Friday, May 5, 2017

Announcements and Reminders:     Pick up your folder. Do a SELF Check. Do individual reading.    Don't forget to check out the Technology and Engineering Fair on Monday at Willowcreek. Please return any books you've checked out from this classroom by May 10.

Targets for Today: I  can read for enjoyment and for learning. I can read more fluently.  I know and can use strategies to improve my reading effectiveness.  May 3 --  During Reading: -  Read Activity and Use Fix-Up Strategies

Today’s  Agenda:    On the final test:  Know what BICUM stands for, know and use the SELF Check, and know strategies you can use to get ready to read.            Your Brochure: Inside --- Today we are filling in the middle section Before Reading Complete a Self Check  Study Area  Emotions Level of  Difficulty Feeling physically  Preview 1. Read the title. (and headings) Ask: What do I know about this subject? What does background mean? 2. Read the first couple of sentences and the last couple of sentences. 3. Look for bold or italicized print. 4. Look at charts, maps, graphs, diagrams. (also illustrations -- Read the captions.) 5. Ask:  Is this a reliable and useful source?  Use ABC's or CRAAP Test if needed. 6. Select or  Create Questions (Set Purpose!) 7. Set Study Length During Reading Be Active ➨ Check your alignment. ➨"Talk" with the author or text. ➨Visualize. ➨ Make Predictions      1) predict 2) read 3) check 4) compliment or correct      Make Inferences. Read between the lines.  ➨ Pace yourself with a pencil, or better yet, with your finger. ➨ Make Connections!       Text to Self       Text to Text       Text to World ➨Stop every once in awhile to  check your understanding. Yes, I do  understand. Mark and highlight  text. Read to end of study block.  No, I don't  understand Use fix-up strategies: See the back of this brochure! Label your second  half sheet --    #2 --   Predicting  Practice -- How could these words be related to each other in a story?  How about these?  How could these words be related to each other in a story?        bed                   spider                  mother                  kill                       sheets                                       book A4 worked to here. Draw a picture that expresses how you feel about spiders.  Think about experiences you have had with spiders.            Helpful Not helpful ⇩ Your Brochure: Outside Continued from  DURING READING 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 (or  ideas or facts) that may be  getting in your way. 6.  Ask someone who  can help you. -- or mark it with a ? for later. 7. Add to your background knowledge!  You can do this before reading or during reading. Look it up on a reliable online site. Find a book for children on the topic. Watch a documentary or other educational program.  BICUM Be in Control: Use Metacognition [Your Name] [Your Class Period] Practice with:  https://www.archives.gov/founding-docs/bill-of-rights-transcript   Online Site: http://quatr.us/northamerica/after1500/government/billofrights.htm Video:   https://www.youtube.com/watch?v=yYEfLm5dLMQ #5. What to do with unfamiliar words. Can you figure it out using context clues?   Does the WAY it's used in the sentence help?  Later: Using . . . . . . Figuring Out Words in Jabberwocky -- How do you know what these words are doing in the sentence? Just for fun you could listen to this song based on the poem -- https://www.youtube.com/watch?v=L5BCo6YPHLs        Using the dictionary -- Complete an exercise. Did anyone find a word in your  reading that you didn't know?   Now use these words.   How quickly can you find them, each with the first definition? Write on the back of your inference paper.   1. If you are on the first row of the classroom, use      bilk, assuage, or chiropteran. 2. If you are on the second row of the classroom, use  arrogate, nuncupative, or superfluous. 3. If you are on the third row, use adz, ³wax (verb), or haulm. 4. If you are on the fourth row, use  acerbic, transient, or tergiversate. https://www.archives.gov/founding-docs/bill-of-rights-transcript Child's history site: http://www.historyforkids.net/bill-of-rights.html explanation:  http://quatr.us/northamerica/after1500/government/billofrights.htm Video https://www.youtube.com/watch?v=yYEfLm5dLMQ https://www.youtube.com/watch?v=yYEfLm5dLMQ

If You Were Absent:

Vocabulary:

Class Topics and Objectives: (Tentative Rotation 3 Schedule)
1. April 17 -- Class Procedures and Targets
2.  April 19 -- What is metacognition, and how can I use it as I read to learn?
3.  April 21 -- How can I use metacognition as I read to learn on the Internet?
                            What information is reliable? The CRAAP Test!
4.  April 25 -- Why not Wikipedia?  How can I find better sources?
5.  April 27 -- When I use information from the Internet, how can I avoid plagiarizing?
6.  May 1 --  Before Reading:  -Know your SELF and Preview and Prepare
7.  May 3 --  During Reading: -  Read Activity

8.  May 5 --  During Reading:   - Use Fix-Up Strategies

9.  May 9 -- After Reading:  Reduce/Organize

10.  May 11 -- After Reading:  Retain (Remember)

11.   May 15 -- After Reading:  More on Remembering 

12.   May 17 -- Final Tests on Strategies (BICUM), the content you memorized, and CRAAP

13.  May  19 -- Wind-Up

14.  May 23 -- Readathon