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Kass: Reading Response #8 Apr. 14. Web with hyperlinks for Developing Lifetime Readers to give students. Introduction. Kass: Reading Response #8 Apr. 14.

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kass reading response 8 apr 14

Kass: Reading Response #8 Apr. 14.

Web with hyperlinks for Developing Lifetime Readers to give students.

introduction
Introduction

Kass: Reading Response #8 Apr. 14.

This Reading Response is one of those projects that will quickly get out of hand. So Phil am handing it in in its current state. Phil Mages and Phil are combining our power points with several other teachers to give a complete view of the text book.

Students in high school classes as well as college could use a technique like this to split up and cover large texts so that each person is not stuck reading and outlining large books.

It was intended to be a hyperlinked web using only basic power point features that work in slideshow mode. Phil was originally meant to cover the topic of guides to give students for use while they read (“Reading to Learn”). However, after seeing how much Phil and I would really like to have the activities in the book at my fingertips, Phil decided to make the thing more inclusive.

At this point, having page references is really more useful to me, but Phil included a couple of linked pages to show the kind of details that Phil will incorporate in to the web.

Phil has passed it along to some classmates to see if they want to complete parts of it and maybe use it as one of their reading responses. After thinking this Phil realized that this would be a great project for my classes:

  • After making the overall structure for them or in real time during class, Phil would give ownership of one or two “details” pages to each person or group of students in the class.
  • Students could also access a posted version of the file to make modifications to the structure for credit once they have done at least one “details” page.
  • The current hierarchy of two menu levels and detail pages is probably a good limit for teaching at the high school level
top web
Top Web

Developing Lifetime Readers

Awareness

Benefits

Integrating into

Content Areas

menu before reading
Menu: Before Reading

Up

Increase Vocabulary

Experience breeds

Motivation

Benefits

Literature Vs. Books

Trade Books

Context

Time, Places, People…Oh My!

Going Beyond Facts

menu during reading
Menu: During Reading

Up

Integrating into

Content Areas

Picture Books

Graphic Novels

Reading Aloud

Fiction and

Nonfiction

Free Reading Time

Complementary

Readings

Access

Follow-Up Activities

Appeal

Nonaccountability

Conducive Environment

Encouragement

menu after reading
Menu: After Reading

Up

Awareness

Resistance to

Multicultural Literature

Advantages of

Multicultural Literature

Choosing sourses

Family Concerns

Rethinking Sereotypes

Pride

Ideas about Culture

Cultural Identities

Gender Identities

details possible sentences
Details: Possible Sentences
  • As Phil stated this is ideally a group activity, but making templates for this could help and could give students something to take away that is more ordered than notes off of the board would be
  • Basic attributes:
    • List of words familiar to students
    • List of new vocabulary words
    • Space for possible sentences… sentences that use at least two of the words.
    • Space for revision or acceptance of possible sentences after reading.
  • Use:
    • Students try to come up with sentences including at least two words from the list before they read the text or look any words up.
    • They then determine the validity of their sentences after reading the assigned text.
details list group label
Details: List Group Label
  • This is a modified version of group brainstorming that is really meant to be done as a full class. However, letting the students work on this in groups using templates should also work
  • Basic templates Attributes:
    • Placeholders for Brainstorming about all words students associate with a topic
    • Grouping Boxes that can be connected to many words with lines and filled in with descriptors and later labels saying why the words were grouped as they were.
  • Use:
    • Students come up with everything they can think of about a new topic
    • After a list is compiled, students group the words together
    • Finally, students describe what the words have in common within each group and give the groups labels.
    • A good add-on activity is to have them make final drafts of the labeled words using a graphic organizer. In particular, having them make the organizer after doing their reading would be a good way to review the reading.
    • The picture at the right shows a sample mock-up of a possible template.

Brainstorm placeholder

Group

Group

Group