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Plugged in to Great Lessons

Plugged in to Great Lessons

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Published by Janet Allen
Handouts for Plugged-in to Great Lessons
Handouts for Plugged-in to Great Lessons

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Categories:Types, School Work
Published by: Janet Allen on May 08, 2012
Copyright:Attribution Non-commercial

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07/09/2014

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Principles for BuildingBackground Knowledge (Marzano)
Bimodal Packets
Marzano, Robert J.
 Building Background Knowledge for Academic Achievement.
Alexandria, VA: ASCD, 2004.
Enhancing Permanent MemorySurface-Level BackgroundKnowledge is UsefulVirtual Experiences EnhanceBackground KnowledgeBackground Knowledge Manifestedby Vocabulary KnowledgeMultidimensional and Valueis Contextual
Understand Key ElementsHeard of It and KnowSomething About ItNever Heard of It
* Elaboration (Make Associations)* Deep Processing (Add Details)* Multiple Exposures to InformationImagensLogogens
Know About It fromExperience
* Educational Television Viewing* Talking/Listening to Others
 
* Reading
Players’ClubCashierWheel of Fortune
 
Power Strategies Overview
Content/SpecializedVocabulary
© Dr. Janet Allen for Recorded Books, Plugged-in to Nonfiction www.pluggedintononfiction.com
Text FeaturesNoting, Organizing,and RetrievingInformationQuestioningActivatingBackgroundKnowledgePreviewing TextMonitoringComprehensionText Structures
uses a variety of strategies to identify content-specific, specializedvocabulary words; chooses and uses appropriate content-specific,specialized vocabulary words to enrich nonfiction writing.identifies and uses text features to support comprehension and developnonfiction pieces of writing that are considerate to readers.recognizes organization features of expository and informational textstructures: compare/contrast, question/answer, problem/solution, cause/ effect, sequence/chronology, description. Recognizes and uses cue wordswriters use to cue readers to organization structure. Uses knowledge tosupport comprehension and as potential organizational tools for writing.recognizes importance of monitoring understanding during reading. Uses avariety of strategies to support comprehension before, during, and afterreading (metacognition).uses a variety of strategies to establish purpose for reading; plans forreading; preview text; and, determines possible supports and challenges of text.uses strategies to assess current level of background knowledge; deter-mines amount of background knowledge needed to assess the text; and,uses features of text to connect current background knowledge to informa-tion that will be gained during reading.questions the text, the author and him/herself as a way to focus, connect,predict, infer, analyze, and synthesize text; asks important questions tofocus reading for information; uses questioning to anticipate readers’questions when writing.uses strategies to note important information; organize information basedon learning styles and purpose for use; retrieves information to use fordemonstrating learning and other writing purposes.

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