Reciprocal strategies non_fiction
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Reciprocal strategies non_fiction

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  • You have ten seconds to memorize all these letters.
  • You did much better the second time because the letters meant something to you. We have already built memories for JFK and all the associations and concepts related to JFK come up when we make a connection to our background knowledge. I didn’t change the content or the order of the letters, I just put them into meaningful chunks. Our brain can only remember 7 items of information. The first round, your brain tried to remember 20 separate letters. However, the second time I packed a lot of meaning into a little bit of messaging. This way there was only 6 items to remember, plus your brain was able to make connections which made it even easier to remember. You can do this with your curriculum. The work has to be done prior to teaching the whole unit. It’s the first of six strategies called: Simple
  • Memory is not like a single filing cabinet. It is more like Velcro. The more hooks an idea has, the better it will cling to your memory. You did much better the second time because the letters meant something to you. We have already built memories for JFK and all the associations and concepts related to JFK come up when we make a connection to our background knowledge. I didn’t change the content or the order of the letters, I just put them into meaningful chunks. Our brain can only remember 7 items of information. The first round, your brain tried to remember 20 separate letters. However, the second time I packed a lot of meaning into a little bit of messaging. This way there was only 6 items to remember, plus your brain was able to make connections which made it even easier to remember.
  • Genre is the key to unlocking the moves the author is going to take. Predicting establishing what the students already know, prepares them for what the author thinks is important and gives them a purpose for reading. Predicting is one of the most important strategies. Most students do not take the time to preview the text before they read, they just start reading. This is like going on a trip without previewing a map for directions. Without this strategy, the students will most definitely get lost.
  • Academic thinking falls flat without academic language to support it. Academic language is the huge array of key words and phrases that help a student organize and process core knowledge and skills in school. Everyone fold your hands on the table like this… Now place the opposite thumb on top and adjust your fingers. How does it feel? Strange, not life threatening, yet it’s uncomfortable. When teachers and students begin to think aloud, it feels very strange and uncomfortable. We are not use to sharing our thinking processes and as a result, students tend to act out and complain in hopes of avoiding this uncomfortable feeling. For this reason, the two word strategy statement guides both the teacher and the students’ think aloud through the entire three step process until the process can be internalized and that uncomfortable feeling goes away. Another reason to use the two word strategy statement is to keep the statements text based. As you know students look for any opportunity they can to share their thoughts…I predict this will be stupid. Can you clarify why there isn’t any sex in this book. I am sure you could come up with some really good examples. However, the two word strategy statement forces students to use the academic language within the text. They must always use text evidence to support their thoughts. This is how it works. The first step requires the students to preview the selection and choose two words. They can choose any words, however the better words are chosen from text features. The second step requires the student to explain why they choose these two words. The words were in the title, they were bold words, They are in the photograph and so on. During the final step, the student constructs a strategy statement using the two chosen words.
  • Academic thinking falls flat without academic language to support it. Academic language is the huge array of key words and phrases that help a student organize and process core knowledge and skills in school. Everyone fold your hands on the table like this… Now place the opposite thumb on top and adjust your fingers. How does it feel? Strange, not life threatening, yet it’s uncomfortable. When teachers and students begin to think aloud, it feels very strange and uncomfortable. We are not use to sharing our thinking processes and as a result, students tend to act out and complain in hopes of avoiding this uncomfortable feeling. For this reason, the two word strategy statement guides both the teacher and the students’ think aloud through the entire three step process until the process can be internalized and that uncomfortable feeling goes away. Another reason to use the two word strategy statement is to keep the statements text based. As you know students look for any opportunity they can to share their thoughts…I predict this will be stupid. Can you clarify why there isn’t any sex in this book. I am sure you could come up with some really good examples. However, the two word strategy statement forces students to use the academic language within the text. They must always use text evidence to support their thoughts. This is how it works. The first step requires the students to preview the selection and choose two words. They can choose any words, however the better words are chosen from text features. The second step requires the student to explain why they choose these two words. The words were in the title, they were bold words, They are in the photograph and so on. During the final step, the student constructs a strategy statement using the two chosen words.

Reciprocal strategies non_fiction Reciprocal strategies non_fiction Presentation Transcript

