Day Two: Implementation Support

 Implementation Celebrations & Frustrations  Added Support ◦ Before Reading Strategy Menu ◦ Sample lesson sequences ◦ Sample activities  Cross-Curricular Sharing

 Celebrations: Successes? What went well?  Frustrations: What challenges did you face?

 Before Reading Strategy Menu Before Reading Strategy Menu

Subject: Science Scenario: Students are about to read an article which presents two sides of a debate over the cause of global warming. (Is it caused by man or by nature?) You believe that the article is going to be challenging for many of your students to read. You also believe that the students have some background knowledge about global warming.

Before Reading: 1. Establish a purpose for reading by explaining what you will be reading and why. 2. Ask students to complete a four corners activity to activate prior knowledge. 3. Ask students to use the previewing checklist or multipass checklist to preview the article. This will help them to comprehend the reading.

 Four Corners Student Directions: ◦ Draw a four corners chart on a piece of chart paper. ◦ In the middle, write, “Global Warming” ◦ Without talking, each of you should list everything that you know about global warming in your corner. ◦ When everyone has written everything that they can, discuss what you wrote as a group and decide what is most important. ◦ List the five most important ideas that your group came up with.

 During Reading Ask students to complete an argument comparison chart to track points for each side of the argument.argument comparison chart  After Reading Ask students to write a paragraph in which they take a stance and support their opinion with facts from the article. Divide Students into groups of three for speaker, supporter, arguer debate. Speakers must argue that man causes global warming, supports add to the speaker’s argument, & arguers oppose the speaker by arguing that nature causes global warming.speaker, supporter, arguer

 Subject: Social Studies  Scenario: Students are going to read an article in Jr. Scholastic, which covers supreme court rulings that effect teens. Students do not have prior knowledge of supreme court rulings but do have personal experience related to the issues addressed in the article. You do not expect the readability of the text to be challenging for the students.

Before Reading  Students complete the Topic Survey activity. Teacher uses pre- selected controversial statements related to the cases in the article. (ei. Parents should be allowed to decide how to discipline their children without interference from the government.)  Establish a purpose for reading by explaining what you will be reading and why. During Reading  Students record the background, impact, and ruling of each case. After Reading  Whole group discussion of cases in article.  Students complete speaker, supporter arguer, using information from the article to support claims. Teacher provides claim statements related to the issues in the article.

Subject: Math Scenario: You are about to start a new unit on angle relationships. Students are going to read the first part of a textbook chapter which introduces unit skills, rules, terminology, etc. Like most Math textbooks, the chapter information is presented in the following pattern, which is repeated over and over: A. Statement B. Example C. Explanation/Summary

Before Reading: 1. Students preview the chapter using the Math textbook preview checklist.preview checklist 2. Students complete a prior knowledge chart (modified from KWL for Math textbook reading).prior knowledge chart During Reading: 1. Students highlight (or record) each statement, example, and explanation/summary. After Reading 1. Students apply understanding by completing practice problems.

 Get in groups of three or four with people who are NOT in your department.  Discuss the following questions, and record your responses on a piece of chart paper. Post on the wall when finished. 1. What before reading strategies did you/your department try? 2. List celebrations/positive experiences. 3. List implementation challenges/frustrations. 4. What questions do you have about before reading strategies and/or how to implement them? 5. What will you: a)Keep the same? b)Add? c)Adapt? d)Discard?

 Conduct a “gallery walk” by walking around the room and reading the posted presentations. Look for ideas that may aid you in your efforts to incorporate before reading strategies into your instruction.

 What before reading strategies did you try?  List celebrations/positive experiences.  List implementation challenges/frustrations.  What questions do you have about before reading strategies and/or how to implement them?  What will you: a)Keep the same? b)Add? c)Adapt? d)Discard?

 Continue to work on incorporating before reading strategies in your classrooms.  Remember…I am here to help. Please don’t hesitate to contact me if you would like assistance or advice.