1. Session 2 Part A Tuesday December 7, 2010 Lumberton High PLC Literacy Training: Reading Strategies to Attain Meaning

2. Strategies to Attain Meaning Word Splash Word Splash Cubing Cubing Pass the Paper Pass the Paper

3. Word Splash Allow students to organize and classify words Allow students to organize and classify words Students use vocabulary to comprehend the text, make predictions, activate prior knowledge, see cause and effect relationships, make inferences, and form images Students use vocabulary to comprehend the text, make predictions, activate prior knowledge, see cause and effect relationships, make inferences, and form images Establishes a purpose for reading Establishes a purpose for reading

4. Word Splash I am sure I know the meaning of this word I think I know a meaning for this word I do not know a meaning for this world

5. Pass the Paper This strategy evaluates student understanding and assisting students with summarizing skills. QuestionsAnswers Ex: Why is the bark or a tree important? Bark contains air holes that allow the tree to breathe.

6. Pass the Paper Tips 1.Provide students with examples of good questions that require the person answering them to include a lot of information. Model the first question and answer for the students. 2.Create large charts with the questions and answers. Post the charts, and use them as a basis for class discussion. 3.Be ready to provide assistance to students who are struggling to answer a question or to help students from questions appropriately.

7. Cubing Allows students to explore a variety of dimensions using a concrete visual of a cube Allows students to explore a variety of dimensions using a concrete visual of a cube Uses critical thinking Uses critical thinking Can develop into writing assignments Can develop into writing assignments

8. Cubing Six sides of the cube: Six sides of the cube: Describe- How would your describe the issue/topic? (Color, Shape, Size) Describe- How would your describe the issue/topic? (Color, Shape, Size) Compare- How does the topic connect to other issues/subjects? (Similarities & Differences) Compare- How does the topic connect to other issues/subjects? (Similarities & Differences) Associate- How does the topic connect to other issues/subjects? (What it makes you think of) Associate- How does the topic connect to other issues/subjects? (What it makes you think of) Analyze- How would you break the issue into smaller parts? (What is it composed of or how is it made?) Analyze- How would you break the issue into smaller parts? (What is it composed of or how is it made?) Apply- How does it help you understand other topics/ issues? (How it can be used?) Apply- How does it help you understand other topics/ issues? (How it can be used?) Argue for or against- I am for this/This works because/I agree because (Take a stand) Argue for or against- I am for this/This works because/I agree because (Take a stand)

9. Exit Activity

10. Session 2 Part B Tuesday February 23, 2011 Literacy Training: Reading Strategies to Attain Meaning

11. Strategies to Attain Meaning Comic Strip Comic Strip Power Verbs Power Verbs

12. Comic Strips This activity will enable students to understand and link ideas together. This activity will enable students to understand and link ideas together. One of the most important ways to link ideas is to sequence them. One of the most important ways to link ideas is to sequence them. Sequencing refers to the order in which events happened. Sequencing refers to the order in which events happened.

13. Comic Strip Activity Read the “Stone Soup” Story Complete the flow chart Complete the comic strip

14. Power Verbs "POWER VERBS“ are direction words that increase higher order thinking skills "POWER VERBS“ are direction words that increase higher order thinking skills Student encounter Power Verbs on End of Course assessments and throughout their post secondary studies. Student encounter Power Verbs on End of Course assessments and throughout their post secondary studies. Students need to be able to recognize, pronounce, define, visualize a graphic and paraphrase their use in an application situation (question form). Students need to be able to recognize, pronounce, define, visualize a graphic and paraphrase their use in an application situation (question form).

15. Most Frequently Used Power Verbs identify identify simplify simplify define define describe describe summarize summarize explain explain discuss discuss trace trace predict predict interpret interpret analyze analyze support support infer infer list list criticize criticize compare compare evaluate evaluate justify justify except except express express

16. Power Verb Activity Vocabulary Square: using power verbs and EOC questions 1. Place students in groups 2.On cardstock paper, type and or/paste EOC questions that contain power verbs. Put in envelopes and give each group an envelope. 3.Each student chooses a card from the envelope, reads the EOC question, finds and highlights the power verb, then answers the question. 4.Students will then complete the Vocabulary Square 5.Present Vocabulary Square to class

17. Exit Activity