 Instructions › CIRCLE unknown and unfamiliar words as you read. You may need to come back and reread the sentences before and after the word to get at the meaning of the word. Write a brief definition in the margin when you grasp it. › Underline, highlight or circle sentences that provide you with definitions of key terms. Write "Def" in the margin so you can locate the definition quickly. › Put a STAR next to a sentence that provides an important example or a main topic. › Draw a QUESTION MARK beside a point that is confusing.

› Make notes to yourself in the margins. As you read, write any questions or comments that crop up in your mind in the margin next to the passage. Put this into your own words as much as possible. › Keep it simple. Remember, you are trying to connect with the reading in some way. Mark no more than 15 percent of the text.

 Provides students with opportunities to utilize Academic Language  Academic Sentence Frame: “ In our last session I learned that _____________”  Remind partners to use sentence frame if they forget. 4

 Rules: Stand across from a partner and “give and take one” for one minute until teacher tells you to stop. Then, one side moves down the line by one spot while the other remains still. Repeat process.

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“As a punishment, bullies should be treated the same way they treat others.” T or F? If false, Make this true.

 Main Idea : Main ideas found in the story.  Ask questions: What you don’t understand & what you want to know.  Comment: Summaries, reactions, connections.  Vocabulary & Visualize difficult concepts or important ideas and define new vocabulary.  Inference : Draw conclusions based on evidence in the text.  Predict what might happen next.  Self-monitor your understanding of the text and use fix-up strategies when confused.

 Pairs/Small Groups  1. Students read in pairs or small groups, alternating between out-loud reader and silent reader.  2. Out-loud reader will read one paragraph (approx.) and pause.  3. Silent reader will follow along and annotate.  4. Both readers stop and share annotations.  5. Out-loud reader and Silent readers add any annotations they discuss in 3 and 4.  6. Students switch roles and repeat steps 2 and 3.

 C – Circle and DEFINE words you do not know.  A – Acknowledge confusion. You may not understand what you are reading AT FIRST, but you will if you keep going and do all the letters in CATCH.  T – Talk to the text.  C – Capture the main idea/assertion.  H – Highlight important information.

› Possibilities: – PREDICT based on what you already know… – QUESTION (What don’t you understand? What do you need to know?) – COMMENT (What’s YOUR opinion? Is it different from the author?) – REACT (emotional or intellectual) – CONNECT to other texts, other classes, personal or world knowledge

 REACT to what you are reading.  The destruction of the ecosystem is truly tragic!  This algebraic function seems different from the others.  The Spanish word is the same as the English word!

Students work in groups to summarize the days lesson, unit or chapter by turning it into a newspaper article and/or articles. Students present paper to class and vote on best newspaper headline/article/arti cles..

Yiddishautomotive production Folklore Hebrew Ethnography Oral Tradition Fusion Barometric Pressure Tradition Reparations The Great DepressionTorah status

RoleAudienceFormatTopic