Plugged in to Great Lessons

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description

Handouts for Plugged-in to Great Lessons

Transcript of Plugged in to Great Lessons

Principles for Building Background Knowledge (Marzano)

Bimodal Packets

Marzano, Robert J. Building Background Knowledge for Academic Achievement. Alexandria, VA: ASCD, 2004.

Enhancing Permanent Memory

Surface-Level Background Knowledge is Useful

Virtual Experiences Enhance Background Knowledge

Background Knowledge Manifested by Vocabulary Knowledge

Multidimensional and Value is Contextual

Understand Key Elements

Heard of It and Know Something About It

Never Heard of It

* Elaboration (Make Associations)

* Deep Processing (Add Details)

* Multiple Exposures to Information Imagens Logogens

Know About It from Experience

* Educational Television Viewing

* Talking/Listening to Others

* Reading

Players’ Club

Cashier

Wheel of Fortune

Power Strategies Overview Content/Specialized Vocabulary

© Dr. Janet Allen for Recorded Books, Plugged-in to Nonfiction www.pluggedintononfiction.com

Text Features

Noting, Organizing, and Retrieving Information

Questioning

Activating Background Knowledge

Previewing Text

Monitoring Comprehension

Text Structures

uses a variety of strategies to identify content-specific, specialized vocabulary words; chooses and uses appropriate content-specific, specialized vocabulary words to enrich nonfiction writing.

identifies and uses text features to support comprehension and develop nonfiction pieces of writing that are considerate to readers.

recognizes organization features of expository and informational text structures: compare/contrast, question/answer, problem/solution, cause/effect, sequence/chronology, description. Recognizes and uses cue words writers use to cue readers to organization structure. Uses knowledge to support comprehension and as potential organizational tools for writing.

recognizes importance of monitoring understanding during reading. Uses a variety of strategies to support comprehension before, during, and after reading (metacognition).

uses a variety of strategies to establish purpose for reading; plans for reading; preview text; and, determines possible supports and challenges of text.

uses strategies to assess current level of background knowledge; deter-mines amount of background knowledge needed to assess the text; and, uses features of text to connect current background knowledge to informa-tion that will be gained during reading.

questions the text, the author and him/herself as a way to focus, connect, predict, infer, analyze, and synthesize text; asks important questions to focus reading for information; uses questioning to anticipate readers’ questions when writing.

uses strategies to note important information; organize information based on learning styles and purpose for use; retrieves information to use for demonstrating learning and other writing purposes.

Admit Slip: 3-2-1

3. List three words you think of when you look at this picture.

© Dr. Janet Allen

2. Write two ideas you have based on the picture and your words. If possible, use your words as you write your ideas.

a. I think… b. I think...

1. Write one question you have.

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Expert Groups: Bucking the Sarge Choose one of the following topics and become our expert on the topic. When we encounter your topic in our reading of Bucking the Sarge, we’ll ask you to provide background knowledge to help us understand the importance of that topic in our novel.

Flint, Michigan

Philosopher

Methuselah

Millenium

Hokey Pokey

Temptations, Funkadelics, Marvin Gaye

Morticia

Scurvy [lurvy]

Billy Goat Gruff

Hansel and Gretel

Mody Dick

Sheep in a Jeep

Loan shark

Caveat emptor

Pablo Picasso

Muhammad Ali

Ali Baba

Versace

Rolex

Ferragamos

Benjamins

Little House on the Prairie

Adrenaline/fight or flight response

Titanic

Port Saint Lucie

Jacob Lawrence

Black Panthers

Nobel Peace Prize

Fred Flintstone/Barney Rubble

Fidel (Castro)/Havana

Garden of Eden

Lead Poisoning

© Dr. Janet Allen

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Learning Goals

Marzano, Robert J. 2007. The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA: ASCD (2007, 17-19).

Students will be able to (procedural knowledge — strategies, skills, processes)

Students will understand (declarative knowledge — information) __________________________________________________________________

Students will understand _________________________________ and be able to _________________________________

Reasoning Guide: Deadly Diseases Directions: When reading nonfiction, it is critical that you know what you know so you can test it against new information you gain. Use this reasoning guide to determine the truth of each statement and then give your reasoning. Now find information in Deadly Invaders to add to or revise what you knew before reading this book.

True False Statement I now know...

_____ _____ 1. Modern science has made our lives safe from deadly diseases.

My reasoning:

_____ _____ 2. If treated early, any infectious disease can be cured. My reasoning:

_____ _____ 3. If I don’t have unsafe sexual activity, use dirty needles or spend time with people with infections, I am safe from getting any of these deadly viruses.

My reasoning:

_____ _____ 4. The young and the elderly are the targets for the majority of deadly diseases.

My reasoning:

_____ _____ 5. Using common practices of hygiene and cleanliness will keep most people safe from infectious diseases..

My reasoning:

_____ _____ 6. There is an infinite number of diseases against which Americans will have to be protected in this generation.

