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TeachLrng Lang Art

by: Orin Lang

TeachLrng Lang Art EDEL 442

Orin Lang

GPA 3.96

Fay Shin

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About this Document

Fay Shin
Class Notes
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This 7 page Class Notes was uploaded by Orin Lang on Monday October 5, 2015. The Class Notes belongs to EDEL 442 at California State University - Long Beach taught by Fay Shin in Fall. Since its upload, it has received 6 views. For similar materials see /class/218777/edel-442-california-state-university-long-beach in Education, Science at California State University - Long Beach.


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Date Created: 10/05/15
QAR Question Answer Relationship Strategy This strategy is designed to connect reading purpose to text and to the reader s personal experiences and information sources QAR can be used to help children understand the thinking demands of questions There are four categories of information sources 1 Right There the information is stated explicitly in the text 2 Think and Search The information is still in the text but U 4 must be inferred or concluded from various statements in the text This involves the interpretive level of thinking explanation comparecontrast causeeffect listexample Author and You The information is a combination from the text and the students background knowledge This level requires use of the interpretive applicative or transactive level of thinking On My Own this information is primarily from the readers background knowledge Uses the transactive or applicative level of thinking Raphael 1982 1986 ELD Standard Grades 68 Reading Comprehension and Analysis Beginning Orally identify using key words or phrases the main ideas and some details of familiar texts Point out text features such as the title table of contents and chapter headings Early Intermediate level Read and orally identify examples of fact and opinion and cause and effect in written texts by using simple sentences Intermediate level Read text and use detailed sentences to explain orally the main ideas and details of informational text literary text and text in content areas QAR Chart RIGHT THERE THINK AND SEARCH AUTHOR AND YOU ON MY OWN What is Electricity Electricity is a type of energy Energy is a force that makes things work We use electricity to do many things Electricity lights our homes It helps us search the Internet It even helps us wash our clothes Our world would be a very different place without electricity Electricity is possible because of tiny pieces of matter called atoms Atoms are so small we cannot see them Still we know that they make up everything in the world including people To understand how electricity works we need to understand more about atoms All atoms are made up of even smaller particles called protons electrons and neutrons Protons have a positive charge Electrons have a negative charge Neutrons have no charge Positive and negative charges attract or move toward each other Similar charges repel or move away from each other Atoms usually have equal positive and negative charges so they are neutral excerpt from It s Electric By Greg Roza Rosen Classroom Books and Materials 2003 After reading the passage form small groups and answer the questions together Evaluate which QAR category these questions will represent A What kind of particles are atoms made up of N How does electricity affect our lives 0 How do you use electricity A Do you think electricity is important 01 What makes our refrigerator television and computer work 0 What is the difference between protons and neutrons Teach the Text Backwards CAL and Delta Systems 1998 Traditional Sequence of Textbook Reading 4 Read the text 3 Answer the questions at the end of the chapter 2 Discuss the material in class 1 Do the applications or expansion activities Teaching the Text Backwards 1 Do the applications or expansion activities a Connect to background knowledge b Motivation 2 Discuss the material in class a Use visuals realia bGive main points 3 Answer the questions at the end of the chapter a Form study questions from comprehension questions 4 Read the text 5 Return to study questions and answer 6 Do additional applicationexpansion activities Content Vocabularz Instructional Strategies I Previewreview key vocabulary using semantic maps 1 Draw a cluster or semantic map with the vocabulary word in the middle 2 Write or read the sentence in which the vocabulary word was used 3 Have students predict words that are related to the word or defines the word Remind students to use the context of the sentence to help them Write these words in clusters around the vocabulary word 4 Read the definition of the word and write it on the board 5 Review each word or words and cross out or erase words that do not describe or define the vocabulary word Example Frank Lloyd Wright favored horizontal structures and the Winsow House is Wider than it is tall Wide 3 sideways 6 Discuss why they think this word is important and how it can be used in other sentences 7 Independent activity a Have students in groups write a sentence using the word b Give students poster paper and have students create their own semantic mapgraphic organizer representing their interpretation and definition of the word Students can draw pictures cut out and glue pictures write words and sentences or use any creative format to describe the word 1 N U h U1 03 I 11 V55 Vocabulary SelfCollection Strategy Ruddell zoos Teacher asks students to nominate one word or term that they would like to learn or to know more about and that they think should appear on a class vocabulary list Students can be in groups and have some time to discuss possible words A spokesperson or group leader nominates a word from each group The teacher also nominates one word Students need to state where they found the word read the sentence if in text or recall the context if from discussion or other learning event Students say what they think the word means in this CO ntext Students state why they think the class should learn it identify the word s impontance to the content topic Write the words on the board and discuss each word Students will record the word list and define them Have a follow up activity to reinforce content word learning


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