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3. Pretelling:Procedurial/Sequential ThinkingThe Importance of thinking forward
4. List Making Determine important concepts
Brainstorm list
Elaborate list
Put in meaningful context
Chant list
Innovate list
Write list Demonstrate strips, etc- take them or at least make appt slide of themDemonstrate strips, etc- take them or at least make appt slide of them
9. GO! Chart Steps
Predict Plot and Vocabulary
Choose a book selected to match the chosen purpose
Read only the title to the students, covering the illustration
From the title only, have the children predict what they think the story might be about
Chart responses looking for the reasoning behind their predictions
Make further predictions (cover illustration, etc. as needed to elicit prior knowledge)
Have the children predict the vocabulary words that might be encountered in the text
Introduce any uncommon words needed prior to reading
Chart responses- be sure students share the reasoning behind responses
Read
Read the text (teacher or students depending on chosen procedu
Confirm/Disconfirm
Return to original predictions (title, illustrations, vocabulary) and confirm or disconfirm accuracy of each. Remember, the rationale behind the predictions is what is important, not the guesses.
Explore Understandings/Interpretations/Connections
Follow the prompts for each category and chart student’s responses
Encourage dialogue to elaborate responses
Organize the Story
Choose appropriate graphic organizer to pull key parts of the story together (depends on purpose - to retell, further analyze a literary element, etc)