Please find your name plate and sit at that area.

What is the most important part of a lesson? Why?

CP 2.2: The teacher uses an organizing framework (opening, work session, closing) for instructional planning to support standards-based instruction.

Essential Question: How can I use the work session to support technology based instruction in a standards-based classroom?

Vocabulary (LOTS): academic languagemodelguidedassistedindependenttechnology assisted instruction

Activator: prior knowledge and learning logs View http://www.literacywithoutlimits.org/

Literacy Without Limits

Research also tells us that whatever is in your mind

at the moment you encounter something new will be a prime determiner of whether you get the new

idea or not.

We would dramatically transform American education

if we could get teachers to quit fretting over students

who "don't have background knowledge." Let's be clear

about this: You do NOT have students who do

NOT have prior knowledge.

Someone paraphrase that statement.

Prior knowledge is, simply, knowledge PRIOR.

It's not what we wish students knew; it's what they

DO know.

Our job as teachers is to know our content well enough

that we can actually tell what the core idea within it is, and how it is like something that would be familiar to ALL our students.

Teaching Strategies

Introduce vocabulary go over academic and

instructional vocabulary

Modeled I'll do one; you watch

Guided I’ll do one; you help

Assisted You do one; I’ll help

Independent You do one; I’ll watch.

As we begin looking at the vocabulary for the lesson we can connect to what the student already knows.

Webinar : http://www.slideshare.net/christopherccorcoran/a-picture-is-worth-a-thousand-words-learning-vocabulary-through-technology-presentation-815408#

http://www.literacywithoutlimits.org/

Vocabulary pages 106-109Mediterranean- sea or region located between Europe and AfricaAncient- oldAgean Sea- sea between Turkey and Greece Continent- on of the large land masses on the earth Euphrates River- a major river that runs from Turkey through Syria and IraqRidge- a long raised strip of landSyria- Country between Turkey and IraqIsreal- Small country settled by Jewish people located on the Mediterranean SeaWest Bank- strip of land between Israeli and JordanClimate- usual weather; weather in a place over a long period Physical features- what we see on the land Desert- dry, arid land with little or no vegetation Humid- containing or characterize by a great deal of water vaporReserves (oil)- extra or excessCommercial- having the object of supplying goods Irrigation- watering Subsistence- a means of surviving Nomadic- migratoryMinerals- composed of matter other than plant or animalPhosphates- mineral salts containing the element phosphorous, used to make fertilizer Asphalt- the tar like material used to pave streets

Vocabulary development and academic language

Example: Teaching vocabulary

anthropology

Vocabulary teaching technique

1. Repeat word 3 times

2. Show picture of quick video to explain word

3. Talk about how it is used

4. Make up new sentences using the word

5. Have students practice using the word with partners

6. Remember that some students need more practice than others to use language accurately

As we begin looking at the vocabulary for the lesson we can connect to what the student already knows.

http://www.literacywithoutlimits.org/

Preview of Chapter 5, Section 1 (p107-109)

What is the title of this section? _____________________________________

(think question) What do you think the word phosphates means? _______________________________________________________________

Check out the map on the bottom of page 107.

Which countries border the Mediterranean Sea?

_______________________________________________________________

b. What are the main rivers and waterways shown?

_______________________________________________________________

How does the size of this region compare to the United States?

_______________________________________________________________

What do the colors on the map indicate? (hint: Look at the legend on the lower left hand corner of the map)

______________________________________________________________

List the headings and subheading in this section. (pages 106-109).

Chapter Title:_________________________________________

Section 1: ________________________________________

________________________________________________

__________________________________________

__________________________________________

__________________________________________

________________________________________________

________________________________________________

__________________________________________

__________________________________________

Look at page 108. Read the caption under the banner Our Amazing Planet.

What is the physical feature the section is discussing? ________________________________________________________________

How large is it? ___________________________________________________

What makes it unique? ____________________________________________

Look at the pictures located on page 108 and 109. What can you tell about the country just by looking at the pictures? ________________________________

________________________________________________________________

As we begin looking at the vocabulary for the lesson we can connect to what the student already knows.

http://www.literacywithoutlimits.org/

Model/ Guided Model: As we read: Echo read or read aloud and model thinking as you answer questions 1.Give one interesting fact about Turkey from On Two Continents.

________________________________________________________________________ 2.Give three facts you learned from Hills, Valleys, and Plains.

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Guided: As we read: Read and ask students to answer questions. 3. Read section River and Sea and list important facts from the section. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 4. List one fun fact from River and Sea. _______________________________________________________________________

Assisted / Independent Assisted: Be available as students read and answer the questions. (give help if required) What type of weather would you expect if you visited this region? _______________________________________________________________________ What is the average rainfall in the Syrian Desert? _______________________________________________________________________ What are the three types of climate discussed in this section? ________________________________ ________________________________ ________________________________ Independent: Allow students to work on their own. What resources are available in this region of the eastern Mediterranean? ____________________________________________________________________________ ____________________________________________________________________________ What are some uses of the resources?

____________________________________________________________________________ Complete the questions from section review.

Activity: Close reading Close reading gives students a chance to “slow

down”1. Read a short passage aloud to students so

they hear the melody of the language2. Explain the passage to students3. Ask students to read the passage, focusing

on a few specific features of academic language.Introduce CPShttps://voicethread.com/share/3609446/

Teaching Tips for Summarizing Paraphrase

Questioning

Summarizing http://www.literacywithoutlimits.org/

Activity: Summarization To get students using academic language, try

summarization:1. Read a short passage aloud to students

2. Have students read the short passage to themselves and then summarize verbally to a friend

3. Give students the opportunity to repeat the exercise with several partners

Through this exercise, students begin to acquire the author’s language, and will get more and more fluent with the language each round

Tips for working with older students Students perform to the expectations we set. If they

know we expect them to think critically about issues and use academic language, they will

In order to increase confidence:

scaffold instruction to help them acquire the language

allow students adequate time to practice in a safe environment before getting in front of their classmates