Doing the Reading - SHS, the cell:
Learning Target:
1. Learn the part of the cell well enough to create labeled drawings and share with your group.
2. Use descriptive text structure (when facts are presented in a way where order doesn't matter) to create your labeled drawings.
Success Criteria:
A. Recognize the factory metaphor. Share with a partner if it helped comprehension and why? (We noticed that this book used the metaphor throughout the chapter. We wanted to connect to LA class. We also wanted students to be aware if this was helpful or not.)
B. Mark with sticky notes a place where a word is defined or described in the same sentence and a place where the word is defined or described in the next sentence(s). (We noticed that the books does uses both strategies. We talked about how kids get hung up on not understanding a word and often don't trust that a textbook will define or describe the word. We wanted them to pay attention to when the book did this. This will help them to trust textbooks more. We talked about Jenn's reminders to consider how different readers handle confusion.)
C. Recognize that subtitles are similar to an outline. The green titles would be the Roman numerals. The blue titles would be the letters, and the bulleted (triangle bullets) titles would be the number. Create an outline of your section. (We realized that the text was organized in a way that was similar to outline notes, which Brian sometimes uses. We wanted to make sure that kids did not miss this fact. This will also help students to review what they learned simply by considering the titles.)
D. Complete an exit ticket that lists a piece of information that you already know, a piece of information that felt familiar, and a piece of information that is new. (The exit ticket asks students to assess their PK and synthesize new information - to be aware of what they learned.)
Doing the Reading - 7th Grade, ecosystems:
Learning Target = the keys. (We thought about maybe adding speaking to it, so it might sound like: Students will be able to explain the key ideas to their table group.)
Success Criteria:
A. While reading, underline what text is important and bracket what text is interesting. (We noticed that this book uses stories and connections frequently. While these help with comprehension, they are not going to show up on the test! Good readers can determine what is important and what is interesting.)
B. While reading, determine if the figure referenced is interesting or important. Share with your partner and come to an agreement. (We noticed that some figures are closely related to the text, but other figures were not. They were actually almost distracting. Students should be able to tell which to pay closer attention to.)
C. Complete the "assess your understanding" and "apply it" questions. Check your answers with your partner.
D. Explain to a partner how the Cause and Effect text structure helped you make sense of the "Decomposers" and "Energy Pyramids" sections. (We realized that those were the two most difficult sections to comprehend (for me!), and both were written using the cause-effect text structure. They were both also directly related to the key ideas.)
E. Complete your exit ticket. (The exit ticket will ask them to fill in the blanks for the cause-effect chain for the two sections mentioned in D.)
States of Matter - 8th grade - 3 day reading tasks:
Day #1: Introduction to Chapter 2: All students (PEAK?) complete the same pages.
Learning Target:
- Students will be able to describe a solid.
- Students will be able to describe a liquid.
- Students will be able to describe a gas.
- Students will be able to compare and contrast all states of matter.
- Students will work with a group to share and process information.
Success Criteria:
A. After reviewing Text Features page, students will list 3+ text features used in theInteractive Science textbook. (Note: the first page of the link is good. With a bit of review, most students should know this. They may not be familiar with the terminology - "text features".)
B. Read the scenario on page 36 silently and independently. With your partner/group/class,discuss and write an answer the question using PQPA and at least 1 fact from the text.Revise your answer after viewing the "Untamed Science" video. (Purpose: Review of PQPA, review of the expectation to use evidence from the text in answers, and reinforce the idea that we synthesize what we know and what we have just learned to revise our answers.)
B. Read page 38-39,and answer the questions. Check your answers with your partner.Clarify answers that you do not agree on.
C. Read "My Planet Diary" silently and independently. Answer the questions. Label each question based on QAR: Right There, Think and Search, Author and Me, or On My Own. (This should be a review for students. Great way to review QAR! :) Note: both questions are "right there" (last two sentences of each paragraph).)
Exit ticket: What are 3+ text features that your science textbook uses to help you?
Day #2: Expert Groups:
Student are numbered 1-4 and sent to work with different "Expert Groups"
1 - solid
2 - gas
3 - liquid
4 - PEAK...
Learning Target:
- Students will be able to describe a solid.
- Students will be able to describe a liquid.
- Students will be able to describe a gas.
- Students will be able to compare and contrast all states of matter.
- Students will work with a group to share and process information.
Success Criteria:
A. Preview the questions your group is expected to answer. Tell a partner what information you are trying to find. (Questions are from Amy. The second task asks students to put the questions in their own words. It asks them to really be familiar with the question before reading.)
B. While reading silently and independently, underline what is important. Be ready to explainto your group how you determined what was important versus what is interesting. Be ready to explain which text features helped determine importance and which did not. (You might want to consider pre-teaching this? Check out blog post - this might be a great anchor chart to use!)
C. Using the Go Around strategy, your group should complete the "Assess your Understanding" questions at the end of your section. (If you need, I can explain Go Around to you OR you can use a strategy that insures total group participation.)
D. Using the Go Around strategy, you could should complete your group questions.
E. Good readers know when information presented in text matches their prior knowledge, feels familiar, or is new learning. Label each question with a P, F, or N.
- P = I already know this; it was a part of my Prior knowledge.
- F = this information was familiar; I couldn't have answered it before reading, but I know I learned it before.
- N = This is new information.
D. As a group, create a demonstration for your state of matter. You must all work together, be out of your seats, and be able to explain why this effectively demonstrates your state of matter. Be sure you understand this demonstration, you will be responsible for teaching it to your original group.
Exit Ticket: List a piece of information that matched your PK, felt familiar, and was new. AND/OR using the target, rate your ability to do B and D.
Day 3: Back in original groups, sharing your expertise!
Learning Target:
- Students will be able to describe a solid.
- Students will be able to describe a liquid.
- Students will be able to describe a gas.
- Students will be able to compare and contrast all states of matter.
- Students will work with a group to share and process information.
Success Criteria:
A. Listen to each group member's presentation. Record the notes accordingly. Check for understanding by asking questions, clarifying information presented, and making connection.
B. Complete the Compare/Contrast chart. Tell a partner one way the states of matter are the same and one way they are different. (This needs work...)
C. Practice the demonstrations. With a partner, quiz on another to make sure you understand them fully.
Exit Action: As they leave, ask them, "Show me the demonstration for ..... "
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