Anticipation!
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This document provides guidance for teaching a lesson that involves using anticipation guides to engage students in reading Frederick Douglass's Narrative. The lesson objectives are for students to closely read texts, analyze arguments and evidence, and develop reasoning and collaboration skills. Students will summarize Douglass's narrative and analyze how supporting details convey the evils of slavery. The lesson will have students make predictions about the text, complete an anticipation guide by agreeing or disagreeing with statements and explaining their reasoning, read the text, and discuss their responses. Anticipation guides are designed to activate prior knowledge and build comprehension.
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The document provides an overview of strategies that will be focused on at Cedarbrook Middle School over the 2009-2010 academic year to improve student understanding and achievement. It discusses eight main strategies: setting the purpose for reading, test taking strategies, context clues, questioning strategies, determining essential vs. non-essential information, inferring and visualizing information, summary and synthesis, and problem solving strategies. For each strategy, it provides a brief explanation and examples of how it can be implemented and its importance for student comprehension. It also discusses how these strategies can be applied to different subject areas, especially reading and math.
Instructional focus
The document provides an overview of strategies that will be focused on at Cedarbrook Middle School over the 2009-2010 academic year to improve student understanding and achievement. It discusses eight main strategies: setting the purpose for reading, test taking strategies, context clues, questioning strategies, determining essential vs. non-essential information, inferring and visualizing information, summary and synthesis, and problem solving strategies. For each strategy, it provides a brief explanation and examples of how it can be implemented and its importance for student comprehension. It also discusses how these strategies can be applied to different subject areas, especially reading and math.
CA#1 BDA Strategies - Amanda DeFrancisco
This document outlines various strategies that can be used before, during, and after reading to improve comprehension. Some key strategies mentioned include concept sorting, anticipation guides, and Frayer models to activate prior knowledge before reading. During reading, students can use strategies like monitoring comprehension, selective highlighting, and prediction relays. After reading, summarizing, exit tickets, and photo captions are suggested to assess understanding and address any remaining questions. The strategies are meant to help ensure students comprehend lessons and stay actively engaged throughout the reading process.
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The document provides information on several reading strategies that can be taught to students, including reciprocal teaching, K-W-L charts, and seed discussions. Reciprocal teaching involves students taking turns leading a discussion about a text using strategies like predicting, question generating, clarifying, and summarizing. The K-W-L chart is used before, during, and after reading to track what students already know, what they want to learn, and what they learned. Seed discussions involve students identifying key concepts or "seeds" in a text and then discussing them in small groups.
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The document provides guidance for planning a guided reading lesson in 8 steps: 1) Activate prior knowledge and make predictions. 2) Introduce the book title, author, and main idea while showing illustrations. 3) Discuss illustrations and plant vocabulary. 4) Identify challenging words. 5) Decide on a teaching point before or after reading. 6) Students read independently. 7) Teacher listens to individual students and asks comprehension questions. 8) Review comprehension through questions, retelling, or interactive writing.
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This document discusses strategies to use before, during, and after reading to improve student comprehension. Some strategies discussed include concept sorts, anticipation guides, and Frayer models to activate prior knowledge before reading. During reading, students can use monitoring and clarifying, selective highlighting, and prediction relay to check comprehension. After reading, summarizing, exit tickets, photo captions, and downgrade activities allow students to demonstrate their understanding and ask remaining questions. The document provides examples and instructions for implementing many reading comprehension strategies at different points in the reading process.
Universal Design for Learning: Differentiated Instruction
The document discusses using the six thinking hats technique developed by Edward de Bono as a model for learning styles. It describes how each of the six hats - white, red, black, yellow, green and blue - can represent a different learning style dimension. For example, the white hat is likened to logical learners, while the green hat represents creative learners. The document also provides examples of learning style models that aspects of the six hats can be mapped to. It proposes using the six hats framework to form balanced groups and get different perspectives in teaching.
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M. stadler red4348 ca 1
The document provides strategies to improve reading comprehension for 6th grade students. It includes before, during, and after reading strategies. Before reading strategies activate prior knowledge like anticipation guides, teaching vocabulary, making predictions, and KWL charts. During reading strategies support comprehension like sticky notes, reader's theater, think alouds, word walls, and double entry journals. After reading strategies reinforce learning through summarization, Question Answer Relationships, sequencing, 3-2-1 charts, and graphic organizers. The goal is to use different strategies to maximize all students' comprehension.
