Getting Their Attention: Activating & Assessing Background Knowledge

1. Getting Their Attention: Activating & Assessing Background Knowledge Dr. Coiro – EDC448

2. Connect Two FRONTLOAD USE AN ENTRANCE TICKET ACTIVATE BACKGROUND KNOWLEDGE READ PART OF A PICTURE BOOK ALOUD IN CLASS BUILD BACKGROUND KNOWLEDGE BUILD INTENTIONAL CONNECTIONS BTW. PERSONAL LIVES & CONCEPTS ASSESS BACKGROUND KNOWLEDGE BRAINSTORM CONNECTIONS IN A SMALL GROUP & SHARE

3. Entrance Ticket (Reading Guide 2)

4. Last class: Writing learning objectives • Concise (1 sentence), precise and measurable verbs, link to higher-level learning • Content Objective: What should your studentsknow and understand (K, U) to demonstrate their content-area learning? • Reading/Thinking Objective: What thinking/reading processes may be hard that you can model, scaffold, and provide opportunities for practice as a stepping stone for students to successfully achieve their content objective? (DO – how to think metacognitively?)

5. Today’s Objectives • Reflect and “weigh in” on the use of several types of activities for activating & assessing background knowledge • Reflect on the use of picture books and read-aloud strategies in a content-area classroom (different from think-aloud)

6. Activating Background Knowledge (Your personal reactions onVoiceThread) • Using Picture Books with Adolescents (pros/cons) G is for Google; International Children’s Digital Library (and in math) • Connect Two: Connect pairs of words from easy & hard column to create a sentence (Possible sentences: use words to write possible sentences, then verify T/F or IDK) • First-Person Reading: students read themselves into a text • Eyewitness Testimony Charts (react to live interaction: I was there) • First Impressions (react to text in first person) • See Yourself in Pictures (react as person in the picture) • K-W-L Plus: “plus” > group what you learned to summarize • Story Impressions: Brainstorm connections to chain of clues; ** revisit to confirm or revise to make accurate!

7. K-W-N-S for Math

8. BASEBALL SAVED US - p. 1 • One day, my dad looked out at the endless desert and decided then and there to build a baseball field. He said people needed something to do in Camp. We weren’t in a camp that was fun, like summer camp. Ours was in the middle of nowhere, and we were behind a barbed-wire fence. Soldiers with guns made sure we stayed there, and the man in the tower saw everything we did, no matter where we were. • As Dad began walking over the dry, cracked dirt, I asked him again why we were here. • “Because,” he said, “American is at war with Japan, and the government thinks that Japanese Americans can’t be trusted. But it’s wrong that we’re in here. We’re Americans too!” Then he made a mark in the dirt and mumbled something about where the infield bases should be. • FIRST IMPRESSIONS?…. (Author’s Words…My Impressions) Life Interrupted A More Perfect Union FDR Speech

9. Anticipating Math Content – Me / Text Statements

10. Anticipating Science Content: Asking focused questions before & after

11. Using Post-It Notes for Quick Assessments about Challenging Areas • Have students skim material prior to reading and mark the spot where they first get stuck with a post-it note. • This informs Jane about students' specific difficulties with the reading and helps her plan instruction.

12. Electronic Anticipation Guides – Integrating websites before, during, and after reading/learning http://www.lite.iwarp.com/strugtech4.html

14. Electronic Anticipation Guides • ADD IMAGE Visualizing thesetting and noting how the seasonalchanges may impactthe main character

16. Movies of babyperegrine falcon History of falconry Daily journal of peregrine falcon Issue #2: It would be difficult to have your closest companion for a whole year be a wild animal.

18. ADD FIRST AID IMAGES

20. Connecting to Real Authors Connect to an author’s real life experiences… Listen to your favorite author speak, join them on their travels through photos,and even watch them on video!

21. Sharing your ideas on our class wiki