Wednesday, March 11, 2015

In the computer lab -- Lab 223 -- Finish up in 20 minutes.

Your first link:  

http://afjh.alpineschools.org/
Click on Resources.
Click on Pioneer Online Library
Follow the directions on your handout.
You will briefly try out each of 10 sources found on Pioneer Online Library.  

Gale-Cengage is now called Gale Reference Center.
Some of the sources are under K-6:  InfoTrack Jr, Discovery, Kid InfoBits
Some are under 7-12: Biography in Context, Opposing Viewpoints. 

Your second link: http://allaboutexplorers.com/explorers/lewis-clark/

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Today's Agenda:
Pick up your folder from the black crates at the back.
Get out or select reading materials for Individual Reading Time.

1. Individual Reading Time
    Fill out your log afterward.

2. Partner Fluency Practice  -- Use the  passage you are assigned today with your assigned fluency  partner. 



Quiz on the ABC's of Reliability and Usefulness.

A3

	Patterson, Dysen	Davis, Kirby
	Davies, Sydney	Allen, Brinley
	Carter, Jaydon	Villagomez, Andrew
	Carter, Kylee	Jacobson, Faith
	Jenkins, Breanna	Schaerrer, Covey
	Mower, Samuel	Tolman, Aidan
	Jones, Isaih	Valverde, Jim
	Bautista, Ashley	Harris, Eden
	McConkie, Max	Shippen, Sarah
	Mitchell, Makayla	Gardner, Sydney
	Munoz, Natalie	Smith, Myah
	Spencer, Madeline	Vickers, Ali

A4

	Beck, Benjamin	Munson, Ian
	Bradford, Roman	Horsley, Ethan
	Gray, Russell	Jorgensen, Maxwell
	Hemler, Kaybree	Serrano, Arely
	Lopez, Lezlie	Wolfley, Addison
	Olsen, Jackson	Stika, Scott
	Thorpe, Carson		Canche, Alex
	Duncan, Easton	Kelsch, Dyllon
	Fritze, Austin	Hardin, Alixandria
	Taylor, Megan
	Greening, Easton	Ogier, Jarom
	Rasmussen, Mason	Matthews, Drake
	Pulley, Wyatt	Gregory, Jaxon
	Taylor, Emree	Turner, Isabella

3.

Inside: 

Before Reading Self Check  Study Area   Emotions Level of Difficulty Feeling physically  Preview Read the title. Ask: What do I know about this subject? Read the Headings. Read the first couple of sentences and the last couple of sentences. Look for bold or italicized print. Look at charts, maps, graphs, diagrams. Select or CreateQuestions  (You could turn the headings into questions.) Set Study Length Place check marks

During Reading Be Active "Talk" with the author or text. Visualize Notice Patterns Predict      1) predict      2) read      3) check      4) compliment or correct Pace yourself with a pencil. Make Connections!      Text to Self      Text to Text      Text to World Notice Patterns. Stop at the 's  and Test your Understanding. Yes, I do understand. Mark and highlight text. Continue to next . Read to end of study block. No, I don't understand Use fix-up strategies: --Reread -- Read ahead -- Define unfamiliar words -- Read out loud -- Mark with "?" to clear up later

After Reading -Reduce-

Outside  -- 

After Reading -Retain-

[Strategies] Fix-Up Strategies  1. Check your own inner voice. 2. Focus on it, and read it again. 3. Try reading it out loud. 4. Try reading ahead a bit. 5.  Look for any words that may be getting in your way. 6.  Ask someone who can help you. -- or mark it with a ? for later.

BICUM =  Be in Control:  Use  Metacognition [My Name] [My Class Period]

Active Reading


prediction:  about what is to come
inference: about what is


Now, try making some other predictions:

Tami loved biking.  She had biked in all
  kinds of weather.  She had been planning this
  bike trip for weeks.  Today was going to be
  great.   She woke up early and looked out the
  window.  It was raining!

Prediction	Clues (in the story)	Experience (what you know from your own)

 Mandy loved animals.  She had 2 cats,
  a dog, a parakeet, and a goldfish.  She'd been
  bringing home stray or wounded animals
  since she was 4 years old.  She would nurse an
  animal back to health and then find it a good
  home.  Today she was walking home and saw
  a puppy with a hurt paw.

Prediction	Clues (in the story)	Experience (what you know from your own)

Ben always had trouble getting up in
  the morning.  His mother usually had to call
  him at least twice.  He'd already been late for
  school three times this month.  Mom had
  already called him once and now headed up to
  his room and knocked on the door.  When he
  didn't respond she walked in and found him
  fast asleep!

Prediction	Clues (in the story)	Experience (what you know from your own)

More at
http://www.studyzone.org/testprep/ela4/o/makingpredictionsp.cfm

Pacing  yourself with a pencil --  or with your finger -- 

1.  Place your pencil on the first line of print about one inch from the beginning of the material.

2.  Move it across a line to about 1 inch before the right edge of the print.

3. Swing back to the next line 1/2 t0 1 inch from the left edge.

4. Again, move across the page to 1/2 to 1 inch before the end of the line. 

A3 and A4 to here. 

Needs to do quiz on the ABC's of Reliability and Usefulness.

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More Active Reading: Noticing Patterns

Seeing patterns

•    puzzled?
•    Can you see it?
•    What patterns did you learn in English class -- Text Structures?

Sequence

What other patterns?

Highlighting

•    One type of pattern is sequence! 

Highlighting 

Helpful

Not helpful

Using  fix-up strategies --  Coming!

http://cavereading.blogspot.com/p/getting-acquainted-with-reading.html

 Using Reading Strategies to read directions.  

Fix-Up Strategies  

Use Reading Strategy Tools!

Read directions one step at a time. 

If you don't get it at first use these fix-up strategies:

1. Check your own inner voice.

      Are you paying attention to the text, thinking about it, or are you thinking about something else?  If you are not focused on the text, FOCUS.

2. If you didn't get it the first time, focus on it, and read it again.

3. If you still don't get it, try reading it out loud.

4. If you still don't get it, try reading ahead a bit.

    The next sentence or so may help you understand what you just read. 

5. If you still don't understand, look for any words that may be getting in your way.

    Are there terms you don't understand?   
1. Is there something in the context that gives you a clue about what they mean?  
2. Can you look them up? 
3. Could you ask someone who would know what they mean?  

6. If you've really tried all of these strategies, and you still don't understand, ask someone who can help you.