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READING is FUNDAMENTAL
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  1. READING is FUNDAMENTAL Week 1

  2. Multiple Intelligences • ..\..\Muliipleinteligences • .doc • http://www.metacafe.com/watch/2111066/gardners_theory_of_multiple_intelligences

  3. Books are the legacies that a great genius leaves tomankind, which are delivered down from generation togeneration as presents to the posterity of those who are yet unborn,~ Joseph Addison  ~ • Books are men of higher stature;the only men that speak aloud for future times to hear.~ E.S. Barrett ~

  4. RDG081 Criteria • 1. Participation (50) • 2. Timed Readings (Fluency) • 3. Workbook (Vocabulary) • 4. Textbook (Development Skills) • 5. ISN (Note taking) • 6. Socratic Journal (Connections/Comprehension) • 7. Weekly Reading ( Classic Short Stories/Famous Non-fiction) • 8. Project • 9. Novel Reading • 10. Quizzes • 11. Midterm/Final

  5. Participation • 1 point per day • 3 points for the day of the final = 50 points

  6. Timed Readings • 10points x 15 weeks= 150

  7. Vocabulary Notebook • 10 points x 15 weeks =150

  8. Textbook • Note taking… ISN note • 20 points

  9. ISN • ../../ISN%20Notebooks/ISN%20ppp(1).pptx

  10. Socratic Seminar • Socratic Participation: • Socratic Questions/journal: • 20 x 14= 280points

  11. Socratic Reading Log • 10 X 15 =150 points 10 X 14 =140 points

  12. Weekly Article Reading • Non-Fiction Articles: • 15 x 16= 240 points

  13. Project • 10 points

  14. Quizzes • Turning Point • 10 x 7 =70

  15. Mid Term • 30 points

  16. Final Exam • 50 points

  17. Point System • 1200 possible • A=90-100% points: 180 • B=80-89% points: 960 • C=70-79% points: 840 • D=60-69% points: 720 • F=50-59% points: -719

  18. Article • High School to College • Article NOTES

  19. Assignment • Email Account set up • Read Ch. 1 text • Ch.1 Vocab. Pg.8-11 • RS:1 The Yellow Ribbon pg. 445-452

  20. Before Lecture Behaviors 1. Read assignment before class 2. Be on time 3. Get rid of distractions and leave emotions outside. 4. Formulate questions you’d like answered based on title or discussion before the lecture.

  21. During Lecture Behavior • 1. Write all notes and date the page. • 2. Listen attentively • 3. Write notes into your own words • 4. Look at the speaker

  22. After Lecture Behavior • Ask Questions • 2. Summarize in ISN • 3. Read notes • 4. Do assigned readings and workbook pages.

  23. ISN: ../../ISN%20Notebooks/ISN%20ppp(1).pptx

  24. The Active Reader Top 10 Lists • Ten Things the active reader needs to DO: to get at the meaning. • 1. Activate prior knowledge • 2. Question • 3. Connect • 4. Predict • 5. Visualize • 6. Clarify • 7. Use Context Clues • 8. Make inferences, draw conclusions • 9. Evaluate, make judgments • 10. Compare/Contrast

  25. Ten Things the active reader needs to KNOW • 1. Main idea/Supporting detail • 2. Cause/Effect • 3. Author’s Purpose • 4. Author’s Bias • 5. Chronological order/sequence • 6. Fact/Opinion • 7. Theme • 8. Elements of genre • 9. Figurative language • 10. Academic Language Arts Vocabulary

  26. Top 20 Things and Active Reader • Can USE: • 1. Reading logs and Journals • 2. KWL charts • 3. Semantic Mapping • 4. Annotating • 5. Think Aloud • 6. Skimming/Scanning • 7. SQ3R (survey, question, read, recite and review) • 8. Think Pair Share • 9. Jigsaw • 10. Graphic Organizers • 11. Dense Questioning • 12. Socratic Seminar • 13. Critical Thinking • 14. Reciprocal Reading

  27. Schema Theory • Unique set of experiences and knowledge a person has to influence their reading.

  28. Text Book Assignment • Surveying Your Textbook • Step 1. Carefully read the chapter title. • Step 2. Look through the Chapter • Step 3. Read the introduction and the summary • Step 4. Quickly Skim the Chapter. • ******* Fill out the Textbook Preview Form for each of your classes.

  29. Builds Fluency • Independent reading builds fluency. There is substantial evidence that unless students can accurately and effortlessly deal with the word-identification demands of reading, difficulties will result in comprehension and overall reading achievement (LaBerge & Samuels, 1974). There is also evidence that unless children read substantial amounts of print, their reading will remain laborious and limited in effectiveness (Allington, 1984; Stanovich, 1991). Finally, evidence exists which shows that when students do read substantial amounts of text, their reading performance improves (Bridge, Winograd, & Haley, 1983; Dowhower, 1987; Herman, 1985).