  • Please stand… Reading is easy. I am motivated to learn. I am willing to do what it take to be successful. All things are possible.
  • Check This Out…
  • J FKFB INAT OUP SNA SAI RS
  • Write down all the letters in the order you can remember.
  • JFK FBI NATO UPS NASA IRS
  • Write down all the letters in the order you can remember.
    • Before reading – The more hooks you can activate, the better the text will cling to your memory.
      • Preview the text by looking at headings, pictures (Predicting)
      • Ask, “What do I already know about the topic?” (Pace)
      • Set a purpose for reading, “I am reading this to…”
      • I am motivated, interested, and curious about this text.
    • During reading – 7 vs. 20 Pack a lot of meaning into small chunks.
      • I am aware of my inner voice. (Distracting or Interacting)
      • I am talking back to the text. (asking questions, summarizing)
      • I stop when my mind is saturated or confused. (Clarifying, Problem solve)
    • After reading – By making connections
    • after reading, you make it easier to remember.
      • I make connections through my learning style.
      • I learned…
      • I need more information…
      • I agree/disagree…
      • I never knew…
    How is predicting like Velcro?
  • The Purpose of Predicting
    • Students hypothesize about what the author might discuss next in the text and read on to confirm or disprove their hypothesis.
    • Requires activation of prior knowledge and making connections.
      • “ I think…”
      • “ I’ll bet…”
      • “ I wonder…”
      • “ I think this will be about…”
  • What do I see? Read the text features Text Organization Text Information Support the text Give more information than text Title Captions Illustrations Graphics Headings Special Fonts Photographs Maps Table of Contents Introduction paragraph Vocabulary Key words Charts Glossary Summary paragraph Author’s questions Diagram
  • What am I reading? Got Genre? Genre Fiction Nonfiction Elements Text Structures Elements Character Cause/effect Author’s purpose Setting Compare/contrast to inform Problem Time/Order to entertain Events Enumeration to persuade Resolution Problem/solution Major idea Theme Description Supporting detail How we relate to each other Vocabulary How we relate to nature Reader’s aids Growing up Titles Headings Pictures Captions Bold words
  • What do I already know? Activate Your Velcro   done that Text to… Fiction Nonfiction Biography Poetry Self   When have I   been there   been there   done that   or felt that way? World When has someone else       or felt that way?    Other Text   Have I read about   the topic    the person the feeling? Text with in a text Are there clues about   the topic       the person   the feeling?        
  • Two Word Strategy Statement I choose these two words because… I predict… Actual: I choose these two words because… I predict… Actual: I choose these two words because… I predict… Actual: I choose these two words because… I predict… Actual:
    • Shingles Overview
    • Shingles is a reactivation of the herpes zoster virus (varicella-zoster virus, or VZV). This same virus causes the childhood illness chickenpox. The chickenpox virus (varicella) remains in a dormant state in the body in the root of nerves that control sensation. In about 1 out of 5 people, the virus "wakes up," often many years after the chickenpox infection. The virus then travels along a sensory nerve into the skin causing a painful rash known as shingles.
      • Shingles is derived from the Latin and French words for belt or girdle, reflecting distribution of the rash in a broad band. This band is usually only on one side of the body and represents a dermatome—the area that a single sensory nerve supplies in the skin.
      • Anyone who has had the chickenpox infection or vaccine can get the herpes zoster virus that causes shingles. Older people and those with cancer, HIV, or organ transplants have a decreased ability to fight off infection and a greater chance of getting shingles.
      • The majority of people with shingles, however, are healthy. No special tests need to be done to see if your immune system is strong.
    • Shingles Causes
    • No one knows for sure what causes the chickenpox virus to become activated to cause shingles. Some possibilities include the following:
    • Stress
    • Fatigue
    • A weakened immune system (This may be age-related, disease-related, or a drug-related decrease in ability to keep the chickenpox virus in an inactive state.)
    • Cancer
    • Radiation treatments
    • Injury of the skin where the rash occurs
    • Shingles Symptoms
    • Depending on the nerves involved, shingles can affect many parts of the body.
    • The first symptom of shingles is often extreme sensitivity or pain in a broad band on one side
    • of the body. The sensation can be itching, tingling, burning, constant aching, or deep, shooting, or "lightning bolt" pain.
    • Typically, 1-3 days after the pain starts, a rash with raised, red bumps and blisters erupts on the skin in the same distribution as the pain. They become pus-filled, then form scabs by 10-12 days.
    • The rash disappears as the scabs fall off in the next 2-3 weeks, and scarring may result.
    • When to Seek Medical Care
    • Call your doctor if you have pain or rash in a band on one side of your body. If you think you have
    • shingles, you should be seen as soon as possible. Antiviral medication is effective only if given early.
    • If the rash with blisters is on your nose or near your eyes, you should be seen right away because the virus
    • may spread to the eye and cause eye damage or vision loss.
    • You should also be seen as soon as possible if you have a medical illness that decreases your ability to fight
    • off infection. You may be able to avoid complications.
    • Go to a hospital's emergency department if these conditions develop:
    • If you have shingles and a high fever or feel sick
    • If the blisters are spreading to other areas of your body
    • http://www.emedicinehealth.com/shingles/article_em.htm
  • Two Word Strategy Statement I choose these two words because… I predict… Actual: the text is a nonfiction text describing shingles. I choose these two words because… I predict… Actual: I will learn the causes. I choose these two words because… I predict… Actual: I will learn the symptoms. I choose these two words because… I predict… Actual:
  • The Ponder of Reciprocal Teaching Monitoring your metacognition My best prediction today was… because Ticket In Question Answer Relationships