Reading & Instructional Strategies Session 2 I have been driven many times to my knees by the overwhelming conviction that I had nowhere else to go. Abraham

Reading & Instructional Strategies Reading & Instructional Strategies Session 2Session 2

I have been driven many times to my knees by the I have been driven many times to my knees by the overwhelming conviction that I had nowhere else to overwhelming conviction that I had nowhere else to go.go. Abraham LincolnAbraham Lincoln

Write your reflections in your Write your reflections in your Idea Cookbook, Idea Cookbook, and and we’ll discuss it when everyone is finishedwe’ll discuss it when everyone is finished ..

Beginning Class Items Beginning Class Items

1.1. Announcements Announcements 2.2. Book shareBook share3.3. Article shareArticle share4.4. Test review tomorrowTest review tomorrow5.5. Tell Louis & Sheryl about the lightsTell Louis & Sheryl about the lights6.6. Somebody left a KronowitzSomebody left a Kronowitz

A new teacher plans to have a class of high school students engage in group projects involving the use of various technological tools to conduct research and to prepare and present results. The teacher is not sure what technological resources might best be used for the upcoming project. The teacher asks to meet with the technology coordinator to obtain further information. To work effectively with the technology coordinator, it is most important for the teacher to be prepared to share information about:-------------------------------------------------------------------

A. the nature and goals of the research project that will be assigned to the class

B. the teacher’s own background in regard to various types of technologyC. the composition of the student groups that will work together on the

projectD. the types of non-technological resources students are likely to use for

the project

A new teacher plans to have a class of high school students engage in group projects involving the use of various technological tools to conduct research and to prepare and present results. The teacher is not sure what technological resources might best be used for the upcoming project. The teacher asks to meet with the technology coordinator to obtain further information. To work effectively with the technology coordinator, it is most important for the teacher to be prepared to share information about:-------------------------------------------------------------------

A. the nature and goals of the research project that will be assigned to the class

B. the teacher’s own background in regard to various types of technologyC. the composition of the student groups that will work together on the

projectD. the types of non-technological resources students are likely to use for

the project


Types of Expository Texts (pp. 19-14)Types of Expository Texts (pp. 19-14)Work individuallyWork individuallyPair off when complete to compare and contrastPair off when complete to compare and contrast


Bloom’s Taxonomy Bloom’s Taxonomy Sylvester and the Magic Pebble Sylvester and the Magic Pebble


A Balanced and Comprehensive Literacy ProgramA Balanced and Comprehensive Literacy Program(pp. 2-5)(pp. 2-5)


The Education of Ms. GrovesThe Education of Ms. GrovesI want you to see this. We didn’t squeeze it in during I want you to see this. We didn’t squeeze it in during

the first few classes, so we should squeeze it in the first few classes, so we should squeeze it in now. now.


““Strategies for Teen Readers” (appendix)Strategies for Teen Readers” (appendix)Read and discuss Read and discuss


You are a Reading TeacherYou are a Reading TeacherChartChart


Review Cornell Notes, etc.Review Cornell Notes, etc.


Compare and ContrastCompare and ContrastA Chair for My Mother A Chair for My Mother (pp. 7-8)(pp. 7-8)Boringuen: Land of the Noble Lord Boringuen: Land of the Noble Lord

Appendix Chart – Compare & ContrastAppendix Chart – Compare & Contrast


““The Reading Process” (pp. 2-5)The Reading Process” (pp. 2-5)Discussion & highlights Discussion & highlights


““Strategies for Teen Readers” (appendix)Strategies for Teen Readers” (appendix)Read and discuss Read and discuss


““Ask Questions Before, During, and After Reading”Ask Questions Before, During, and After Reading”(pp. 31-34)(pp. 31-34)Discuss Discuss

Please return from break within 15 minutesPlease return from break within 15 minutes

Documents

Reading & Instructional Strategies Session 2 I have been driven many times to my knees by the overwhelming conviction that I had nowhere else to go. Abraham