My reasoning:

LAUNCH into Reading One of the most common errors people make is not taking the time to preview a text before starting to read. Previewing helps build background knowledge so your brain has a place to store the new information you read. Preview Deadly Invaders using the LAUNCH technique.

L. Look at the visuals in this book. List three things related to deadly invaders you learned just from looking at the pictures and other visual information

1.

2.

3.

A. Ask yourself what you already know about this subject. List at least three things you already knew about this topic before reading this book.

1.

2.

3.

U. Uncover the specific topics in this book by reading the index. Write three questions you have about deadly invaders based on the topics listed in the index.

1.

2.

3.

N. Note the chapter titles listed in the Table of Contents. Use the chapter titles to predict at least three things you will learn about deadly invaders.

1.

2.

3.

C. Check out the fact and information boxes found throughout the text. Are the facts and information boxes used in the same way in each chapter? How would that information help you as you read?

H. Help! List the text supports you found during your preview that will help you find and keep track of the important information in this book.

• Map (17) The map would give me an idea of where the virus is. • • •

3-2-1 Notetaking Keeping a record of what stood out for you as you read can help you when thinking and writing about a topic. Use this organizer to note significant words and notes. Then, summarize your reading by noting the main idea for each section of your reading.

Chapter #

List 3 important words or phrases

Write 2 notes you want to remember

Main Idea for Section

1

2

3

4

5

What was she thinking?

I was thinking...

Emotions I was experiencing...

I wanted them to see...

My plan...

As a result of my actions...

Problems I encountered...

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____

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____

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Response Frame I chose to read ____________(title of book) which was written by ____________(author) because ________________________ _________________. When I first started reading this book, I thought ________________ ______________ but after reading further, I discovered __________________. The story takes place ___________________ (setting) where the characters ________________ (action). The main problem occurs when _____________________. After that I discovered _____________________________. The problem finally resolved when ________________________ ______________. I can sum up my feelings about this book with one word _____________ because ________________________. If you like a book that _______________, then this is the book for you.

© Dr. Janet Allen

Point of View Guide

Eyes:

Head: Ears:

Mouth:

Hands: Heart:

SPAWN S—special powers P—problem solving A—alternative viewpoints W—what if N—next

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Scoring Guide: Persuasive Speaking/Writing I. Topic Development ________ out of ________ + Chosen topic has more than one side making it suitable for persuasion. + Topic has arguments and counter-arguments. + Language is used to solicit reader/listener’s opinion. - Chosen topic is flat and has no possibility of argument or need for persuasion. - Language is generic and low-impact which would not entice reader/listener. II. Facts/Details Supporting Argument ________ out of ________ + details used to sway reader/listener. + Facts chosen carefully in order to support position of writer. + Statements are made in a way that activates audience sense of logic and justice. - Details are irrelevant or weak in terms of argument. - Facts could be used in multiple ways and do not support writer’s position. - Writer unaware of impact on audience and doesn’t anticipate arguments. III. Research ________ out of ________ + Used reliable authorities/experts to bolster argument or position. + used statistics or facts that add weight to argument or position. + Provided logical support for audience in understandable formats (comparison, emotional appeal, illustrations, and examples). - Lacked any support from experts or authorities to bolster argument. - Statistics and facts were vague, inaccurate, and/or misused. - Offered no support to bring audience to writer’s point of view: examples, illustrations, emotional appeal, comparisons.

© Dr. Janet Allen

IV. Organization ________ out of ________ + Writer/Speaker had a clearly chosen topic and position related to topic. + Writer presented several strong arguments in support of position on topic. + Writer used transition words/statements to hold audience to multiple arguments. + Writer let audience know what he/she hoped audience would believe. + Writer chose clear organizational structure: topic, argument, conclusion. - Writer’s position in relation to topic is unclear/unstated. - No transitions which left reader unsure of connections between/among points. - Audience left with uncertain opinion about writer’s position or opinion writer hoped audience would have. - No organizational structure which made persuasive writing seem rambling and unfocused. V. Grammar/Mechanics ________ out of ________ + Grammar and mechanics were mostly correct and did not interfere with reading or listening. - Grammar and mechanical errors interfered with message of writing or speech. Comments: Suggestions: Total ________ out of ________

© Dr. Janet Allen

Four Components of a Comprehensive Vocabulary Program

Fostering Word Consciousness

Frequent/extensive/varied Opportunities For Independent Reading

Teaching Strategies for Learning Words Independently

Teaching Individual Words

Baumann, J. F., & Kame’eneu, E.J. (Eds.).2004. Vocabulary Instruction: Research to Practice. New York: Guilford Press.

Vocab-O-Gram Use the vocabulary words in the word bank to make predictions about the book we are reading. You can use the words more than once to make your predictions. Think about how you think the author of the book will use the words in the story. List words that you think will go with each category of the story structure and then use those words to answer the questions about structure. If there are any words your group can’t use because they are too unfamiliar, list those words at the bottom as Mystery Words.

