions. Think about how you think the author of the book will use the words in the story. List words that you think will go with each category of the story structure and then use those words to answer the questions about structure. If there are any words your group cant use because they are too unfamiliar, list those words at the bottom as Mystery Words.
Setting
Characters
Conflict/Problem
Plot
Resolution
Questions
Mystery Words
A-B
I-J
K-L
M-N
O-P
Q-R
S-T
U-V
WXYZ
Word Notes:
Word Questioning
I think this word means... It is...
comprehension
exam ple
at
io
ev a
lu
an al ys is
It is not...
non-example
application
When, where, and under what conditions might I find this word?
knowledge
How does this word fit with other words and concepts I know?
I No s t
Is Not
Is
Is t No
Ex.
Ex.
Is
Is
Ex.
Writing Objectives
The purpose of this lesson is to help students learn how to _______________ in order to _______________ by using _______________. Ill know theyve learned it when __________________ _____________.
Dr. Janet Allen
Modeled Lesson
What resource(s) will you use? How will you think aloud the process?
Determine attributes of the lesson/concept. Choose a resource where students can practice
Closure
Revisit steps in strategy. Chart or record in academic journals. Plan for transfer to other text type (more
Concept Circles
Look at the items in the concept circle. Write about your understanding of _______________ by highlighting the connections between and among each of the items in the concept circle. What is the significance of each one and how do the items in the concept circle fit together?
Where are these clues? Context clues are typically found in four places:
1. In the rest of the words in the sentence containing the unknown word; 2. In sentences that come before or after the sentence containing the unknown word; 3. Inside the unknown word (word parts); and/or, 4. Inside your head (background knowledge).
How can I use this strategy on a standardized test? 1. Rest of Sentence Clues Example: And there are times, late at night, when the smell of mothballs
and the clean sheets and the glow of the stupid nightlight they insist I need and the cicadas singing outside when all of it together makes me feel like Im in a cocoon, like I could become something very nice. (1)
Strategy: When you come to a word you dont know, read on to see if the rest of
the words in the sentence help you. Then, reread the sentence from the beginning to end. Read beyond the word; read in front of the word; and then, read into the word. The word that is new to me is cocoon, so I read past the word to see if that helps. The sentence says become something very nice. The word become makes me think about things in the process of change. Then, I read the beginning again and realize how warm and cozy the character seems (smells, clean sheets, soft light) and I get a picture of a warm place for her to rest while she id becoming something else. This gives me a working definition of the word.
Dr. Janet Allen
2. Surrounding Sentence Clues Example: We sat in soft upholstered chairs while Rosaria gave the room a
quick once-over with her vacuum and made the bed. Its hard to imagine a feeling more luxurious than watching someone make up a bed for you with nice starchy sheets. It was like being an aristocrat. I asked Sylvia if we should tip Rosaria. She said, Come on! as if I had insulted her, which I had. (70)
Strategy: When you come to the word you need to define, reread the sentences
before and those immediately after. Look for three things in these sentences: a. examples (know word because of concrete example) b. comparisons (know word because another word/phrase means the same as unknown word) c. contrasts (know word because opposite is given) By reading the sentences before the one containing aristocrat, I get clues that the character is sitting around while someone waits on her. The sentence after indicates treating someone like a maid. These examples help me define aristocrat as someone with elevated status.
3. Word Part Clues Example: The stereotype Im thinking of here is a fairly minor one: the fact
that theres always a police car parked in front of a donut shop. (38)
Strategy: When you have to define an unknown word, check the word to see if
you recognize any word parts. In this word, I recognize stereo and type. I think stereo means something about sound coming from more than one place and type is a category. So I can guess that a stereotype is a category you create because you know more than one case of this event.
4. Background Clues Example: James is still intoxicated with his power over an audience, and
has yet to learn about timing. (108)
Strategy: When you come to a word or phrase you dont know, ask yourself if
you know something that is similar. Have you read the word/phrase in another context? I know intoxicated as drunk so maybe this means that he is drunk (altered