PPT-Activating Prior Knowledge and Motivating Students to Read

Making Reading Worthwhile Agenda Humor The Traffic Stop Quiz Vocabulary Jeopardy PART I Helping to Engage Students in Reading and Motivating Them to Read Setting the Stage PART II . Wiliam. Embedding . Formative Assessment: . Practical Techniques for K – 12 Classrooms. “Nothing has promised so much and has been so frustratingly wasteful as the thousands of workshops and conferences that led to no significant change in practice when teachers returned to their classrooms.”. Pre-Existing Knowledge and Misconceptions. By: Karli Breeden, Mary . McGoldrick. , . Ailaura. . Donahoe. SC 297A. 1. The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts.. With . hocked gems financing him, our hero bravely defied all scornful laughter that tried to prevent his scheme. “Your eyes deceive”, he had said. “An egg, not a table, correctly typifies this unexplored planet.”. BACKGROUND. SIOP: Ensuring that English Language Learners have access to subject-area work.. SIOP Defined: http://www.youtube.com/watch?v=HyqUHWV0XuU. 3. Example: What is the main idea of this passage?. Will Hurt Them. Schema Based Pre-Reading Routines for Helping . Students Read Disciplinary Discourse.. Presented by . Debra Gibes, MAT. Reading Preparation Tools . What methods have you used to prepare and/or motivate your students to read?. Timothy Shanahan. University of Illinois at Chicago. www.shanahanonliteracy.com. Introduction. Tutor, playground supervisor, teacher’s aide, lunchroom lady . Primary grade teacher. Remedial reading teacher. 0101100011010011110010101100011011011010110001101001111001010110001101011000110100111. . An Efficient Bit Vector Approach to Semantics-based. . Machine Perception in Resource-constrained Devices. 0101100011010011110010101100011011011010110001101001111001010110001101011000110100111. . An Efficient Bit Vector Approach to Semantics-based. . Machine Perception in Resource-constrained Devices. When a Text is Fairly Simple to Read. Meaning that. Students have some prior knowledge. The writing is straightforward. Vocabulary is not overly technical. Use Content DR-TA. Put students in pairs with one sheet of paper. Tie to LO. . M7:LSN20. Lesson . 20: Truncated Cones. . Find the area of the following right triangle:. Find the length of the chord. Learning Objective. . Today, we will . know that a truncated cone or pyramid is the solid obtained by removing the top portion of a cone or a pyramid above a plane parallel to its . By Catherine Lavine. Definition . Students construct their own understanding of material based on their own knowledge, beliefs and experiences.. Prior knowledge and experience greatly influences new learning. . Paul Trout, Disengaged Students and the Decline of Academic Standards (1997). “They do not read the assigned books, they avoid participating in class discussions…they do not adequately prepare for class and tests…they are apathetic or defeatist in the face of challenge, and they are largely indifferent to anything resembling an intellectual life.”. Grades 6 – 8. Summer . 2017.  . Welcome Back!. 2. Thank . You for Your Feedback!. +.  . 3. We will be experiencing and building ideas about knowledge, comprehension and fluency.. Some reading of complex text and learning new ideas (feeling what students might feel), some thinking like teachers (what does it look like in the classroom? how do I plan for this?). Remember what you already know about a topic before you start to learn something new, to help build connections in your long-term memory.. Retrieval practice. Quizzing, recall and memory activities to slow down the rate of forgetting!.