Setting How will the author describe the setting?

Characters What predictions can you make about the characters?

Conflict/Problem What will the conflict be? Who will be involved?

Plot What will happen in the story?

Resolution How will the story end?

Questions What questions do you have about the story?

Mystery Words

© Dr. Janet Allen

Port

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A-B

I-J

Q-R

C-D

K-L

S-T

E-F

M-N

U-V

G-H

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A-B

Word Questioning I think this word means...

It is...

It is not...

Target Word in Context

Are there parts of the word I recognize?

What makes this an important word

to know?

When, where, and under what

conditions might I find this word?

How does this word fit with other

words and concepts I know?

application ex

ampl

e

comprehension

analysis

evalu

ation

knowledge

synthesis non-exam

ple

Is Is

Is

Is Not

Is Not

Is Not

Words in Context Plus Definition:

© Janet Allen & Christine Landaker

Words in the Family Parts of Word I Know

Ex. Ex. Ex.

Alike But Different

What We Have in Common

© Dr. Janet Allen

How I’ll Remember

What Makes Us Unique

Writing Objectives

© Dr. Janet Allen

The purpose of this lesson

is to help students learn

how to _______________

in order to _______________

by using _______________.

I’ll know they’ve learned it

when __________________

_____________.

Planning for Strategy Instruction Introduction • Find the “hook” for the concept. • Specify/define what students will learn. • Identify language which needs to be taught.

Modeled Lesson • What resource(s) will you use? • How will you “think aloud” the process?

Guided Learning/Independent Practice • Determine attributes of the lesson/concept. • Choose a resource where students can practice

the modeled lesson. • Create graphic/guide to support learning.

Closure • Revisit steps in strategy. • Chart or record in academic journals. • Plan for transfer to other text type (more

challenging, different genre).

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Concept Circles Look at the items in the concept circle. Write about your understanding of _______________ by highlighting the connections between and among each of the items in the concept circle. What is the significance of each one and how do the items in the concept circle fit together?

Test-Taking Strategy: Using Context Clues to determine Word Meaning

What are context clues? Context clues are hints that would help you figure out the meaning of a word you don’t know.

Strategy: When you come to a word you don’t know, read on to see if the rest of the words in the sentence help you. Then, reread the sentence from the beginning to end. Read beyond the word; read in front of the word; and then, read into the word. The word that is new to me is cocoon, so I read past the word to see if that helps. The sentence says “become something very nice.” The word “become” makes me think about things in the process of change. Then, I read the beginning again and realize how warm and cozy the character seems (smells, clean sheets, soft light) and I get a picture of a warm place for her to rest while she id becoming something else. This gives me a working definition of the word.

How can I use this strategy on a standardized test?

1. Rest of Sentence Clues Example: And there are times, late at night, when the smell of mothballs and the clean sheets and the glow of the stupid nightlight they insist I need and the cicadas singing outside — when all of it together makes me feel like I’m in a cocoon, like I could become something very nice. (1)

Where are these clues? Context clues are typically found in four places: 1. In the rest of the words in the sentence containing the

unknown word; 2. In sentences that come before or after the sentence containing the un-

known word; 3. Inside the unknown word (word parts); and/or, 4. Inside your head (background knowledge).

© Dr. Janet Allen

Strategy: When you come to the word you need to define, reread the sentences before and those immediately after. Look for three things in these sentences:

a. examples (know word because of concrete example) b. comparisons (know word because another word/phrase means the same as

unknown word) c. contrasts (know word because opposite is given)

By reading the sentences before the one containing aristocrat, I get clues that the character is sitting around while someone waits on her. The sentence after indi-cates treating someone like a maid. These examples help me define aristocrat as someone with elevated status.

2. Surrounding Sentence Clues Example: We sat in soft upholstered chairs while Rosaria gave the room a quick once-over with her vacuum and made the bed. It’s hard to imagine a feeling more luxurious than watching someone make up a bed for you with nice starchy sheets. It was like being an aristocrat. I asked Sylvia if we should tip Rosaria. She said, “Come on!” as if I had insulted her, which I had. (70)

© Dr. Janet Allen

Strategy: When you have to define an unknown word, check the word to see if you recognize any word parts. In this word, I recognize stereo and type. I think stereo means something about sound coming from more than one place and type is a category. So I can guess that a stereotype is a category you create because you know more than one case of this event.

3. Word Part Clues Example: The stereotype I’m thinking of here is a fairly minor one: the fact that there’s always a police car parked in front of a donut shop. (38)

Strategy: When you come to a word or phrase you don’t know, ask yourself if you know something that is similar. Have you read the word/phrase in another context? I know intoxicated as drunk so maybe this means that he is drunk (altered

4. Background Clues Example: James is still intoxicated with his power over an audience, and has yet to learn about timing. (108)