Getting Their Attention: Activating & Assessing Background Knowledge

Dr. Coiro – EDC448

Connect TwoFRONTLOAD

ACTIVATE BACKGROUN

D KNOWLEDGE

BUILD BACKGROUN

D KNOWLEDGE

ASSESS BACKGROUN

D KNOWLEDGE

BUILD INTENTIONAL CONNECTIONS BTW. PERSONAL LIVES &

CONCEPTS

READ PART OF A PICTURE BOOK ALOUD IN CLASS

BRAINSTORM CONNECTIONS IN A SMALL GROUP & SHARE

USE AN ENTRANCE TICKET

Entrance Ticket (Reading Guide 2)

Last class: Writing learning objectivesConcise (1 sentence), precise and measurable

verbs, link to higher-level learning

Content Objective: What should your students know and understand (K, U) to demonstrate their content-area learning?

Reading/Thinking Objective: What thinking/reading processes may be hard that you can model, scaffold, and provide opportunities for practice as a stepping stone for students to successfully achieve their content objective? (DO – how to think metacognitively?)

Today’s ObjectivesReflect and “weigh in” on the use of

several types of activities for activating & assessing background knowledge

Reflect on the use of picture books and read-aloud strategies in a content-area classroom (different from think-aloud)

Activating Background Knowledge (Your personal reactions on VoiceThread)

Using Picture Books with Adolescents (pros/cons) G is for Google; International Children’s Digital Library (and in math)

Connect Two: Connect pairs of words from easy & hard column to create a sentence (Possible sentences: use words to write possible sentences, then verify T/F or IDK)

First-Person Reading: students read themselves into a text Eyewitness Testimony Charts (react to live interaction: I was there)First Impressions (react to text in first person) See Yourself in Pictures (react as person in the picture)

K-W-L Plus: “plus” > group what you learned to summarize

Story Impressions: Brainstorm connections to chain of clues; ** revisit to confirm or revise to make accurate!

K-W-N-S for Math

BASEBALL SAVED US - p. 1 One day, my dad looked out at the endless desert and decided

then and there to build a baseball field. He said people needed something to do in Camp. We weren’t in a camp that was fun, like summer camp. Ours was in the middle of nowhere, and we were behind a barbed-wire fence. Soldiers with guns made sure we stayed there, and the man in the tower saw everything we did, no matter where we were.

As Dad began walking over the dry, cracked dirt, I asked him again why we were here.

“Because,” he said, “American is at war with Japan, and the government thinks that Japanese Americans can’t be trusted. But it’s wrong that we’re in here. We’re Americans too!” Then he made a mark in the dirt and mumbled something about where the infield bases should be.

FIRST IMPRESSIONS?…. (Author’s Words…My Impressions)

Life Interrupted A More Perfect UnionFDR Speech

Anticipating Math Content – Me / Text Statements

Anticipating Science Content: Asking focused questions before & after

Using Post-It Notes for Quick Assessments about Challenging AreasHave students skim material prior to

reading and mark the spot where they first get stuck with a post-it note.

This informs Jane about students' specific difficulties with the reading and helps her plan instruction.

Electronic Anticipation Guides – Integrating websites before, during,

and after reading/learning

http://www.lite.iwarp.com/strugtech4.html

ADD IMAGE

Visualizing thesetting and noting how the seasonalchanges may impactthe main character

Electronic Anticipation Guides

Issue #2: It would be difficult to have your closest companion for a whole year be a wild

animal.

Daily journal of peregrine falcon

Movies of babyperegrine falcon

History of falconry

ADD FIRST AID IMAGES

Connecting to Real Authors

Listen to your favorite authorspeak, join themon their travels through photos,and even watch them on video!

Connect to anauthor’s real life experiences…

Sharing your ideas on our class wiki