Please use the seating chart posted on the side wall to find your seat.

Please use the seating chart posted in the front of the room to find your seat.

By yourself silently, on the front of the index card, write the following information in the following spaces. You have 3 minutes to complete this task.

On the back of your index card, write the following information. You have 3 minutes to complete this task. What do you know or think about biology? ____________________________________________________ What do you want to learn about in this class? ____________________________________________________

1.Begin to establish a classroom community that learns together.

1.CHAMP it up! 2.Human Bingo 3.Reading Survey 4.Wrap-Up

Be a CHAMP! C=Speak at the appropriate CONVERSATION Level H=Know how to ask for HELP A=Know what to do during the ACTVITY M=Know if you can MOVE around the room P=PARTICIPATE in the activity

Level 0=Silence Level 1=Whisper Level 2=Soft Level 3=Presentational Level 4=Outside

CONVERSATION  Up to level 2  Only about activity HELP  Raise hand  Continue working while you wait  Ask 3 before me WHOLE CLASS MOVEMENT Acceptable reasons: To complete human bingo PARTICIPATION  Writing or doing what task requires

1.When I say begin take your human bingo card and a pen or pencil and start walking around the room meeting other people in your learning community. 2.Each time you meet someone who meets the criteria in the box, fill in their first name. 3.You will have 5 minutes to complete this activity. When the timer goes off please return to your seats.

Teacher: Teacher raises hand Students: Raise hand Stop conversation Track the teacher

CONVERSATION Level 0 = silence HELP Circle question Wait patiently for teacher INDEPENDENT WORK MOVEMENT None PARTICIPATION  Looking at work  Writing or doing what task requires  Staying in seat

1.You will have 8 minutes to silently complete as much of the survey as you can in pen or pencil. 2.Turn to the person sitting next to you and share out some of your responses to the survey.

CONVERSATION Level 0 = silence, unless called upon HELP  Raise hand  Wait quietly WHOLE CLASS DISCUSSION MOVEMENT Any leaving of seat must have permission. PARTICIPATION  Answering when called  Raising hand with something to say

1.Visit web-page: Find syllabus, assignment calendar, class resources. 3.Read syllabus. Print, complete, and return last page of syllabus by Friday. 4.Bring in something you read that you think will stump the teacher by Thursday.

Silently by yourself please respond in writing to the following prompt: Why do we read?

1.Reflect on your personal reading history 2.Begin to establish class norms

1.Discuss BR 2.Education & Power 3.Personal Reading History 4.Establish class norms 5.Wrap-Up

Education & Earnings Today’s jobs demand greater literacy skills than ever before. By 2018, 63% of all jobs will require some college. Reading and writing is a key to success in higher education and the workplace. Over 85% of jobs in four of the fastest growing occupations will require a college education.

Education pays off! $22,900 high school drop outs $32,700 high school graduates $38,300 some college or an A.A. degree $54,000 bachelor’s degree $69,800 professional degree

Lifetime Earnings Increase with Education Level $973,000 high school dropouts $1,304,000 high school graduates $1,547,000 some college/no degree $1,727,000 A.A. degree $2,268,000 bachelors’ degree $2,671,000 master’s degree $3,252,000 doctoral’s degree $3,648,000 professional degree

CONVERSATION Level 0 = silence HELP Raise hand Wait patiently INDEPENDENT WORK MOVEMENT None PARTICIPATION  Looking at work  Writing or doing what task requires  Staying in seat

Think about your personal experiences learning and reading science. Respond in writing to one of the following prompts: 1.What are some of the high points (when you felt like an insider)? What are some of the low points (when you felt like an outsider)? 2.What made learning science or reading science hard? What supported your learning to read science? When you are finished please print your first & last name on the popsicle stick.

CONVERSATION Level 0 = silence, unless called upon HELP  Raise hand  Wait quietly WHOLE CLASS DISCUSSION MOVEMENT Any leaving of seat must have permission. PARTICIPATION  Answering when called  Raising hand with something to say

CONVERSATION  Level 2 = SOFT  Only with partner about work assigned HELP Raise hand Wait patiently PAIR SHARE MOVEMENT Acceptable reasons: None PARTICIPATION  Writing/doing what task requires  Staying in seat  Working cooperatively with partner

With the person sitting next to you, brainstorm answers to these questions: What makes you feel comfortable in a classroom? Uncomfortable? What are some things the teacher can do to support your learning? Not do? What are some things classmates can do to support one another’s learning? Not do? What would get in the way of your learning? Write at least one comment per question on a sticky note and attach sticky note to posters around room.

