1. READING is FUNDAMENTAL Week 1

3. Multiple Intelligences..\..\Muliiple inteligences.doc http://www.metacafe.com/watch/2111066/ga rdners_theory_of_multiple_intelligences http://www.metacafe.com/watch/2111066/ga rdners_theory_of_multiple_intelligences

4. Books are the legacies that a great genius leaves to mankind, which are delivered down from generation to generation as presents to the posterity of those who are yet unborn, ~ Joseph Addison ~ Books are men of higher stature; the only men that speak aloud for future times to hear. ~ E.S. Barrett ~

6. RDG081 Criteria 1. Participation (50) 2. Timed Readings (Fluency) 3. Workbook (Vocabulary) 4. Textbook (Development Skills) 5. ISN (Note taking) 6. Socratic Journal (Connections/Comprehension) 7. Weekly Reading ( Classic Short Stories/Famous Non- fiction) 8. Project 9. Novel Reading 10. Quizzes 11. Midterm/Final

7. Participation 1 point per day 3 points for the day of the final = 50 points

8. Timed Readings 10 points x 15 weeks= 150

9. Vocabulary Notebook 10 points x 15 weeks =150

10. Textbook Note taking… ISN note 20 points

11. ISN../../ISN%20Notebooks/ISN%20ppp(1).pptx

12. Socratic Seminar Socratic Participation: Socratic Questions/journal: 20 x 14= 280points

13. Socratic Reading Log 10 X 14 =140 points 10 X 15 =150 points

14. Weekly Article Reading Non-Fiction Articles: 15 x 16 = 240 points

15. Project 10 points

16. Quizzes Turning Point 10 x 7 =70

17. Mid Term 30 points

18. Final Exam 50 points

19. Point System 1200 possible A=90-100% points: 180 B=80-89% points: 960 C=70-79% points: 840 D=60-69% points: 720 F=50-59% points: -719

20. Article High School to College Article NOTES

21. Assignment Email Account set up Read Ch. 1 text Ch.1 Vocab. Pg.8-11 RS:1 The Yellow Ribbon pg. 445-452

26. Before Lecture Behaviors 1. Read assignment before class 2. Be on time 3. Get rid of distractions and leave emotions outside. 4. Formulate questions you’d like answered based on title or discussion before the lecture.

27. During Lecture Behavior 1. Write all notes and date the page. 2. Listen attentively 3. Write notes into your own words 4. Look at the speaker

28. After Lecture Behavior Ask Questions 2. Summarize in ISN 3. Read notes 4. Do assigned readings and workbook pages.

29. ISN:../../ISN%20Notebooks/ISN%20ppp(1).pptx../../ISN%20Notebooks/ISN%20ppp(1).pptx

30. The Active Reader Top 10 Lists Ten Things the active reader needs to DO: to get at the meaning. 1. Activate prior knowledge 2. Question 3. Connect 4. Predict 5. Visualize 6. Clarify 7. Use Context Clues 8. Make inferences, draw conclusions 9. Evaluate, make judgments 10. Compare/Contrast

31. Ten Things the active reader needs to KNOW 1. Main idea/Supporting detail 2. Cause/Effect 3. Author’s Purpose 4. Author’s Bias 5. Chronological order/sequence 6. Fact/Opinion 7. Theme 8. Elements of genre 9. Figurative language 10. Academic Language Arts Vocabulary

32. Top 20 Things and Active Reader Can USE: 1. Reading logs and Journals 2. KWL charts 3. Semantic Mapping 4. Annotating 5. Think Aloud 6. Skimming/Scanning 7. SQ3R (survey, question, read, recite and review) 8. Think Pair Share 9. Jigsaw 10. Graphic Organizers 11. Dense Questioning 12. Socratic Seminar 13. Critical Thinking 14. Reciprocal Reading

33. Schema Theory Unique set of experiences and knowledge a person has to influence their reading.

34. Text Book Assignment Surveying Your Textbook Step 1. Carefully read the chapter title. Step 2. Look through the Chapter Step 3. Read the introduction and the summary Step 4. Quickly Skim the Chapter. ******* Fill out the Textbook Preview Form for each of your classes.

40. Builds Fluency Independent reading builds fluency. There is substantial evidence that unless students can accurately and effortlessly deal with the word-identification demands of reading, difficulties will result in comprehension and overall reading achievement (LaBerge & Samuels, 1974). There is also evidence that unless children read substantial amounts of print, their reading will remain laborious and limited in effectiveness (Allington, 1984; Stanovich, 1991). Finally, evidence exists which shows that when students do read substantial amounts of text, their reading performance improves (Bridge, Winograd, & Haley, 1983; Dowhower, 1987; Herman, 1985).