1. 2/22/11 Dr. Lois Turetzky

2. Agenda  Unit Four Written Assignment  Vocabulary Instruction  How to help students better understand what they read.  Discussion of several pre-reading strategies

3. Please take a look at both the Unit 4 Written Assignment and the Rubric  Identify the grade level (Grade 6 and above)  Note the Content Area: Science, Social Studies  Name the specific strategy as per the text  State the lesson objective:  Provide and example of how the strategy will be used in your unit plan. It should help you achieve your objective.  Connect the strategy and example to the constructivist theory

4. Vocabulary How would you define concept?

5. One of the purposes of a vocabulary instruction is to develop in the students a heightened word consciousness. We want students to become more aware of words in speech and print around them. There are three general levels of word knowledge: 1. Established level: A word at the established level is one whose meaning is easily and rapidly (probably automatically accessed). 2. Acquainted Level: A word at the acquainted level is one whose meaning is recognized but only after deliberate attention has been focused on it. 3. Unknown Level: A word at the unknown level is one whose meaning has not been established in semantic memory. Based on the work of Isabel Beck

6. View the video: Robust Vocabulary Instruction and the teacher discussion on the Wiki Teacher site. http://www.wiki-teacher.com/resourceViewVideo.php?id=2386&videoId=117 Directions:  Go to Wiki Teacher.  Register  Select Video Robust Vocabulary Instruction: take notes and be ready to discuss how the teacher introduced the vocabulary

7. Why is direct teaching of vocabulary important?

8. Discuss the purpose of semantic mapping. Have you ever used this type of map? Explain. View the following video: http://www.justreadnow.com/strategies/webbing.htm Florida Department of Education (1997). Just read now. Retrieved November 22, 2010 fromhttp ://www.justreadnow.com/strategies/webbing.htmhttp ://www.justreadnow.com/strategies/webbing.htm

9. Ways in Which Words Can be Defined and Presented 1. Usage: Define each word by using it in a sentence: a. rope - she tied the big box with a rope b. smell - we could smell the bacon frying 2. Synonym: define each word by writing another word that has a similar meaning. a. car automobile c. place put b. rock stone 3. Antonym: Define each word that has a meaning opposite to the word. a. pretty ugly c. high low b. loud soft

10. Classification: Define each word by indicating its semantic feature. a. Man - A man is an adult male human being. b. Watch - A watch is a small time piece, some of which can be worn on the wrist. Exemplification: Define each word by providing an example, a picture, or the specific object. a. Animal -one type of animal is a dog. b. Dog - Lassie is a dog. c. Painting - The Mona Lisa is a famous painting.

11. Reflection of Mood: Joan was in a deep sleep. Hearing a noise, she awoke and saw a man with a gun standing over her. She was stupefied. Description: Nettle is a plant that has medicinal properties. It helps relieve allergies, arthritis, and other symptoms. Nettle fibers can also be used to make clothes. Summary: John worked out everyday. He swam, played tennis and rode his bike. He was very athletic.

12. Teachers often use ineffective methods for teaching vocabulary. What are they and why should you not use them?

13. How do you help students better understand the text?

14. To help students better comprehend text they must be able to: 1.Activate their prior knowledge 2.Develop syntactic and semantic knowledge 3.Increase their daily and content vocabulary 4.Reading and writing: students must learn how to respond to what they read (reading /writing connection) 5.Develop a bank of reading strategies

15. Several key strategies are used to help students think about what they read so that they better comprehend the text. Let’s discuss each of them.  Previewing  Making connections  Monitoring/ Clarifying  Self-questioning  Visualizing  Summarizing  Evaluating

16. How best to present a lesson or introduce new concepts? McLaughlin & Allen, 2002 suggest the five step explicit “Guided Comprehension Model”  Explanation  Demonstration  Guided practice  Practice- apply the concept, strategy or information independently  Reflection

17. Describe each of the following Strategies :  Bio- Impressions  Connection Stems  Save the Last Word for Me  Coding the text  Sketch and Label the Connections

18. Strategies Continued: Connection Stems

19. Strategies Continued:  Save the Last Word for Me

20. Strategies Continued :  Coding the text

21. Strategies Continued:  Sketch and Label the Connections

22. Directed Reading Lesson Plan Topic/Theme : What is the specific topic of this Directed Reading Lesson Lesson Objectives: What do you want students to know and be able to do for this lesson. State in behavioral objective terms Performance Assessment: How will you determine if your objectives are met for this lesson. What kinds of assessments will you include before, during and after the lesson Reading Type: i.e. to be informed, entertained, persuaded Macrostructure: Identity the thinking skills you will emphasize throughout the lesson Procedure: Readiness Tapping into Prior Knowledge: assess what do student know about the topic Concept Develop: What concepts, word or ideas must student know in order to understand the written text. Introduce the vocabulary. Use suggested strategies identified in the text Identify and use a pre-reading strategy Motivation: Provide a hook for the lesson to create interest Set the purpose for Reading: What question (s) do you want students to answer after reading the selected text. State; Read to find out... Silent Reading: Set the purpose and assign reading text. During this time, you might ask the students to take notes, complete a graphic organizer. This will help you assess student comprehension. (Self monitoring) What during reading strategy will you ask students to complete? Rereading: Ask student to reread part of the selection for clarification of some information or with set another purpose. Post reading Strategy Follow- up: provide an assignment to reinforce the learning. Summary: Summarize the lesson by going back to the objective or lesson aim and ask a question.

23. Good Evening. Have a great week!