Thinking and Reading Strategies For the Environmental Educator Mark Weakland.
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Transcript of Thinking and Reading Strategies For the Environmental Educator Mark Weakland.
![Page 1: Thinking and Reading Strategies For the Environmental Educator Mark Weakland.](https://reader037.fdocuments.net/reader037/viewer/2022110403/56649e635503460f94b5f7ae/html5/thumbnails/1.jpg)
Thinking and Reading Strategies
For the Environmental Educator
Mark Weakland
.
![Page 2: Thinking and Reading Strategies For the Environmental Educator Mark Weakland.](https://reader037.fdocuments.net/reader037/viewer/2022110403/56649e635503460f94b5f7ae/html5/thumbnails/2.jpg)
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www.MarkWeaklandLiteracy.com
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Strategies and Activities
Anticipation guide
I See, I Think, I Wonder
Questioning and Answering
Vocabulary Word Sorts and Summary
Written Summary
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Anticipation Guide
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Anticipation Guides
• Activate prior knowledge
• Set a purpose for learning
• Stimulate a student’s curiosity in a topic
• Develop a student’s ability to respond to a text or
a conversation
• Allow the teacher to gather formative assessment
data on prior knowledge.
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Anticipation guides• First: read statements and mark guide
– Individual
– With a partner
– In small groups
• Next: learn, read, experience
• Last: read statements and revise guide
– During learning, reading, experiencing
– After…
– Individual, with a partner, in small grp, w/large group6
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Anticipation Guides
Teacher made
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Anticipation Guides
Student made
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I See, I Think, I Wonder
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IS – IT – IW
• Activates prior knowledge
• Stimulates a student’s curiosity in a topic
• Develops observation skills
• Develops communication skills
• Allows the teacher to gather formative
assessment data on prior knowledge.
• Leads to questioning!
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I See, I Think, I Wonder
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Ask and Answer Questions
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Asking and Answering Questions
• Good readers do this. Life long learners do this.
• The heart of science
• Critically important for comprehension
• Question and Answer Relationship / Close
Reading
• Thin and Thick Questions – a great place to start!
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Vocabulary
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Building Vocabulary
• Readers must know the meanings for
most of the words in a text so they can
understand what they read
• When they know the meanings of most
words they hear, listeners can better
understand a conversation18
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Build Vocabulary By…
• Talking
• Read, read, read!
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Good: single words Sphere
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Better: connected words
• evaporate
• condense
• precipitate
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The Water Cycle Song
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Evaporation,Condensation,
Precipitation all the time!
This is called the water cycleAnd it happens all the time.
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Vocabulary Riddle
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I live in far off AustraliaAlong river banks muddy and greenAlthough you may have seen the most amazing sightsI’m the strangest sight you’ve ever seen
My warm blood makes me a mammalSo does my brown silky furBut I swim like a fish and lay eggs like a birdConfusing you say? I concur!
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A Platypus!
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I am a platypus, I am a platypusWith a bill instead of a noseLike a strange looking otter I swim in the waterWith webbing between each of my toes
I am a platypus, I am a platypusI have four stout little legsI am a mammal, just like a camel,But my children all hatch from an egg
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• pinnate
• palmate
• heartwood
• sapwood
• cambium
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leaves
bark
roots
lobed
compound
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Comprehension
• The ultimate goal
– Understand both fiction and informational [texts]
– Understand and remember [what is read]
– Relate knowledge and experiences[ to the text]
– Communicate with others [about what is read]
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Increase comprehension with a…
• Verbal summary
• Written summary
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• Questions?
• Answers!
• A final song
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Mark Weakland Literacy Practical literacy solutions for teachers and administrators Children’s books that inspire kids to be readers
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www.markweaklandliteracy.com