Date post: | 27-Dec-2015 |
Category: |
Documents |
Upload: | geraldine-booker |
View: | 218 times |
Download: | 0 times |
There are tork gooboos of puzballs, including laplies, mushos, and fushos. Even if you bartle the puzballs that tovo inny and onny of the pern, they do not grunto any lipples. In order to geemee a puzball that guntos lipples, you should bartle the fusho who has rarckled the parshtootoos after her humply fluflu.
How to Bartle Puzballs
1. How many of gooboos of puzballs are there?2. What are laplies, mushos, and fushos?3. Even if you bartle the puzballs that tovo inny and onny of the
pern, they will not what?4. How can you geemee a puzball that guntos lipples?
Gallagher, Kelly (2004). Deeper Reading: Comprehending Challenging Texts, 4-12.
Answers
1.There are tork gooboos of puzballs.
2.Laplies, mushos, and fushos are tork gooboos of puzballs.
3.They will not grunto any lipples.4.You should bartle the fusho who
has rarckled her parshtootoos after her humply fluflu
Gallagher, Kelly (2004). Deeper Reading: Comprehending Challenging Texts, 4-12.
Lesson openers (starters) to engage and motivate students
“Do Now” Activity
http://classroom-activities.suite101.com/article.cfm/five_fantastic_starters_donows
Surface level reading
vs
Evaluate, Analyze, Synthesize
Digging Deeper
Gallagher, Kelly (2004). Deeper Reading: Comprehending Challenging Texts, 4-12.
Do we really understand what we read?
Conversation Piece
What happened in the story???
Read between the lines: inference
Ellery Queen’s Mystery Magazine, 1950.
“If we simply assign reading instead of teaching students how to read, we’ll get poor
reading.”
•Why should a content area teacher teach reading?
•How do I find the time?
•Shouldn’t they have learned to read in elementary school?
•Why is reading so important in social studies
•Only a fraction of students can read the textbook.
•Integrate comprehension strategies
•Reading instruction should continue through secondary level
•85-95% of content addresses in SS is from reading
(Tovani, pg. 19)
Do we use textbooks all the time?
• Newspapers• Atlases• Magazines• Primary and secondary
sources• Internet
We use expository text.
Types of Expository Text
Advertisements, autobiographies, biographies, book reports, brochures,
campaign speeches, cartoons, catalogues, comics, complaints, definitions, directions,
editorials, instructions, interviews, invitations, journals, lab reports, letters,
lists, maps, menus, etc.
Expository text has varied structure.
• TEXT STRUCTURE refers to the characteristics of written material and the way ideas in a text are constructed and organized.
• There is a strong connection between reading comprehension and understanding text structures. Knowledge of text structure allows the reader to select and attend to the right details so comprehension can occur.
1. Predict what is found inside each “box” below.2. Did you use the outside of the box to make your prediction?
Research shows that good readers determine structures based on their experiences with a variety of texts, and they apply this knowledge when they read new material.
1. Definition
2. Description
3. Process (collection, time order, or listing)
4. Classification
5. Comparison
6. Analysis
7. Persuasion
Digging Deeper:7 Structures of Expository Text
Foldable Bookhttp://www.nellieedge.com/pdf/foldlittlebook.pdf
1. Definition
Unalienable rightA right that cannot be taken away without due process.
Definition Text Structureprovides meaning of term or concept.
4. Classification
Classification Text Structure provides information organized according to categories.
5. Comparison
Comparison Text Structure focuses on similarities or differences of two or more topics.
Over-production
Uneven Dist.of Wealth
High Tariffs
Under-consumption
Not Enough Money
in Circulation
EuropeanCountriesCan’t Pay
6. AnalysisAnalysis Text Structure identifies the reason for
something occurring and lists what occurs because of that reason. (Cause and Effect)
Slavery in the U.S.
Northern View
Southern View
Western View
7. PersuasionPersuasion Text Structure focuses on the
conclusion or end result of a concept or event.
Social Studies Text Organization
• Cause and Effect
• Definition or explanation
• Chronological or sequential order of events
• Question-and-answer
pattern
Use Use appropriate appropriate organizers!organizers!
Use Use appropriate appropriate organizers!organizers!
http://www.readingquest.org/strat/graphic.html
What is a graphic organizer?
Use Use appropriate appropriate organizers!organizers!
Using graphic organizers:
http://www.worksheetworks.com/miscellanea/graphic-organizers.html
http://www.edhelper.com/teachers/graphic_organizers.htm
• Pre-Reading Strategy: “Chapter Tour”
• Identify the text structures in the questions…
Reflect on this activity:
• Will you change how to present text structure to your students?
• Use it for Problem of the Day…
GeneralizationsA structure/organizational pattern/process
supports learning – in all content areas.
NOTE: If the participants knew ahead of time the following structure/ organizational pattern/process, they would only need a few seconds to memorize the number:
•1776 our nation’s birthday
•60 minutes in an hour
•24 hours in a day
•365 days in a year
•411 directory assistance
Answers
School Program 2009
http://socialstudiestaks.wikispaces.com/