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The Orientation Form. “De-Bugging” the Text. Activating Prior Knowledge. “A teacher must assess conceptual prior knowledge to determine if the knowledge the student possesses is appropriate or adequate for the new information be learned.”. Caldwell & Leslie, 2009. Prior Knowledge at Work.

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Presentation Transcript
The orientation form

The Orientation Form

“De-Bugging”

the Text


Activating prior knowledge
Activating Prior Knowledge

“A teacher must assess conceptual prior knowledge to determine if the knowledge the student possesses is appropriate or adequate for the new information be learned.”

Caldwell & Leslie, 2009


Prior knowledge at work
Prior Knowledge at Work

Groom

Current

Court

Groom

Current

Court


Introducing new vocabulary
Introducing New Vocabulary

“Focusing vocabulary instruction on both word definitions and learning words in context is superior to instruction that emphasizes only one of these components.”

Caldwell & Leslie, 2009


Connecting reading writing
Connecting Reading & Writing

  • “Reading and writing are two different ways of learning about the same thing – the written code used to record the oral language.”

  • “Writing consistently but subtly seduces the learner to switch between the different levels of letters, clusters, words, phrases and messages.”

    Clay, 2005



Let s try it
Let’s Try It

What do you know about physics?

Have you ever heard of string theory?

Let’s learn more…..


String theory words to know
String Theory – Words to Know

1. bosons - particles that transmit forces

2. fermions – particles that make up matter

3. supersymmetry – an equal match of bosons and fermions

4. tachyon – a particle with imaginary mass

5. compactification – the act of reducing spacetime dimensions

6. chiral – spinning in only one direction


The procedure pre reading
The Procedure – Pre-Reading

1. Teacher dictates the words; students write the words.

2. Students check their spellings against a model, and make any necessary corrections.

3. Teacher and students review the words, discussing meanings and looking at spelling patterns.

4. Students write dictated sentences that focus on the main idea of the text to be read.


During and after reading
During and After Reading

Students read the text, stopping at predetermined points to discuss vocabulary, main idea, supporting details.

Following the reading, teacher and students revisit the vocabulary and main idea statements from the pre-reading portion of the lesson.


Additional possibilities
Additional Possibilities

Review previously-taught phonics skills (i.e. vowel pairs, blends, digraphs, word endings)

Enhance learning through reciprocity – use encoding to support decoding.

Set a purpose for reading with comprehension questions.


Let s try it creating an orientation form
Let’s Try It – Creating an Orientation Form

  • 1. Define your purpose/Choose your words:

    • What key vocabulary do I want to introduce?

    • Which decoding/phonics skills do I want to reinforce?

  • 2. What’s the big idea?

    • What main ideas do my students need to know to understand the text?

    • How can I incorporate vocabulary and main ideas concisely?


  • References
    References

    Caldwell, J.S. & Leslie, L. (2009). Intervention Strategies to Follow Informal Reading Inventory Assessment: So what do I do now? 2nd Edition, Boston: Pearson.

     Clay, M.M., (2005). Literacy Lessons Designed for Individuals. Portsmouth, NH: Heinemann.


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