Getting Their Attention: Activating & Assessing Background Knowledge

1. Getting Their Attention: Activating & Assessing Background Knowledge Dr. Coiro – EDC448

2. Connect Two 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

3. Entrance Ticket (Reading Guide 2)

4. Last class: Writing learning objectives • Concise (1 sentence), precise and measurable verbs, link to higher-level learning • Content Objective: What should your students know 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?)

5. Today’s Objectives • 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)

6. Activating Background Knowledge (Your personal reactions on VoiceThread) • 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!

7. K-W-N-S for Math

8. BASEBALL SAVED US - p. 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

9. Anticipating Math Content – Me / Text Statements

10. Anticipating Science Content: Asking focused questions before & after

11. 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.

12. Electronic Anticipation Guides – Integrating websites before, during, and after reading/learning http://www.lite.iwarp.com/strugtech4.html

14. Electronic Anticipation Guides • ADD IMAGE Visualizing thesetting and noting how the seasonalchanges may impactthe main character

16. Movies of babyperegrine 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.

18. ADD FIRST AID IMAGES

20. Connecting to Real Authors 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!

21. Live Stream Video: Individualizing Learning with Technology

22. Sharing your ideas on our class wiki

23. Getting Their Attention: Activating & Assessing Background Knowledge Part 2 Dr. Coiro – EDC448

24. Homework from last class • Blog Post #4: Choose your lesson plan text and draft two learning objectives for your lesson plan • Explore Wiki Resources at http://edc448uri.wikispaces.com/InteractiveWebsites and post your comments about two of the websites in your content area. • To post wiki comments: You need to login as a member first! ThenClick Edit, type, sign your name, then Click Save. Be prepared to share with your colleagues in our next class.

25. Sharing your ideas on our class wiki

26. Today’s Workshop Objectives • Use the Internet to locate online interactive resources related to topics in your curriculum • Develop and exchange ideas for how to use Internet resources to activate PK and engage students with your content Before, During, and After your instruction • Use the Internet to collaboratively compile resources, generate ideas, and share instructional ideas with your colleagues (on a wiki, google docs, and/or our blog posts on the Ning!)

27. More ideas for “Getting Their Attention” • You will use Google Docs as another collaborative tool which can be edited by multiple users at the same time – you will access through our wiki

28. Picture Books (links on wiki) • SCIENCE: NSTA Outstanding Science Trade Books • HISTORY: Nonfiction History Trade Books for Teens • LANGUAGE: International Children’s Digital Library • ENGLISH: Using Picture Books as Framing Texts for Research Papers • ALL: Teaching with Picture Books (blog) including Ways to Share Picture Books and 13 Reasons to Read Picture Books with Older Students

29. Collaborative Workshop • Exploring Interactive Websites with the Laptops (1 per person) HISTORY & ENGLISH • 15 min: Search for websites on your lesson plan topic (webquest, simulation, interactive, quiz, museum) • 15 min: Share the wiki ideas you posted for homework • Exploring Picture Books (2 laptops per group) SCIENCE, MATH, AND FOREIGN LANGUAGE • 20 min: Explore picture books in your content area • 10 min: Post reflections on Google Docs • Exchanging Anticipation Guide Topics for Homework/Next Class Assignment (10 mins)

30. Homework • Read #9 Wood et al: Extended Anticipation Guide • Complete draft part of Extended Anticipation Guide (5 statements for your topic, 5 statements for your partners) and locate a relevant website for each topic • Come to class next Tuesday prepared to meet with your partner, decide on “5 best statements” and use the laptops to create your Guide. • Keep collecting/annotating resources for your Diverse Text Assignment (Due March 9)

31. Uses of Anticipation Guides • Math: Me/Text Statements • Science: Asking focused questions before and after reading • Post-it notes for quick assessments about challenging areas

32. Trying It Out • TODAY: Meet with a partner – share your “issues text” and discuss key issues to anticipate • Take notes to help with your homework • FOR HOMEWORK: • Read Wood Extended Antic. State. Guide for ideas • Write 5 anticipatory statements for your topic • Write 5 anticipatory statements for partner’s topic • Locate a website that might supplement each reading – post on the Ning to make it easier to get to during class • NEXT CLASS: Meet back with your partner to share ideas and websites; pick 5 best statements and design a worksheet on the laptops

33. Reflections on Think-Aloud Assignments • Example - American History: Spanish-American War (The Destruction of the USS Maine) • (after reading) Why would tensions between Spain and Cuba have anything to do with the U.S.? How did America become involved? It says here that Americans were killed or executed on the ship Virginius after it was captured. Americans were probably upset that their own country men were killed by Spain because of fighting with Cuba. In the next paragraph, it says that Cubans were starting to death. America must have felt the need to intervene on behalf of the Cubans, but this was probably fueled by the deaths of Americans at Spanish hands. • Determining important ideas, asking questions, and predicting, inferring

34. Reflections on Think-Aloud Assignments • Example – English – Dream Deferred (Langston Hughes) • I don’t know what the word “deferred” means. It seems like the author is really worried that “deferred” could happen to his dreams. I don’t think he’s talking about dreams he has while he’s sleeping. I think he’s talking more about his goals. It seems like if he “defers his goals, then something bad will happen. So, maybe he’s afraid that he won’t get a chance to do his goals. • Asking questions, inferencing

35. Reflections on Think-Aloud Assignments • Example: English: Reality & Myth in Garcia Marquez • So, we’re getting an idea of where the authors comes from. His Columbian roots must have had a big influence on his work. It says Marquez studied law so he must be pretty smart. He’s also very cultured since he’s been to and lived in so many places. Let’s see what else this says about Latin American reality in Marquez’ work. • Predicting and restating/summarizing ideas

36. Reflections on Think-Aloud Assignments • Example: American History: WWII • After reading this, I noticed the Japanese and American leaders both had something in common. They both tried to prepare their pilots for battle by saying their country or emperor needs you and is counting on you to succeed. This reminds me of cheerleading in high school. My captain would tell us this before a game to inspire and motivate the crowd to cheer on our team. Have you ever been counted on for something? • Making connections

37. Make sure you have your “issues” text selected – you will need it for the next class assignment