Show:
Planning Lessons
Part one
Planning lessons
Part Two
Explicit Strategy Instruction
Planning Collaborative Interactions
Planning Units of Study
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What is losing instructional time student engagement, motivation, and learning.) ( page 132)
What is without a plan? ( page 132)
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Before Reading During Reading After Reading. (Page 140)
What is B-D-A? (Page 140)
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When texts serve as tools for learning in content area classrooms teachers have a significant role to play. That role can be thought of as? (page 135)
What is instructional staffing? (page 135)
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Your answer, Content Analysis. (page 149)
What is the unit of study that teaches major concepts and understandings from reading and comprehending unit materials? (page 149)
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Outcome is bound to help students think critically and creatively about what they have read, clarifying meaning, exploring issues sharing perspectives and refining thinking. (page 165)
What is the planning discussion? (page 165)
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Instructional Scaffolding (helping Learners) serves as a support as to something they would not be able to do. (page 136)
What is understanding the diversity that exists among the students in your class sometimes referred to as "necessary support."(page 136)
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Tells the teacher that readers need varying degrees of guidance. (page 138)
What is the structure or arrangement of B-D-A reading? (page 138)
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When building the metacognition of strategies, how many levels of knowledge are there and could the student name them? (page 135)
What is declarative knowledge (i.e. comprehension) procedural knowledge (aptitude to execute strategies) conditional knowledge (i.e. most appropriate for the task at hand; intricacies of the content so that the students comprehend the metacognitive skill to select and employ strategies.) (page 135)
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Groups of students have to specialize in a content literacy task that contributes to an overall group objective. Each student on a team becomes an expert on a subtopic of a theme or topic about which the class is reading. (page 155)
What is Jigsaw groups? (page 155)
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Critical and creative thinking helps them solve problems, clarify values explore controversial issues, and form and/or defend issues. (page 166)
What is a reflective discussion? (page 166)
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Explicit Strategy Instruction. (page 137)
What is the kind of planning that independently helps transfer skills and strategies to unique scenarios? (page 137)
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Meta Cognitive Discussions. (page 142)
What is a discussion that develop an awareness of the reading task at hand and of the strategies you need to handle the task efficiently? (page 142)
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Interests, attitudes, cultural background, language proficiency or reading ability. (page 135)
What is the gap that often exists between the ideas and relationships the students are studying and their prior knowledge? (page 135)
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Engaged learners are socially interactive. Bringing learners and texts together in social collaboration to engage in discussions may be accomplished through the use of this type of interaction. (page 155)
What is cooperative learning? (page 155)
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Again rather than use questions have students react to a teacher-read statement. Students must respectfully consider the perspectives of classmates. (page 167)
What is creating an environment of encouraging listening? (page 167)
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Response to Intervention | Teachers can offer instruction that is specifically tailored to their learning needs of the small group.(page 136)
What is RTI? in detail? (page 136)
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What are the two teachers TITLES that are responsible for explicit strategy and are considered the literary specialists? (page 134)
What are the reading and language arts teachers. (page 134)
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The explicit strategy instruction has several components awareness and explanation, modeling and demonstration, guided practice and application. These contents provide experiences to those needed by athletes. (page 137)
What is the books (i.e. by Vacca Richard, T. Vacca Joanne L. Mraz, Maryann. Content in Instruction.) strategic learners similar too? (page 137)
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The importance of achieving team learning goals originator of student teams achievement goals but also recognizes that individual performance is important in cooperative groups. (page 158)
What is STAD and STAD's definition? (page 158)
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Do not interrupt, dodging your own question, allow students to share ideas with one another, whether guided or reflective places the responsibility squarely on the students shoulders. (page 168)
What is avoiding squelching discussion? (page 168)
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Awareness and explanation provide students with a clear picture of the learning strategy. (page 138)
What is the payoff for students with different planning lesson? Why is this strategy useful between teacher and student? (page 138)
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Instructional Sequence, Before Reading, During Reading, After Reading. (page 141)
What is the instructional sequence for the B-D-A (i.e. instructional framework?) (page 141)
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Blind Instruction (page 136)
What is instruction that teaches what to do but this is where the instruction ends. Does not help students who struggle with text called? (page 136)
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If the reader has trouble reading but may be a good listener and thinker who will contribute to the debate and also influence the performance- outcome what kind of group am I? (page 163)
What is "group discussions"? (page 163)
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Looking back Looking forward is a summary of what you read. To think positively about what you read is going to be in the next chapter. Unit activities organized around the whole class, small groups or individuals is collaborative style. Instructional frameworks are planning lessons. The planning the units of study-one example is the Guiding Research Projects. (page 169)
What is Looking back and Looking forward? What does this one look back and forward to? page 169)