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Understanding the Resource Introduction • Research about Academic Vocabulary • Nuts and Bolts Vocabulary Development • How to Use the Product • Correlation to Standards
Understanding the Resource Theory Overview of Strategy • Background information • General explanation of strategy • Directions for the Teacher
Understanding the Resource Step-by-Step Directions • Detailed directions • Suggestions for Differentiation
Understanding the Resource Concrete Example Lessons • Makes the abstract strategy more concrete • Sample lessons are given for K-2; 3-5; and 6-8
Understanding the Resource Student Reproducibles • Completed examples • Blank templates in two formats, digital & blackline master
Strategies • Vocabulary • Accessing Prior Knowledge • Using Predicting and Inference • Think Alouds & Comprehension Monitoring • Questioning Strategies • Summarization Strategies for Science
Using & Building Prior Knowledge in Science • What is Prior Knowledge? • Researchers have established that learners build a schema (or mental representation), of what they learn to organize their prior knowledge on a topic. • This means that new information one acquires must be associated with and connected to the prior knowledge one already has.
New Info into Prior Knowledge • Assimilation – When a learner comes across new information they can incorporate it into their existing organizational structures • Accommodation – Sometimes it is necessary to alter their schema slightly to accommodate the new information. • Restructuring – Learners cannot make sense of what thy are learning within existing schema.
Assimilation of Knowledge • Read the scenario on p. 65 of your book. • Can you think of a similar scenario that has happened to you or in your class? • Turn & discuss with an elbow partner for 3 minutes.
What is Prior Knowledge? • Attitudes • Beliefs about self as learner • Awareness of interests & strengths • Motivation & desire to learn • Experiences • Everyday activities that relate • Events in life that provide background • Family & community experiences they bring to school • Knowledge • Of learning task • Of content • Of topics • Of concepts
Using & Building Prior Knowledge • The best way to build prior knowledge is to create shared learning experiences. • Demonstrations • Role playing or physically acting out concept • Hands-on activities • Independent research • Debates • Visuals • Read alouds • Free writing (recording observations)
Think Sheet Strategy p. 84 Enables students to compare & contrast pre-reading ideas w/ post reading understandings. How it works… • Present the main topic student will be reading about. Ask students to generate questions they have about the topic. (My Questions) • Ask them to explain what they hope to learn. Then ask them what they already know about the topic. (My Thoughts) • As students read they record important ideas from the text in the last column on the Think Sheet. (Text Ideas) Look at the examples on p. 86 in your book.
Article Title: How does Salmonella Get Into Eggs?
Predicting & Inferring in Science Text & Subtext Strategy p. 93 • When students make inferences while reading they make connections to what they already know, to other information they have read, and to their general knowledge of the world around them. The take what they “see” and infer information that is not directly stated in the reading.
Text & Subtext • Teachers can begin the explicit instruction of inferential reasoning by allowing students to: • interpret body language • facial expressions • pictures in reading books • Photographs • and short predictable stories.
Text & Subtext • Begin the activity with teacher modeling and demonstration. • Conduct a read aloud with a section of text. • Locate a quote that will enable students to infer and interpret its meaning. • Write the quote on the board and model for students how to restate in their own words. • Ask students to study the two statements and explain what information they can infer.
Text & Subtext Restate the reading selection in your own words Like a lot of other ecosystems in America, non-native species have hurt the Great Lakes. An attack of Asian Carp could endanger the Great Lakes ecosystem and cost a lot of money. Quote from the reading “As with many great ecosystems across the county, invasive species have harmed the Great Lakes, and an invasion of Asian Carp threatens to be particularly ecologically and economically damaging.” Subtext People are worried that the Asian Carp would cause danger to the Great Lakes ecosystem.
Text & Subtext Restate the reading selection in your own words Quote from the reading Subtext
Coding the Text p. 135 • Self-monitoring during reading is essential for students. • Codes: ? – I am confused/I don’t understand M - I want to learn more about this * - This is important N - New information C - Connection TH - Theme of the text AHA - Big idea of the text
Question Journal p. 139 • Informal, but effective and useful way to help students learn questioning skills. • Designate a section of their science journals to be the “Question Section.” • Have students fold the pages of the journal in half, to form a t-chart. • On one side of the t-chart record questions about the text –before, during, & after reading. • On the other side of the t-chart record possible answers
Rank-Order Retell Students need to learn how to evaluate the information in a science selection to determine the most important ideas, moderately important ideas, and the least important ideas to summarize effectively what they have read. How it works • Students are given strips of paper to write down important information as they read. Once they finish reading the sort the strips into three categories: most important, moderately important, and least important.
Explore your resource! • Next time we come together share one of the strategies you tried with your class. • What went well? • What was tricky to you? • Best response from your students… • Obstacle your students struggled to overcome… • Next time I would….