TYLER ANDERSON EDRD 6530 READING & WRITING IN THE CONTENT AREAS READING STRATEGY: Possible Sentences

Atomic Structure: Key Vocabulary Individually: Think about the definitions for the following terms: On your worksheet, pair any words that seem to be closely related. AtomProtonNeutronElectron NucleusOrbitalsSubatomic ParticlesElement Positive ChargeNegative ChargeNo ChargeAtomic Mass Unit Atomic NumberMass NumberValence ElectronsIon

Atomic Structure: Sentence Generation With a partner: Share pairs that you came up with and explain your reasoning behind them. Share definitions if your partner doesn’t know one of the terms.

Atomic Structure: Sentence Generation With a partner: Share pairs that you came up with and explain your reasoning behind them. Share definitions if your partner doesn’t know one of the terms. Incorporate your favorite matched words into sentences that you might expect to encounter in the text. Each sentence must include 2 or more DIFFERENT terms.

Atomic Structure: Sentence Generation With a partner: Share pairs that you came up with and explain your reasoning behind them. Share definitions if your partner doesn’t know one of the terms. Incorporate your favorite matched words into sentences that you might expect to encounter in the text. Each sentence must include 2 or more DIFFERENT terms. Choose 2 sentences (as a partnership) to share with the class. Have one person write these on the board.

Atomic Structure: Purposeful Reading Individually: Read the text selection about basic atomic structure, paying particular attention to those sections in which the key vocabulary terms occur.

Atomic Structure: Sentence Evaluation As a class: Evaluate the accuracy of the possible sentences on the board. Keep correct sentences and modify incorrect sentences so that they are accurate.

Atomic Structure: Further Sentence Generation As a class: Construct additional sentences that express important ideas not reflected in those that survived the sentence evaluation phase.

Possible Sentences: Why They Work Focuses students prior to reading.

Possible Sentences: Why They Work Focuses students prior to reading. Allows reflection of prior knowledge.

Possible Sentences: Why They Work Focuses students prior to reading. Allows reflection of prior knowledge. Blends technical vocabulary introduction with purpose setting.

Possible Sentences: Why They Work Focuses students prior to reading. Allows reflection of prior knowledge. Blends technical vocabulary introduction with purpose setting. Increase students’ level of mental engagement.

Possible Sentences: Why They Work Focuses students prior to reading. Allows reflection of prior knowledge. Blends technical vocabulary introduction with purpose setting. Increase students’ level of mental engagement. Stress clusters of related terms and the relationships among terms.

Possible Sentences: Why They Work Focuses students prior to reading. Allows reflection of prior knowledge. Blends technical vocabulary introduction with purpose setting. Increase students’ level of mental engagement. Stress clusters of related terms and the relationships among terms. Improves vocabulary knowledge and comprehension of material containing targeted words.

Bonus! Students get to think like scientists when they read

Bonus! Students get to think like scientists when they read Easy to set up lesson plan

Research Moore, D.W., & Moore, S.A (1986). "Possible sentences." In Reading in the content areas: Improving classroom instruction. Dubuque, IA: Kendall/Hunt. Stahl, S.A. & Kapinus, B.A. (1991). Possible sentences: Predicting word meaning to teach content area vocabulary. The Reading Teacher, 45,