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.