1. Preparing Students to Learn October 11, 2012

2. Mini-Jigsaw Divide into two groups 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 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: For each article record: The main idea(s) The main idea(s) The most useful tip(s) The most useful tip(s) One question you were left with 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 Every group member should share out 2 important ideas from the reading – you must share out ideas from the article you did NOT read

3. PREPARE FOR 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 s Selects Creates Modifies EngageExplore ExplainExtend x2: Metacognitive reflection & Assessment

4. Small Group Share Count off by 3s Count off by 3s Move to your small group for discussion Move to your small group for discussion Share strategies you appreciated/found interesting from Chapter 6 Share strategies you appreciated/found interesting from Chapter 6 After everyone has shared, choose one to share with the class – have a backup! After everyone has shared, choose one to share with the class – have a backup! Whole class share Whole class share

5. Think Write Choose one of the strategies presented Choose one of the strategies presented How might you use it in your class? How might you use it in your class? Can you envision an adaptation for your class? Can you envision an adaptation for your class? Write for 3 minutes on this topic. Write for 3 minutes on this topic. This is your exit slip for the end of class tonight. This is your exit slip for the end of class tonight.

6. Pre-Teaching Strategies TWO PRIMARY TYPES: TWO PRIMARY TYPES: Prior Knowledge dependent Prior Knowledge dependent Involve Brainstorming Involve Brainstorming Be prepared if prior knowledge is insufficient Be prepared if prior knowledge is insufficient NOT prior knowledge dependent NOT prior knowledge dependent Prediction Prediction Generating questions Generating questions Problem solving Problem solving Visualization Visualization

7. PReP Pre Reading Plan Pre Reading Plan Students brainstorm about the topic – They brainstorm: initial associations Students brainstorm about the topic – They brainstorm: initial associations Reflect on responses – You brainstorm: what made them think of ____? Reflect on responses – You brainstorm: what made them think of ____? Analyze student responses: How much knowledge is evident? Analyze student responses: How much knowledge is evident? Reformulate: Have students add more ideas as they learn/comprehend. Reformulate: Have students add more ideas as they learn/comprehend.

8. PreP Activity: What comes to mind when you think about ancient Egyptian burials? Initial response Reason

9. 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

10. Revisit: List-Group-Label Brainstorm list OR Brainstorm list OR Use list at back of chapter Use list at back of chapter Student pairs work to group [sort] terms into conceptually related groups Student pairs work to group [sort] terms into conceptually related groups Label these groups Label these groups Read to verify their groups/labels Read to verify their groups/labels

11. Knowledge Rating Activity TermNever Heard of It Heard of ItKnow What it Means Can Teach It To Others

12. KWL / KNL What do you Know? What do you NEED to know? What did you learn? What do you WONDER?

13. KNL Useful to introduce a wide variety of activities Useful to introduce a wide variety of activities Guest speaker Guest speaker Video / film Video / film Field trip Field trip KWHL: KWHL: Research Research History day / Science/Math fair project History day / Science/Math fair project

14. Possible Sentences Determine key vocabulary in the text Determine key vocabulary in the text Provide key vocabulary to students Provide key vocabulary to students Have students select at least two words from the list and formulate a sentence using the words. 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. Resulting sentences must be ones they think might be in the text. Model one for them first Model one for them first Record student sentences / or they may work in partners / alone Record student sentences / or they may work in partners / alone Read text to verify sentences Read text to verify sentences Generate new sentences Generate new sentences

15. Using at least 2 words from this list, create sentences you think will be in the text: wartsdermatologistsverruca polyoma virus nostrums caustic painting freezingelectrocautery autosuggestive cures Pliny the Elder verrucose spunk water Mark Twain

16. Previews Verbal Verbal Visual – Visual – video clips, http://youtu.be/uZfRaWAtBVg video clips, http://youtu.be/uZfRaWAtBVghttp://youtu.be/uZfRaWAtBVg web pages, WEB PAGES web pages, WEB PAGES web pagesWEB PAGES web pagesWEB PAGES Pictures, PICTURES Pictures, PICTURES PicturesPICTURES PicturesPICTURES Auditory – music Auditory – musicmusic Text Text Chapter Tour Chapter Tour Graphics tour Graphics tour

17. Preview and Predict – For Textbooks Preview Chapter: Preparing to read Preview Chapter: Preparing to read Read headings, subheadings, graphics Read headings, subheadings, graphics Read the chapter summary Read the chapter summary What do you wonder after this preview? What questions do you expect the text to answer? What do you wonder after this preview? What questions do you expect the text to answer? Read the chapter to verify your predictions Read the chapter to verify your predictions Choose ONE ________ – bring notes about _______________. Choose ONE ________ – bring notes about _______________.

18. [Paired] Brainstorm What are the important ideas and strategies we have considered in pre-teaching? What are the important ideas and strategies we have considered in pre-teaching? What is their purpose? What is their purpose? What are pre-requisites? What are pre-requisites? What important learning elements are associated with pre-teaching? What important learning elements are associated with pre-teaching?

19. PRE-TEACHING PRIOR KNOWLEDGE DEPENDENT PRIOR KNOWLEDGE ~ INDEPENDENT Based on BRAINSTORMING PReP Think Write KWL List-Group-Label PredictionGraphic Organizers Advance Organizers Teacher Created GO Preview Verbal Visual [artwork; video] Auditory [music; podcast] Text: Graphics / Headings Semantic Map Problem Solving Anticipation Guide Preview & Predict Possible Sentences

20. Begin a Lesson in a Lesson: Bionic Trees Brainstorm ideas about genetics – Brainstorm ideas about genetics –genetics Anticipation Guide – respond & discuss Anticipation Guide – respond & discuss Anticipation Guide Anticipation Guide Read with chart to organize information Read with chart to organize informationchart Revisit Anticipation Guide Revisit Anticipation GuideAnticipation GuideAnticipation Guide Discussion Web Discussion Web Discussion Web Discussion Web

21. BeforeAfter 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.

22. Anticipation Guide Respond to the statements in the BEFORE column Respond to the statements in the BEFORE column Compare your responses to a neighbor ’ s Compare your responses to a neighbor ’ s Discuss your responses – support your positions Discuss your responses – support your positions Hold on to your anticipation guides Hold on to your anticipation guides

23. For next week (and tonight)… Second reflective posts are due tonight (10/11) by midnight ! Second reflective posts are due tonight (10/11) by midnight ! Study for your mid-term exam Study for your mid-term exam

24. Midterm Review Exam will be essay/application 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. Refer to handout to overview concepts you are responsible for. All concepts/terms/strategies/theories have been discussed in class. Major topics covered : Major topics covered : Disciplinary Literacy Disciplinary Literacy Assessment Assessment Learning Cycle Learning Cycle Vocabulary Vocabulary Theory (Schema, Vygotsky, and Reader Response) Theory (Schema, Vygotsky, and Reader Response) Pre-Teaching Strategies Pre-Teaching Strategies

25. Reading from Teacher Man