Monday, September 26, 2011 Harbor Building Preview and Predict Title III Coach Meeting: Focus on Effective Strategies

Agenda (45 minutes) Introduce the strategy: Preview and Predict  Skill or Strategy Reading Comprehension  Two warm-up activities Applying the strategy  CREATEBrief What’s Next?  ELA: Comprehension of Expository Texts Strategy Debrief

Preview and Predict What is the difference between a skill and a strategy? Think of a difference between a skill and a strategy by thinking about riding a bicycle.

Preview and Predict What is the difference between a skill and a strategy? Remember learning to ride your bike with no hands? SKILL or STRATEGY? Skill is the end product of a lot of practice

Preview and Predict What is the difference between a skill and a strategy? To learn that skill, you may need a strategy such as learning to balance the bike by shifting your weight.

Preview and Predict What is the difference between a skill and a strategy? The reading skill is the product (identifying the main idea) while the reading strategy is the process (preview and predict).

Preview and Predict Comprehension is both a product and a process, something that requires purposeful, strategic effort on the reader’s part. Predicting Visualizing Clarifying

Preview and Predict Warm-up activity Can you read this passage? Why or why not? What is preventing you from reading this passage?

Preview and Predict Warm-up activity Would it help if I give you a visual aid?

Preview and Predict Warm-up activity #2 Take a look at these images? Strategy: PREVIEW

Preview and Predict Warm-up activity #2 Strategy: PREDICT What words do you think you might find in the article that we are about to read? Activity: Make a list

Preview and Predict Warm-up activity #2 Strategy: PREDICT What do you know about this activity? Can you predict what you are about to do? How do you know? What are you about to read? What are you about to do?

Preview and Predict Warm-up activity #2 Table Activity 1.Using the word bank that you created from the pictures, have a table discussion regarding your words and categorize all of your words into meaningful categories. Label each category. 2.Discuss and decide which three words from your table might be words the other tables also have written down. 3.Share-out. 4.Reflection: How is an activity like this one beneficial for the development of vocabulary and how could it significantly influence reading comprehension?

Applying the strategy…

Preview and Predict Work in teams of 2-3 people to answer the questions. 1.Look at the title of the article. What is the topic we’ll be reading about? 2.Look at the author. Do you know this person? What do you know about the author’s background? 3.Look at the source of the publication. What do you know about the purpose of this institution, their work, and their publications? (Hint: See the last page.) 4.The article will describe a social studies lesson. Study the bullets and subtitles on pages 2-4. How do you think the instructional structure presented will be like/unlike the UA/SDAIE Template we use in our work? 5.Look at Figure 1 on pg. 2. How are content and language objectives addressed in this lesson? 6.Look at Figure 2 on pg. 3. How is key vocabulary taught in this lesson? 7.Throughout the lesson, you will notice specific strategies named. What strategies will be used in this lesson? 8.At the end of the article, the author draws a conclusion. What questions would you like to see answered in that conclusion?

Preview and Predict Read the article. You have 10 minutes. Reflect on and be prepared to discuss the following 3 questions: 1.Were your predictions about the ways in which this lesson design compares to the LAUSD UA/SDAIE Template accurate? In what ways are the two designs alike and different? 2.Were your questions answered? What did you realize, learn, or have confirmed? 3.What remaining questions do you have?

Preview and Predict What’s Next? Expository Text 1.How is this strategy helping us meet the needs of our teachers? 2.How will our teachers use this strategy to help our students comprehend expository text? 3.Why are we reinforcing our tool box with specific strategies focused on expository texts?

Why Teach More About Expository Reading and Writing? Vital to Academic Success - assessed frequently -utlizied in every content area Vital to Workplace Success

Pre-Reading  Introducing Key Concepts  Getting Ready to Read  Surveying the Text  Making Predictions & Asking Questions  Introducing Key Vocabulary Reading  First Reading  Looking Closely at Language  Rereading the Text  Analyzing Stylistic Choices  Considering the Structure of the Text Post-Reading Activities  Summarizing & Responding  Thinking Critically ERWC: Template Overview Connecting reading to writing. Writing to learn using the words of others.  

Strategy Debrief: Preview and Predict 1.What does it look like and sound like in the classroom? 2.How is it beneficial for SDAIE? 3.How do we do it well?

Reference Beers, Kylene et al. Adolescent Literacy: Turning Promise into Practice Beers, Kylene. When Kids Can’t Read: What Teachers Can Do Rothenberg and Fisher. Teaching English Language Learners: A Differentiated Approach.

Thank You! Please be sure to complete the Feedback Form for this session before reporting to the next session. For more information or questions, please feel free to contact your presenter at Lester Malta LD8 Liliana Herrera LD6