CONVERSATION Level 0 = silence, unless called upon HELP  Raise hand  Wait quietly WHOLE CLASS DISCUSSION MOVEMENT Any leaving of seat must have permission. PARTICIPATION  Answering when called  Raising hand with something to say

1.Visit web-page: Read syllabus. Complete and print last page of syllabus by Friday. 3.Bring in something you read that you think will stump the teacher by Thursday. 4.Materials needed by Monday: 2” binder with at least 4 dividers, pack of looseleaf, composition book.

Respond silently in writing to the following prompts: How can you tell if someone is a good reader? Who is someone you consider a good reader? Why? What do you have to do to read science well?

1.Stump the teacher reading artifacts. Place in homework tray.

1.Capture your reading processes. 2.Begin to establish a class Reading Strategy List

1.Discuss BR 2.Capturing your reading process activity & discussion 3.Wrap-Up

CONVERSATION Level 0 = silence HELP Raise hand Wait patiently for teacher INDEPENDENT WORK MOVEMENT None PARTICIPATION  Looking at work  Writing or doing what task requires  Staying in seat

1.Silently read the science text. Read as you normally would. There will be a discussion afterwards. 2.Highlighters, pens, pencils have been provided at each table for your use in reading. Please return when finished.

1.In your small group share responses to the following questions: What did you do? How did you do that? Where in the text did you do that? What was hard? What did you do to make sense of the text as you read? How did that help your understanding?

CONVERSATION Level 0 = silence, unless called upon HELP  Raise hand  Wait quietly WHOLE CLASS DISCUSSION MOVEMENT Any leaving of seat must have permission. PARTICIPATION  Answering when called  Raising hand with something to contribute

1.Visit web-page: Read syllabus, print, and complete last page. Due Tomorrow. 3.Materials needed by Monday: 2” binder with at least 4 dividers, pack of looseleaf, composition book.

Silently respond in writing to the following prompt: What does it mean to “think about your thinking?” Explain in your own words/give an example.

1.Last page of syllabus (completed). Placed in homework tray as you walked into class.

1.Practice thinking about your thinking.

1.Discuss BR 2.“Think about your thinking” activity 3.Wrap-Up

CONVERSATION Level 0 = silence HELP  Raise hand  Wait quietly TEACHER INSTRUCTION MOVEMENT Any leaving of seat must have permission. PARTICIPATION  Writing/taking notes  SLANTing

S=Sit up L=Lean forward A=Activate your thinking N=Note important information T=Track the talker

CONVERSATION  Level 2 = SOFT  Only with partner about work assigned HELP Raise hand & wait patiently PAIR SHARE MOVEMENT Acceptable reasons:  Hand in/pick up materials PARTICIPATION  Writing/doing what task requires  Staying in seat  Working cooperatively with partner

1.Pair up with the person sitting next to you. 2.The oldest person in your pair has 3 min to create an animal while thinking aloud. The youngest person keeps track of the time and takes notes on the first person’s thought process. No discussion allowed.

Questions for the creator to think aloud about: 1.What do I want my creature to look like and why? 2.What am I thinking and feeling during each step? 3.What am I going to do next and why?

1.Switch roles and repeat. 2.Choose one or two comments from your combined notes to share with the rest of the class.

CONVERSATION Level 0 = silence, unless called upon HELP  Raise hand  Wait quietly WHOLE CLASS DISCUSSION MOVEMENT Any leaving of seat must have permission. PARTICIPATION  Answering when called  Raising hand with something to contribute

Respond silently in writing on a half sheet of paper to the following prompt: Imagine another scenario in which had thoughts about what you were doing at the time. Why do you think it is important to be able to tune into your thought processes? How might thinking about your thinking help you in reading text?

1.Materials needed by Monday: 2” binder with at least 4 dividers, pack of looseleaf, composition book.