The Brain and Attention Span Maximum attention span of an adult is 18 minutes. Child’s attention span is age plus 2 minutes.
Keep it or Dump It? Incoming Sensory Data Sensory Register Based on past experience, data will be dropped or kept within a few 1/1000’s of a second. Immediate Memory Based on past experience, data will be dropped or kept within 30 seconds. Working Memory Will handle about 7 “chunks” of information for about 45 minutes. Source: “How the Brain Learns” by David Sousa
Reading is a Process Connect Think Speak Read Write Read
The standards do NOT define: How teachers should teach All that can or should be taught The nature of advanced work Intervention methods or materials The full range of supports for English learners and students with special needs
Types of Vocabulary Listening Vocabulary – the words we need to know to understand what we hear. Speaking Vocabulary – the words we use when we speak. Reading Vocabulary – the words we need to understand when we read. Writing Vocabulary – the words we use in writing.
Topic Talk Place students in groups of two.Give Student A 30 seconds to tell their partner everything they know about a given topic. The Student B listens carefully. Then student B will then take thirty seconds to tell what they know about they same topic. They are NOT allowed to repeat any information. Teachers
Visualizing Teach children how to see and remember.
Market, Bangkok, Thailand Name an object and a word that rhymes with it. Name three objects that start with and S. Name an object an add a word before and after. Write a sentence using a vivid verb. Write 5 W/H questions you would ask someone at this market. Write 8 things that you remember from the picture.
Cinderella was so sad. She could not go to the ball. She had big tears in her dress. Phonics alone won’t help here. We must construct meaning. We can ask, “Does that look right?” “Does that sound right?” “Does that make sense?” Reread & Self-Correct Use Comprehension
Mental imaging (visualization) Prediction (what’s coming next) Re-read and comprehend Question (withhold judgment) Summarize Make connections Interpret/think about/make inferences Comprehension Strategies for Nonfiction
Text Complexity – Why does it matter? Major Implication of the Research Major Implication of the Research - complexity That the complexity of what students’ read is at least as important at least as important as what they can do with what they read. The Research Behind CCR Anchor Standard 10
Pick a question on your sheet and use your leveled book to work with a partner.
Connections to Text What do I know about…? What does it remind me of— fiction and nonfiction? Would I like to live…, be a part of…, be a friend of…? Has what I learned changed my opinion or how I think? Why?
Examples of Strategies Summarize/Conclude “The most important thing I’ve learned so far is…” “It didn’t say why she did that, but I bet…” “I know he must be feeling…” “So far in our story…” “So far, I have learned that…”
Examples of Strategies Question/Monitor “I wonder what it means when…” “I don’t understand…” “It didn’t make sense when…” “I’m going to reread that, because it didn’t make sense that…”
Examples of Strategies Image/Infer “Even though it isn’t in the picture, I can see the…” “Mmm, I can almost taste the…” “It sent chills down my spine when it said…” “For a minute, I thought I could smell…” “I could hear the…” “I can imagine what it is like to…” “I can picture the…”
Examples of Strategies Evaluate/Imply “My favorite part in this chapter was…” “I really liked how the author…” “What I don’t like about this part is…” “It was really interesting to learn that…” ”I am going to try this out when I…” “I wish I could…” “If I were her, I would…”