Welcome to this IRSC Adult Education Live Virtual Lesson

1. Welcome to this IRSC Adult Education Live Virtual Lesson Diana Lenartiene, Ed. S. moderator/instructor

2. Introducing… your virtual classroom Elluminate Meeting/Classroom

3. Respond to poll Emoticons Chat Adjust volume

4. Elluminate Meeting/Classroom

5. Elluminate Meeting/Classroom

6. Elluminate Meeting/Classroom

7. Predicting A strategy that begins PRIOR to reading and extends into POST reading discussions

8. Making PredictionsWhy do it? To become a strategic, active reader by • Activating prior knowledge about a topic • Seeing causal relationships • Making connections • Forming images/visualizing

9. If the text contains: A question A subheading Therefore You might predict you’ll find An answer Details that describe it A conclusion or outcome of previous text Prediction Signals that help readers focus…

10. If the text contains: For example Such as For instance In fact To illustrate this point You might predict you’ll find: One or more examples that illustrate the main point of the paragraph or text

11. If the text contains: In other words That is Consists of Means You might predict you’ll find: A definition or simpler explanation

12. If the text contains: However But Whereas On the other hand In contrast In comparison Yet You might predict you’ll find: A difference or unexpected outcome

13. If the text contains: Just as Likewise Also Just like Similarly In the same way Moreover Furthermore You might predict you’ll find: A continuation or comparison that shows similarities Finally…

14. We will now view a video of a teacher teaching her students to predict using a book they are reading together in class.

15. Predicting Non Fiction Text The Four “P” Process…

16. The Four “P” Processof Predicting Prior Knowledge Patterns/Text Structure Pictures? Graphs? Text Features? Prove your prediction with proof from the text

17. Charts Diagrams Labels Pictures Captions Subheadings Font Bullets White space Layout Text features guide us through non fiction text…

18. Use the title, headings, pictures and graphics to activate PRIOR KNOWLEDGE Heading Subheading Key Words

19. Picture Caption Caption

20. Label/heading Graph

21. Sample Prediction Organizer

22. Text Structures/Organizational Patterns Advanced Signal Words

23. CAUSE AND EFFECT The author’s purpose is to write about Why something happens, i.e., the cause. And explain What happens because of the cause, i.e., the effect.

24. Because Since Therefore Consequently As a result This led to So that Nevertheless Accordingly If…then Thus One reason for that For this reason SIGNAL WORDS

25. CAUSE Why? “Drug abusers often start in upper elementary school. They experiment with a parent’s alcohol and enjoy its outcome. They keep doing this and become accustomed to the end result of alcohol…

26. EFFECT What? Consequently, they start taking more and more of the alcohol to get the same level of buzz. As a result, the child turns to other forms of stimulation including marijuana.”

27. COMPARE AND CONTRAST To achieve his/her purpose, an author makes a comparison by telling how things, people, places or events are alike and contrasts them to tell how they are different.

28. However Like Unlike Likewise Both As well as On the other hand Not only…but also Either…or while Although Unless Similarly Yet Nevertheless In contrast Too As opposed to Whereas SIGNAL WORDS

29. Compare/Contrast “Middle school gives students more autonomy than elementary school. While students are asked to be responsible for their learning in both levels, middle school students have more pressure to follow through on assignments on their own, rather than rely on adults.”

30. Both asked to be responsible for learning More pressure to complete assignments and follow through Less pressure to complete assignments and follow through

31. PROBLEM AND SOLUTION The author’s purpose is to write about a problem and give a solution.

32. Issue Details Possibilities Trials Reasons Analysis Selection Result SIGNAL WORDS Text focus: What is wrong and how it can be corrected What needs to be changed, improved, fixed Who is confronting problems

33. PROBLEM “The carrying capacity of a habitat refers to the amount of plant and animal life its resources can hold. For example, if there are only 80 pounds of food available and there are animals that together need more than 80 pounds of food to survive, one or more animals will die – the habitat can’t ‘carry’ them. Humans have reduced many habitats’ carrying capacity such as housing development, road construction, dams, pollution, fires, and acid rain.

34. So that they can maintain full carrying capacity in forest habitats, Congress has enacted legislation that protects endangered habitats from human development or impact. As a result, these areas have high carrying capacities and an abundance of plant and animal life.” SOLUTION

35. Problem: Humans destroy habitats of animals and plants through housing development, etc. Solution: Abundance of plant and animal life Action: Congress has enacted legislation that protects endangered habitats from human development

36. SEQUENCE or TIME ORDER GOAL/ACTION/OUTCOME To achieve his/her purpose, the author arranges the facts in a special sequence or lists them in chronological or time order.

37. On (date) Not long after Now As Before After When Since Until First Following At the same time Finally During At last SIGNAL WORDS

38. Time Order “Astronomy came a long way in the 1500s and 1600s. In 1531, Halley’s Comet appeared and caused great panic. Just twelve years later, however, Copernicus realized that the sun was the center of the solar system, not the Earth, and astronomy became a way to understand the natural world, not something to fear.

39. In the early part of the next century, Galileo made the first observations with a new instrument – the telescope. A generation later, Sir Isaac Newton invented the reflecting telescope, a close cousin to what we use today. Halley’s Comet returned in 1682 and it was treated as a scientific wonder, studied by Edmund Halley.”

40. Who What Where When Why How Text focus: What something is or looks like How something can be described How something can be classified Concept/DefinitionSignal Words

41. Viewpoint Opinion Idea Hypothesis Theory Proof Evidence Text focus Why accept an opinion, theory, or hypothesis What viewpoint is expressed in an editorial or persuasion How conclusions are based on research results or studies Proposition/SupportSignal Words

42. What we have learned • When we predict, we use many of the other reading skills we have • studied to decide what could happen next. • All support for prediction must be in the text • We must be able to prove our predictions based on the facts from • the text. • In order to predict, we use words, phrases, sentences and incidents • we find in the text. • Predicting is a high-order thinking skill. • We can predict from fiction or non-fiction writings.

43. Resources Tovani, Chris, Do I Really Have to Teach Reading? Beers, Kylene, When Kids Can’t Read What Teachers Can Do Zwiers, Jeff, Building Reading Comprehension Habits in Grades 6-12 Strong, Silver, Perini & Tuculescu, Reading for Academic Success Literacy First training materials

44. Now, you need to make a copy of this screen to send to your teacher for proof of Attendance. This can be done in three easy steps:

47. If you still have questions, please contact me at: dlenarti@irsc.edu Thank you for viewing this presentation. Diana Lenartiene, IRSC ABE Instructor