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TYLER ANDERSONEDRD 6530
READING & WRITING IN THE CONTENT AREAS
READING STRATEGY:Possible Sentences
Atomic Structure: Key Vocabulary
Individually: Think about the definitions for the following
terms:
On your worksheet, pair any words that seem to be closely related.
Atom Proton Neutron Electron
Nucleus Orbitals Subatomic Particles
Element
Positive Charge Negative Charge No Charge Atomic Mass Unit
Atomic Number Mass Number Valence Electrons
Ion
Atomic Structure: Sentence Generation
With a partner: Share pairs that you came up with and
explain your reasoning behind them. Share definitions if your partner doesn’t know one of the terms.
Atomic Structure: Sentence Generation
With a partner: Share pairs that you came up with and
explain your reasoning behind them. Share definitions if your partner doesn’t know one of the terms.
Incorporate your favorite matched words into sentences that you might expect to encounter in the text. Each sentence must include 2 or more DIFFERENT terms.
Atomic Structure: Sentence Generation
With a partner: Share pairs that you came up with and
explain your reasoning behind them. Share definitions if your partner doesn’t know one of the terms.
Incorporate your favorite matched words into sentences that you might expect to encounter in the text. Each sentence must include 2 or more DIFFERENT terms.
Choose 2 sentences (as a partnership) to share with the class. Have one person write these on the board.
Atomic Structure: Purposeful Reading
Individually:Read the text selection about basic atomic
structure, paying particular attention to those sections in which the key vocabulary terms occur.
Atomic Structure: Sentence Evaluation
As a class:Evaluate the accuracy of the possible
sentences on the board. Keep correct sentences and modify incorrect sentences so that they are accurate.
Atomic Structure: Further Sentence Generation
As a class:Construct additional sentences that express
important ideas not reflected in those that survived the sentence evaluation phase.
Possible Sentences: Why They Work
Focuses students prior to reading.
Possible Sentences: Why They Work
Focuses students prior to reading.Allows reflection of prior knowledge.
Possible Sentences: Why They Work
Focuses students prior to reading.Allows reflection of prior knowledge.Blends technical vocabulary introduction with
purpose setting.
Possible Sentences: Why They Work
Focuses students prior to reading.Allows reflection of prior knowledge.Blends technical vocabulary introduction with
purpose setting.Increase students’ level of mental
engagement.
Possible Sentences: Why They Work
Focuses students prior to reading.Allows reflection of prior knowledge.Blends technical vocabulary introduction with
purpose setting.Increase students’ level of mental
engagement.Stress clusters of related terms and the
relationships among terms.
Possible Sentences: Why They Work
Focuses students prior to reading.Allows reflection of prior knowledge.Blends technical vocabulary introduction with
purpose setting.Increase students’ level of mental engagement.Stress clusters of related terms and the
relationships among terms.Improves vocabulary knowledge and
comprehension of material containing targeted words.
Bonus!
Students get to think like scientists when they read
Bonus!
Students get to think like scientists when they read
Easy to set up lesson plan
Research
Moore, D.W., & Moore, S.A (1986). "Possible sentences." In Reading in the content areas: Improving classroom instruction. Dubuque, IA: Kendall/Hunt.
Stahl, S.A. & Kapinus, B.A. (1991). Possible sentences: Predicting word meaning to teach content area vocabulary. The Reading Teacher, 45, 36-45.
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