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Getting Their Attention: Activating & Assessing Background Knowledge. Dr. Coiro – EDC448 . Connect Two. FRONTLOAD. USE AN ENTRANCE TICKET. ACTIVATE BACKGROUND KNOWLEDGE. READ PART OF A PICTURE BOOK ALOUD IN CLASS. BUILD BACKGROUND KNOWLEDGE.

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Connect two
Connect Two Knowledge

FRONTLOAD

USE AN ENTRANCE TICKET

ACTIVATE BACKGROUND KNOWLEDGE

READ PART OF A PICTURE BOOK ALOUD IN CLASS

BUILD BACKGROUND KNOWLEDGE

BUILD INTENTIONAL CONNECTIONS BTW. PERSONAL LIVES & CONCEPTS

ASSESS BACKGROUND KNOWLEDGE

BRAINSTORM CONNECTIONS IN A SMALL GROUP & SHARE



Last class writing learning objectives
Last class: KnowledgeWriting learning objectives

  • Concise (1 sentence), precise and measurable verbs, link to higher-level learning

  • Content Objective: What should your studentsknow and understand (K, U) to demonstrate their content-area learning?

  • Reading/Thinking Objective: What thinking/reading processes may be hard that you can model, scaffold, and provide opportunities for practice as a stepping stone for students to successfully achieve their content objective? (DO – how to think metacognitively?)


Today s objectives
Today’s Objectives Knowledge

  • Reflect and “weigh in” on the use of several types of activities for activating & assessing background knowledge

  • Reflect on the use of picture books and read-aloud strategies in a content-area classroom (different from think-aloud)


Activating background knowledge your personal reactions on voicethread
Activating Background Knowledge Knowledge(Your personal reactions onVoiceThread)

  • Using Picture Books with Adolescents (pros/cons) G is for Google; International Children’s Digital Library (and in math)

  • Connect Two: Connect pairs of words from easy & hard column to create a sentence (Possible sentences: use words to write possible sentences, then verify T/F or IDK)

  • First-Person Reading: students read themselves into a text

    • Eyewitness Testimony Charts (react to live interaction: I was there)

    • First Impressions (react to text in first person)

    • See Yourself in Pictures (react as person in the picture)

  • K-W-L Plus: “plus” > group what you learned to summarize

  • Story Impressions: Brainstorm connections to chain of clues; ** revisit to confirm or revise to make accurate!


K w n s for math
K-W-N-S for Math Knowledge


BASEBALL SAVED US - Knowledgep. 1

  • One day, my dad looked out at the endless desert and decided then and there to build a baseball field. He said people needed something to do in Camp. We weren’t in a camp that was fun, like summer camp. Ours was in the middle of nowhere, and we were behind a barbed-wire fence. Soldiers with guns made sure we stayed there, and the man in the tower saw everything we did, no matter where we were.

  • As Dad began walking over the dry, cracked dirt, I asked him again why we were here.

  • “Because,” he said, “American is at war with Japan, and the government thinks that Japanese Americans can’t be trusted. But it’s wrong that we’re in here. We’re Americans too!” Then he made a mark in the dirt and mumbled something about where the infield bases should be.

  • FIRST IMPRESSIONS?…. (Author’s Words…My Impressions)

Life Interrupted

A More Perfect Union

FDR Speech


Anticipating math content me text statements
Anticipating Math Content – KnowledgeMe / Text Statements



Using post it notes for quick assessments about challenging areas
Using Post-It Notes for Quick Assessments about Challenging Areas

  • Have students skim material prior to reading and mark the spot where they first get stuck with a post-it note.

  • This informs Jane about students' specific difficulties with the reading and helps her plan instruction.


Electronic anticipation guides integrating websites before during and after reading learning
Electronic Anticipation Guides Areas– Integrating websites before, during, and after reading/learning

http://www.lite.iwarp.com/strugtech4.html


Electronic anticipation guides
Electronic Anticipation Guides Areas

  • ADD IMAGE

Visualizing thesetting and noting how the seasonalchanges may impactthe main character


Issue 2 it would be difficult to have your closest companion for a whole year be a wild animal

Movies of baby Areasperegrine falcon

History of falconry

Daily journal of peregrine falcon

Issue #2: It would be difficult to have your closest companion for a whole year be a wild animal.



Connecting to real authors
Connecting to Real Authors Areas

Connect to an

author’s real

life experiences…

Listen to your favorite author

speak, join them

on their travels through photos,and even watch them on video!


Sharing your ideas on our class wiki
Sharing your ideas on Areasour class wiki


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