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Welcome!

Welcome!. Freshman Reading Level II Ms. Sara Teplinsky. Who is Ms. Teplinsky?. BGHS, Class of ‘98 B.A. English and Secondary Education, Indiana University M.Ed. Administration and Supervision from National-Louis University

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Welcome!

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  1. Welcome! Freshman Reading Level II Ms. Sara Teplinsky

  2. Who is Ms. Teplinsky? BGHS, Class of ‘98 B.A. English and Secondary Education, Indiana University M.Ed. Administration and Supervision from National-Louis University Reading Specialist, Advancement towards PHD in Reading and Language from National-Louis University

  3. Contact Information steplinsky@dist113.org (224)632-3145 Website: http://dhs.dist113.org/Faculty/TeplinskyS/Pages/default.aspx

  4. Classroom Culture RESPECT. When we all respect each other, our class becomes a community of learners. We listen to each other, accept other ideas and work with them, and treat classmates, teachers, and surroundings well. COMMUNICATION. The best way to ensure success in this class is to maintain constant communication with classmates and myself. Don’t hesitate to contact me or other classmates with questions and concerns. EFFORT. I expect you to work hard in this class. Use your time efficiently, be productive and stay focused. This goes for time in and out of class. Success means doing your best. Success is not reflective in just a letter grade!

  5. My Philosophy I believe that above all else, an educational community must be supportive, collaborative, and safe.

  6. I believe that… The classroom experience should include intellectual risk taking.

  7. I believe in… Respecting each person in the class community as an individual; each student brings his or her own strengths and contributions to the community.

  8. I believe that… Students must take responsibility for their learning.

  9. I believe in… Preparing our students for life’s challenges.

  10. Creating a Reading Climate at Home for High School Aged Students • “Parent involvement contributes to older students’ academic outcomes, attitudes towards school and aspirations about schooling. Middle and high school students whose parents participate in their education tend to be more academically successful than their peers whose families are not involved” • -Ho Sui-Chu & Willms, 1996

  11. Creating a Reading Climate at Home • Let adolescents see you and other adults reading for enjoyment • Subscribe to a magazine for your teen • Share newspaper stories with your teen and discuss them during dinner or other times • Choose a book as a gift for your teen (e.g., think about the teen’s interests such as music, celebrities, sports, humor, fashion, technology, etc..)

  12. Creating a Reading Climate at Home • Take your teen to the bookstore and encourage him or her to choose interesting reading materials. • Encourage the many types of reading your teen does (school assignments, Internet sites, how-to instructions, e-mail, IM, magazines, etc..) • Encourage your teen to read to younger brothers, sisters, or other children. • Help your teen choose reading materials about the future (colleges, careers, current issues) • Avoid arguing with your teen about reading! Keep a positive attitude about reading to help your teen see how important and enjoyable reading can be.

  13. Exploring the Deeper Meaning of TextThrough Written Responses: A Color Coding Key TARGETS: • I SUMMARIZE in my written responses: YELLOW • I FORM OPINIONS in my written responses: GREEN • I MAKE CONNECTIONS in my written responses: RED • I ASK QUESTIONS in my written responses: BLUE • I ANALYZE AUTHOR’S CRAFT in my written responses: PINK • I MAKE PREDICTIONS in my written responses: ORANGE • I REFLECT OR DRAW CONCLUSIONS in my written responses: PURPLE • I INTEGRATE TEXTUAL EVIDENCE in my written responses: GREY

  14. Annotating Text Bookmark • BEFORE READING • Examine the front and back covers (books) • Read the title / any subtitles • Examine the illustrations • Examine the print (bold, italics, etc.) • Examine the way the text is set up (book, short story, • diary, dialogue, article, etc.) • As you examine and read these, write questions, and make • predictions and/or connections near these parts of the text. • DURING READING • Mark in the text: • Characters (who) • When (setting) • Where (setting) • Vocabulary ~~~~~ • _______ Important information • Write in the margins: • Summarize • Make Predictions • Formulate Opinions • Make Connections • Ask Questions • Analyze the Author’s Craft • Write Reflections / Reactions / Comments • Look for Patterns / Repetitions • AFTER READING • Reread annotations – draw conclusions • Reread introduction and conclusion – try to figure • out something new • Examine patterns / repetitions – determine possible • meanings • Determine what the title might mean • Use the “After Reading” strategies to write a notebook entry • (reader response).

  15. Thank you for coming! If you have any questions, please feel free to contact me.

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