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= 12:30 - 3:30 = = 15 min break = = Welcome to Making Text User Friendly! Hi ladies! Here is our preliminary plan. Please make any additions, deletions, corrections, etc. We need to start on a Powerpoint. I can possibly start on that tomorrow. = = =

1. Anticipation Guide about reading in the content areas (return to it during break and make any changes) L - How long do we have with them? 2. Focus on two stories: science and social studies w/ before-during-after activities 3. Larry Lewin- great strategies
 * 8/18 New Teacher Orientation **
 * Reading in the Content Areas **

Before Reading: Word Splash  - tomato, fruit, market, vegetable, import, tariff, advocate, Supreme Court, verdict, definition, dispute, opinion, produce
 * __ Social Studies __**** - Ripe for Judgment article **

**After Word Splash - post the EQ "How can government affect trade through taxation?"**

During reading:

Post-it Notes with questions, comments, connections, etc. ** Have you ever seen an activity where students propose a question by writing it on the top of a page and then pass the question along to another. That person writes their response/suggestion and proposes another question and passes it along.... you can do this two-three times? For example for the tomato story, I might write to start... I wonder if the south had other industries that were protected during the Civil War? Then Laura would respond and write a question and pass on to Amy... etc. Eventually the entire dialogue (proper terminology?) comes back to me.

SOOOOOO..... Have you ever seen an activity like the one I described? Laura? Amy? ** No I haven't- but it sounds like a great idea. This should be an after reading activity? L - Agree, this would be a good after...

After reading: a) Revisit Post-it Notes. b)  Sort questions onto a T-chart: answered questions/ not answered questions. c) Get with a partner and see if you can get your question(s) answered d)  Answer transfer question: How can the government control trade through taxation? Becky will tell car story (Isuzu Trooper). e) Somebody-Wanted-But-So strategy following car story f)  Writing- Own Supreme Court decision w/ 3 reasons to support
 * Do you think that the tomato is a fruit of a vegetable?
 * Give three reasons that support your conclusion.
 * Use Conclusion/Support notes for scaffolding (CRISS 122)

Pre-reading: a) Discovery Ed - a short segment or two - that stems from a couple of the little sections in the biology section we're reading.  b.) Previewing Activity- Extended jigsaw w/ T.E.N. (5 groups/ double up) c .) Vocabulary Previewing- complete an ABC chart or Do I Know What These Words Mean chart (LF) with unkown words (other than identified key terms).  d.) Previewing text- Using pictures, graphs, captions, etc... make inferences as to what the text is going to be about. Cover text with post-it notes and have st. make inferences as to their purpose. (Right Laura??) We need to incorporate some communication here.
 * __ Science __**** - Ten themes unify the study of life (chapter in Biology book) Eddie wants us to add something about unknown vocabulary and text structure **

FORGET ABOUT THE COLOR THING!!! IT IS TURNING ALL THE TEXT THE SAME COLOR!! UGG!!!  During Reading: We could use the Say Something strategy... Good strategy- it promotes communication which is brain friendly.

After Reading: a) Using the Q~Matrix have students create questions for classmates to answer b)  List-Group-Label strategy (page 118 in yellow book) c)CD burner activity - would this be better as another idea for before - providing the visual before students need to learn the content to help build background? Sure- I would like to revisit that strategy again....i don't remember exactly how it is done. I know they write ideas around the tracks of the CD, but what the ideas are escapes me .     Perhaps in the CD tracks we could have the kids list the top three areas of interest that they would like to learn about and were listed in the chapter section we just read. They could write in the middle any questions they still hav e and hope will be answered during this year in biology.