310205052-L1-Nature-of-Reading-ssppt.ppt
The document discusses various aspects of the reading process. It describes reading as a complex cognitive process that involves more than just decoding words. It notes that reading ability is not fully developed in early grades and requires ongoing practice and strategy use. The document outlines several reading strategies and methods, including pre-reading, during reading, and post reading techniques. It also discusses different types of reading like extensive, intensive, scanning, skimming, and critical reading.
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The document discusses various aspects of the reading process. It describes reading as a complex cognitive process that involves more than just decoding words. It notes that reading ability is not fully developed in early grades and requires ongoing practice and strategy use. The document outlines several reading strategies and methods, including pre-reading, during reading, and post reading techniques. It also discusses different types of reading like extensive, intensive, scanning, skimming, and critical reading.
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This document provides guidelines for effectively defending a position in writing. It discusses identifying an arguable issue, taking a clear stance, and supporting arguments with credible evidence from research. Types of supporting evidence include factual knowledge, statistical data, informed opinions, and testimony. The document also emphasizes knowing the target audience to tailor the argument, such as considering their beliefs and interests to build common ground. Overall, the key to a strong position paper is presenting a reasonable opinion backed by sufficient evidence from reliable sources.
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Anticipation!
- 2. Lesson Background This particular lesson would be included within a unit that focuses on the writings of historical characters. With this, students would explore how different historical situations influenced historical author’s writing. As a part of this, students would practice reading, summarizing, and synthesizing information in the form of informational text. They will also be expanding on their abilities to cite supporting examples from the text.
- 3. Content Objectives To meet the standards for college and career readiness, the content objectives of this lesson are to help students develop the skills needed to closely and attentively read a piece of text. At the end of this lesson, students will be able to utilize evidence collection skills to help them analyze complex pieces of text and supporting arguments; they will also develop reasoning and collaboration skills necessary for collegiate success during this lesson. Students will be able to apply different strategies to comprehend, interpret, and evaluate various texts. Students will also learn to adapt speech register to communicate effectively with a variety of audiences.
- 4. Student Objectives At the end of this lesson, students will be able to provide an objective summary of Frederick Douglas’ Narrative. Students will be able to determine and analyze the central idea regarding the evils of slavery that are conveyed through supporting details within the text.
- 5. Today’s Focus: For today’s lesson, we are going to focus on learning to use our anticipation guides as we prepare to read this week’s informational text. Rationale: anticipation guides are a worthwhile strategy to engage students into the reading and helps them activate prior knowledge to increase comprehension.
- 6. What is an Anticipation Guide? It is a worksheet like you have never seen! Anticipation guides are used as a comprehension strategy for reading. Using the worksheet, you will respond to a series of challenging statements to get you thinking about your own opinions and ideas. There are many types of Anticipation Guides, but today we will use one that asks you to “agree” or “disagree.”
- 7. So, why use them? It helps “forecast” major ideas that are activated by personal opinions! Anticipation guides build comprehension! It gives a purpose for reading!
- 8. Today’s Steps: 1. Make a quick prediction based on the cover and title 2. Keeping your book CLOSED, mark whether you “agree” or “disagree” with the statements on the anticipation guide. YOU MUST PROVIDE AN EXPLANATION FOR YOUR RESPONSES; 1-2 SENTENCES. 3. We will read the text. 4. Reflect and discuss with shoulder partners.
- 9. What it looks like Anticipation Guide Narrative of the Life of Frederick Douglass Directions: in the column, write (A) if you agree with the statement and (D) if you disagree with the statement based on your present thinking. Write 1-2 sentences explaining your response. ____1. It is sometimes necessary to physically punish people. ____2. If someone breaks the rules, he/she should be punished, whether or not he/she is rich and important or poor and low. ____3. All people are created equal. ____4. Some lives are more significant than others. ____5. Running from a problem is often the best solution. ____6. Other people have the rights to make my decisions for me. ____7. It is important to live by strict religious guidelines. ____8. I would go to school even if I knew I would be punished for it.
- 10. For example… All humans are created equal. Agree Disagree So you would say…. I agree because you can have two people from two different countries, but we are all entitled to the same rights. BAM!
- 11. Final Thoughts It will be important to make eye contact and be enthusiastic about using the anticipation guide. EL and special needs students can be accommodated so that they only mark whether they agree or disagree with the statements. The main objective is to get the kids thinking about what they will read!