1. The goal
1.1. To help decoders create meaning, naturally ...
1.2. While the stratagies will at first seem intrusive, the hope is that they become authentic and meaningful, even unto greater enjoyment ...
2. What is it?
2.1. "The practice of listening to the voice in your mind that speaks while you read"--MT 14
3. Why teach/practice it?
3.1. Well, what do we all have in common?
3.1.1. We all require our students to READ ...
3.1.2. If we all require students to read, shouldn't we all help students w/ their reading?
3.2. Well, ask students what they think about while reading ...
3.2.1. (Anything but the reading)
3.2.2. "I'm lost/confused"
3.2.3. (Mired in minutiae)
3.2.4. "I forgot ... Who cares?"
3.2.5. "What a waste of time ..."
4. How do we ensure that our students are asking relevant questions
5. How can you insure this stratagy is practiced in your classroom, throughout the year?
5.1. Using graphic organizers, having small and large group discussions, know/need to know charts, needs based groups
5.1.1. (Questions)
5.1.2. (Comments)
6. (Questions)
7. It increases understanding by identifying with physical aspects of the story.
7.1. (Questions)
7.2. (Comments)
8. Why teach/practice it?
8.1. Clarify meaning, to gain a deeper understanding, check for understanding, help students take responsibility for their education, and to engage students.
8.1.1. (Questions)
8.1.2. (Comments)
9. How can you insure this stratagy is practiced in your classroom, throughout the year?
9.1. (band) continued visualization
9.2. (choir) read through each poem before applying music
9.3. (art) discussing emotions tied to art.
9.4. (technology) through demonstrations and work flows.
9.5. (Questions)
9.6. )
10. Inferring
10.1. What is it?
10.1.1. the process of creating a personal and unique meaning from text
10.2. Why teach/practice it?
10.3. How do we do it?
10.3.1. Teacher uses "thinking alound", technique, modeling, and demonstrating how to inference with students. The reader rereading sections, reading slowly, conversing, writing and drawing to better understand the content.
10.3.1.1. How frequently do you have the students to infer about newly acquired knowledge draftnlr
10.3.1.2. Thinking aloud can become problematic if rules and procedures are not followed properly.
10.4. What would it look like (in your content area)?
10.4.1. By having students participate in science investigations and labs
10.4.1.1. (Comments)
10.4.2. during investigations and labs the student will use inferrence to form their hypothesis and draw conclusions
10.4.2.1. But how would you make it important to the learner so they can hook onto it?
10.4.2.2. (Comments)
10.5. How can you insure this stratagy is practiced in your classroom, throughout the year?
10.5.1. Science Labs, and Reading Science handouts for stemscopes.
10.5.1.1. (Questions)
10.5.1.2. (Comments)
11. Determining Importance
11.1. What is it?
11.1.1. Finding the purpose of what you are reading.
11.1.1.1. Could it also be creating importance for each individual learner?
11.1.1.2. (Comments)
11.1.2. the process of creating a personal and unique meaning from text
11.1.2.1. (Questions)
11.1.2.2. (Comments)
11.2. Why teach/practice it?
11.2.1. Students can establish relevance to what they have read.
11.2.1.1. (Questions)
11.2.1.2. (Comments)
11.2.2. to be able to remember and reapply what the student has read, to create new and revise existing background knowledge,
11.2.2.1. (Questions)
11.2.2.2. (Comments)
11.3. How do we do it?
11.3.1. drawing from past experience; read between the lines, thinking aloud, modeling and demonstrating
11.3.1.1. How do you lead the students to do this?
11.3.1.1.1. how do you classify "Important?"
11.3.1.2. (Comments)
11.3.2. By connecting prior and new knowledge, using words that carry meaning, determining key sentences and using clues (repetition, illustration, diagrams and foreshadowing).
11.4. What would it look like (in your content area)?
11.4.1. during investigations and labs the student will use inferrence to form thier hypothesis and draw conclusions
11.4.1.1. But how would you make it important to the learner so they can hook onto it?
11.4.1.2. (Comments)
11.5. How can you insure this stratagy is practiced in your classroom, throughout the year? Ongoing assessments throughout the school year informal and formal assessments.
11.5.1. Using StemScopes student will use Reading Science handouts
11.5.1.1. (Questions)
11.5.1.2. (Comments)
11.6. What would it look like (in your content area)?
11.6.1. (choir) The music is set to a poem.
11.6.2. (art) Association and imagination.
11.6.3. (technology) Simulation.
11.6.4. (Questions)What is the greatest of all instruments?
11.6.5. (Comments)
11.6.6. (band) Visualizing what the music is trying to say.
12. Know your audience
12.1. Is this Social Studies?
13. "Strategy"
13.1. Using and Creating Schema
13.1.1. What is it?
13.1.1.1. Fitting new knowledge into prior knowledge.
13.1.1.1.1. (Questions)
13.1.1.1.2. Attaching to the pre-existing hooks
13.1.2. Why teach/practice it?
13.1.2.1. makes sense of new information and store new information in relation to prior knowledge
13.1.2.1.1. (Questions)
13.1.2.1.2. (Comments)
13.1.3. How do we do it?
13.1.3.1. (Response)
13.1.3.1.1. (Comments)
13.1.4. What would it look like (in your content area)?
13.1.4.1. Timelines, graphic organizers, defining relationships between significant figures, cause and effect, recall information from long-term memory, analysis of historical events, anticipatory sets, know/need to know charts
13.1.4.1.1. How would you tack these tools onto that existing knowledge?
13.1.4.1.2. (Comments)
13.2. Asking Questions
13.2.1. What is it?
13.2.1.1. A tool used to determine the students level of engagement by a way of using higher level thinking
13.2.1.1.1. (Questions)
13.2.1.1.2. (Comments)
13.2.2. How do we do it?
13.2.2.1. Make sure the numbers are associated with an idea.or label
13.2.2.2. Present opportunities for questions to be asked
13.2.2.2.1. (Questions)
13.2.2.2.2. (Comments)
13.2.3. What would it look like (in your content area)?
13.2.3.1. Brainstorming amongst students and guided instruction
13.2.4. How can you insure this stratagy is practiced in your classroom, throughout the year?
13.2.4.1. By allowing time in or classroom and making it a daily routine in the classroom.
13.2.4.1.1. (Questions)
13.2.4.1.2. (Comments)
13.3. Visualization-Using Sensory & Emotional Images
13.3.1. Creating an mental image about what you reading.
13.3.1.1. (Math) What type of mental image?
13.3.1.2. (Comments)
13.3.2. Draw on past experience and imagination.
13.3.2.1. What does it look like in the classroom?
13.3.2.2. Why teach or practice this strategy in the classroom?