The Big Orange Splot!
Read The Big Orange Splot! develop the idea individuality and create a house of dreams by folding paper, decorating it and writing about your own dreams for the world, and your future.
Friday, November 2, 2007
Reading Instruction
Reading Instruction addresses two areas:
1. Fluency
Vocabulary Development
Word ID Strategies
2. Comprehension
Examples of context embeded sentences for building vocabulary in an instructional reading lesson:
1. Fluency
Vocabulary Development
Word ID Strategies
2. Comprehension
Examples of context embeded sentences for building vocabulary in an instructional reading lesson:
- Killing is a hateful act. (concept, ending/suffix, base, ate)
- Jenny's looked in wonderment at all the candy. (base word, concept, ent)
- The rainstorm had surprised Alisa. She didn't have an umbrella, so it left her drenched. (degree, concept, ench, ed, base word)
- It was all Joe could think about, he was obsessed! (degree, concept, base word, ending, ess)
Instructional Text
Content Vocabulary: is often imperative to the content learning, or similar word with different
VISUALLY display the words to help build schema.
Students can read the text, so pronounce the bold print words, visually display it, and talk about the meaning.
TRY to pick 8 to 10 words for a vocabulary list, building vocabulary should take about 15 minutes.
VISUALLY display the words to help build schema.
Students can read the text, so pronounce the bold print words, visually display it, and talk about the meaning.
TRY to pick 8 to 10 words for a vocabulary list, building vocabulary should take about 15 minutes.
Questioning: Supporting Student Discussions
Ideas for supporting discussions, avoiding leading questions, qualifiers, and promoting higher level thinking...
Start with a knowledge base setting question:
Ask students to Retell the story (leads into summary)
gist of the:
Beginning of the story (characters, problem and setting?)
Middle (problem and attempts to solve it)
End (outcome/solution to the problem)
Purpose setting question:
links the discussion back to the purpose for reading
can be lots of leading question but not writing down
Open Ended:
not a yes or no question
not leading or assuming one answer
not using qualifiers (good, bad, frustrated, ect)
Connect with Learning Targets
Link to Children:
What did Frog and Toad learn from this experience?
What can we learn from this experience?
Scaffolding students discussion:
"That is a explicit question, you can find the answer in the text. Think to yourself now where in the story can you find the answer, beginning, middle, end? (teaching how to find the fact quickly)."
"That is an inferential question you need to use your logic and text evidence to answer the question"
Working towards students creating the discussion themselves.
Wait time:
Praise
Reflect, If you didn't do the conversation, what did you see as far as student learning?
Start with a knowledge base setting question:
Ask students to Retell the story (leads into summary)
gist of the:
Beginning of the story (characters, problem and setting?)
Middle (problem and attempts to solve it)
End (outcome/solution to the problem)
Purpose setting question:
links the discussion back to the purpose for reading
can be lots of leading question but not writing down
Open Ended:
not a yes or no question
not leading or assuming one answer
not using qualifiers (good, bad, frustrated, ect)
Connect with Learning Targets
Link to Children:
What did Frog and Toad learn from this experience?
What can we learn from this experience?
Scaffolding students discussion:
"That is a explicit question, you can find the answer in the text. Think to yourself now where in the story can you find the answer, beginning, middle, end? (teaching how to find the fact quickly)."
"That is an inferential question you need to use your logic and text evidence to answer the question"
Working towards students creating the discussion themselves.
Wait time:
- One: After the question
- Two: After the response
- Three: Teachers model wait time, to show thinking
Praise
- Too much and general praise should be avoided
- Try giving praise for the whole group at the end and targeting things that need work.
Reflect, If you didn't do the conversation, what did you see as far as student learning?
Self Knowledge: (Marzano)
Teachers have no control over these things, so students must decide to control their:
Attention toward learning
Attention toward learning
- put aside your distractions
- are you excited?
- are you willing to let me help you?
Content Area Vocabulary Development
1. don't display in a sentence and don't have them use the word in the say blank strategy
BECAUSE: they don't have the word in their oral vocabulary load
2. develop the meaning with the students, pronounce it, have them take a picture with their brain
3. visually display the word
BECAUSE: they don't have the word in their oral vocabulary load
2. develop the meaning with the students, pronounce it, have them take a picture with their brain
3. visually display the word
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