Set a purpose for learning Stimulate a students curiosity in a topic Develop a students ability to respond to a text or a conversation Allow the teacher to gather formative assessment data on prior knowledge. 5
Anticipation guides First: read statements and mark guide Individual With a partner In small groups Next: learn, read, experience Last: read statements and revise guide
During learning, reading, experiencing After Individual, with a partner, in small grp, w/large group 6 Anticipation Guides Teacher made
7 Anticipation Guides Student made 8 9
10 I See, I Think, I Wonder 11 IS IT IW
Activates prior knowledge Stimulates a students curiosity in a topic Develops observation skills Develops communication skills Allows the teacher to gather formative assessment data on prior knowledge. Leads to questioning! 12
I See, I Think, I Wonder 13 14 Ask and Answer
Questions 15 Asking and Answering Questions Good readers do this. Life long learners do this. The heart of science
Critically important for comprehension Question and Answer Relationship / Close Reading Thin and Thick Questions a great place to start! 16 Vocabulary
17 Building Vocabulary Readers must know the meanings for most of the words in a text so they can understand what they read When they know the meanings of most words they hear, listeners can better
understand a conversation 18 Build Vocabulary By Talking Read, read, read! 19
Good: single words Sphere 20
Better: connected words evaporate condense precipitate 21 The Water Cycle Song
Evaporation, Condensation, Precipitation all the time! This is called the water cycle And it happens all the time. 22 Vocabulary Riddle
I live in far off Australia Along river banks muddy and green Although you may have seen the most amazing sights Im the strangest sight youve ever seen My warm blood makes me a mammal So does my brown silky fur But I swim like a fish and lay eggs like a bird Confusing you say? I concur!
23 A Platypus! I am a platypus, I am a platypus With a bill instead of a nose Like a strange looking otter I swim in the water With webbing between each of my toes I am a platypus, I am a platypus
I have four stout little legs I am a mammal, just like a camel, But my children all hatch from an egg 24
pinnate palmate heartwood sapwood cambium
leaves bark roots lobed compound 25
Comprehension The ultimate goal Understand both fiction and informational [texts] Understand and remember [what is read] Relate knowledge and experiences[ to the text] Communicate with others [about what is read]
26 Increase comprehension with a Verbal summary Written summary 27
Questions? Answers! A final song 28 Mark Weakland Literacy
Practical literacy solutions for teachers and administrators Childrens books that inspire kids to be readers www.markweaklandliteracy.com [email protected] 29
DD in Vortex Implication of DD vs. DI Assuming DI may bias the probability of persistence, depending on where r-realized is measured Unfortunately, these essential data are rarely available! Rhino PVA DD in Vortex Only possible for % females breeding....
For more information about Qualtrics UNF Community Engagement Hours Survey reporting at UNF contact Ryan Doan in the Center for Community-Based Learning at [email protected] or (904) 620-3547. Ryan wrote redundant so I'm not sure if we want to remove this.
Define weathering, identify the . types . ... It is formed by the gradual lowering and stripping of the regolith. The different types of etch plains include: laterised, dissected, partly . stripped, stripped . and . incised. KARST LANDSCAPE.
In this chapter, Brian tries to control the situation by flying the plane. Many students should be able to connect his actions for flying a plane to playing a video game. Brian also gets frustrated when the radio doesn't work....
what to tackle . highly dependant on . local context. Priorities shaped by resources and opportunities. ... (pro tip! Google "taking stock and making hay") For starters you could read our paper which is only 28 pages. (Go ahead, we'll...
High Resolution Climate Modelling in NERC (and the Met Office) Len Shaffrey, University of Reading Thanks to: Pier Luigi Vidale, Jane Strachan, Dave Stevens, Ian Stevens, Marie-Estelle Demory, Julia Slingo, Malcolm Roberts, Jen Catto, Kevin Hodges, Adrian New
Yet the Author he quotes (Dr. Andrey Feuerverger) has recanted those statistical conclusions. "I now believe that I should not assert any conclusions connecting this tomb with any hypothetical one of the NT family.
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