Mages: Reading Response #8 Apr. 24. Web with hyperlinks for Reading Guides to give students.

Last Slide Viewed Top Menu Before Reading During Reading After Reading Introduction Mages: Reading Response #8 Apr. 24. This Reading Response is one of those projects that will quickly get out of hand. So I am handing it in in its current state. It was intended to be a hyperlinked web using only basic powerpoint features that work in slideshow mode. I was originally meant to cover the topic of guides to give students for use while they read (Reading to Learn). However, after seeing how much Id really like to have the activities in the book at my fingertips, I decided to make the thing more inclusive. At this point, having page references is really more useful to me, but I included a couple of linked pages to show the kind of details that I will incorporate in to the web. Im actually considering passing it along to some classmates to see if they want to complete parts of it and maybe use it as one of their reading responses. After thinking this I realized that this would be a great project for my classes: –After making the overall structure for them or in real time during class, I would give ownership of one or two details pages to each person or group of students in the class. –Students could also access a posted version of the file to make modifications to the structure for credit once they have done at least one details page. –The current heirarchy of two menu levels and detail pages is probably a good limit for teaching at the high school level

Last Slide Viewed Top Menu Before Reading During Reading After Reading Top Web Reading Guides Before Reading After Reading During Reading

Last Slide Viewed Top Menu Before Reading During Reading After Reading Menu: Before Reading Before Reading Up List-group-Label Templates (p169) Graphic Organizers (going over headings) Anticipation Guides (p ) KWL Charts (p ) Possible Sentences Templates (ch8, p243)

Last Slide Viewed Top Menu Before Reading During Reading After Reading Menu: During Reading During Reading Up Interactive Reading Guides (p215,216) Graphic Organizers (Filling in Details p221) Selective Reading Guides (p213,214) Series of events Chains Cause/Effect Fishbone Map Problem/Solution outline Applied Three-Level Guides (p ) Interpretive Literal Question-Answer- Relationships (p )

Last Slide Viewed Top Menu Before Reading During Reading After Reading Menu: After Reading After Reading Up (Possible sentences evaluation) Reaction Guides (p ) Discussion Webs (p ) (KWL completion) Intra-Act Templates (p )

Last Slide Viewed Top Menu Before Reading During Reading After Reading Details: General Reading Guides By Reading Guides we mean actual paper guides teachers can use to help students get more from their reading experience. They include guides meant to be used before during and after reading In general, all of them seek to give students other ways to interact with the text besides passively reading the words in front of them.

Last Slide Viewed Top Menu Before Reading During Reading After Reading Details: Possible Sentences This is ideally a group activity, but making templates for this could help and could give students something to take away that is more ordered than notes off of the board would be Basic attributes: –List of words familiar to students –List of new vocabulary words –Space for possible sentences… sentences that use at least two of the words. –Space for revision or acceptance of possible sentences after reading. Use: –Students try to come up with sentences including at least two words from the list before they read the text or look any words up. –They then determine the validity of their sentences after reading the assigned text.

Last Slide Viewed Top Menu Before Reading During Reading After Reading Details: List Group Label This is a modified version of group brainstorming that is really meant to be done as a full class. However, letting the students work on this in groups using templates should also work Basic templates Attributes: –Placeholders for Brainstorming about all words students associate with a topic –Grouping Boxes that can be connected to many words with lines and filled in with descriptors and later labels saying why the words were grouped as they were. Use: –Students come up with everything they can think of about a new topic –After a list is compiled, students group the words together –Finally, students describe what the words have in common within each group and give the groups labels. –A good add-on activity is to have them make final drafts of the labeled words using a graphic organizer. In particular, having them make the organizer after doing their reading would be a good way to review the reading. –The picture at the right shows a sample mock- up of a possible template. Brainstorm placeholder Group