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Think-Pair-Share. Think of a situation, in which telling the truth would have painful consequences.. Share with your neighbor or in your table group.. Listen to the other student(s) and offer advice or possible solution .
How I Look At our Work…. Objectives. . Distinguish between (1) meaning, structure, and visual cues used during reading and between (2) top-down and bottom-up models of reading. Analyze the levels of support within the 3 components of a balanced literacy framework and its connection with common core state standards.
Reading to Learn Across Content Areas. Rebecca Curinga, PD Coordinator. Annie Smith, Co-Director Curriculum and PD. PD Session #3 . January 10, 2014. . . 2. Agenda. 8:45. Review of Components of ‘Learning to Read’ and the .
& Close Reading. Today’s Focus:. Ex.. “. When Charlie . McButton. Lost Power”. (Narrative poem in third grade basal ). . It’s about a boy who panics when he can’t use his precious electronic gadgets during a power outage, but unexpectedly finds that he can have plenty of imaginative, non-electronic fun with his little sister..
Image source: http. ://. hseballnotes.blogspot.com.au. /2013/06/48-possible-questions-for-entrance-exam.html. Types of questions. 1- literal: the answer is stated in the text explicitly. 2- inferential: the text may give you some clues but the answer is not there explicitly..
Five minutes to study for vocab. 15. How did Dracula come to America?. De-bag – to pants someone. .. Goals – Complete vocab. 15. . Homework – Read and annotate chapter 16,17. Get photo of discussion questions for .
. and Reading Workout for the ACT . and . Cracking the Code. Act Reading test strategies. Personal Oder of Difficulty OR (POOD). Time is your nemesis so consider the level of question difficulty for each passage. Choose the passage that you are most comfortable with first. Read THAT passage then think about NOW, LATER, and LOTD..
T. he . L. ife of Pi?. How many 16 year olds does it take to change a light bulb?. Cacographer – one who spells or writes badly. .. Goals – Discuss the questions, vocabulary, cool passages from Friday’s handout. .
Morris Gleitzman. Key objectives. Identify the main points, processes or ideas in a text and how they are sequenced and developed by the writer.. Infer and deduce meanings using evidence in the text, identifying where and how meanings are implied..
CLOSELY . and . SUCCESSFULLY. 1. Annotate/Mark the Text. Read with PURPOSE. Look . for literary devices, themes, characters, moments that make you question, predict or connect with the text. 2. Read the QUESTIONS Accompanying the Passage FIRST!.
