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Discuss vocabulary 150   ow as in cow and owl    oo as in moon and spoon 154 boot

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Discuss vocabulary 150   ow as in cow and owl    oo as in moon and spoon 154 boot

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Mount View High School was proud to welcome Maine State Credit Unions on October 17th. Maine credit unions present a half-day event that targets high school juniors and seniors and is...

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Think Central  Go math  GO MATH LESSON 1,9 or 2.1

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Think Central  Go math  GO MATH LESSON 1,9 or 2.1

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Mini Lesson  Whole Group review Vocabulary   Have students use whiteboards and markers to demonstrate the vocabulary terms Quickly introduce place value explain importance using digits using 56 have the students show the value of 5 and 6  using 235 show the value of 2 3 5  make an addition sentence Review Identity property give an examplle, show commutative property turn around facts  Associative Property 3+(2+4) Why is this important? goal is to understand the vocabulary

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Mini Lesson  Whole Group review Vocabulary   Have students use whiteboards and markers to demonstrate the vocabulary terms Quickly introduce place value explain importance using digits using 56 have the students show the value of 5 and 6  using 235 show the value of 2 3 5  make an addition sentence Review Identity property give an examplle, show commutative property turn around facts  Associative Property 3+(2+4) Why is this important? goal is to understand the vocabulary

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We will  3)Practice Writing About Reading

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We will  3)Practice Writing About Reading

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Writing Workshop Looks like for all Students  list  and Review. Students write in their September Journals Narrative Booklet and Power Point.

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Writing Workshop Looks like for all Students  list  and Review. Students write in their September Journals Narrative Booklet and Power Point.

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DO Morning SOP and Chose quiet work make sure you have a book Write, Draw, do math,quietly observe the living creatures

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DO Morning SOP and Chose quiet work make sure you have a book Write, Draw, do math,quietly observe the living creatures

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DISCUSS HOW TO TURN AND TALK WITH A PARTNER    HAVE A PRINT OUT for Students to refer to MODEl and Practice                         DISCUSS READING WORKSHOP and What it Should Look Like                   Practice Reading to Self and reading to a Buddy  

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DISCUSS HOW TO TURN AND TALK WITH A PARTNER    HAVE A PRINT OUT for Students to refer to MODEl and Practice                         DISCUSS READING WORKSHOP and What it Should Look Like                   Practice Reading to Self and reading to a Buddy  

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Under Comprehension on the CAFÉ menu, I teach predict what will happen; use text to confirm early in the year. Teaching students to predict is something that students catch on to very fast. I find that they sometimes begin to use the strategy too much... every time I read a page of a story someone raises their hand to share their prediction. Although making predictions may be easy, teaching primary students to confirm predictions based on the text becomes a little trickier. We must teach students to look back to see if the prediction was true, partially true, or way off.

"Based on what you have read, what do you think will happen next?"

"What from the story helped you make that prediction?"

"What from the story tells you your prediction is true/partially true/way off?"

Model this strategy during your interactive read-aloud. Tell students your predictions and what from the text helped you make that prediction. After reading a little more, return to your prediction to decide if your prediction was true, partially true, or way off.

After modeling how to predict, have students work in pairs. Ask one partner to look at the text and predict what will happen. The partners then read the text together. The second partner finds places in the selection that can prove whether the prediction was true, partially true, or way off.

Here is a lesson where the students make predictions through their illustrations.

This is examples on how to teach predictions from the book, Reading With Meaning.

This website teaches students to use predictions as a pre-reading strategy.

Miller, D. (2002). Reading with meaning . Portland, ME: Stenhouse Publishers.

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Under Comprehension on the CAFÉ menu, I teach predict what will happen; use text to confirm early in the year. Teaching students to predict is something that students catch on to very fast. I find that they sometimes begin to use the strategy too much...

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DISCUSS PROCEDURE FOR TURN AND TALK    PRACTICE

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DISCUSS PROCEDURE FOR TURN AND TALK    PRACTICE

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HANDWRITING 10 minutes LISTENING TO READING WHOLE CLASS  WITH A RESPONSE TO COMPLETE       READ TO SELF 10 MINUTES    READ TO A BUDDY 10 minutes  WRITING ABOUT READING 10 MINUTES   What is your favorite sandwich? Think of what you need to make it and make a list of ingredients. Nowwrite directions explaining how to make the sandwich.                                  

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HANDWRITING 10 minutes LISTENING TO READING WHOLE CLASS  WITH A RESPONSE TO COMPLETE       READ TO SELF 10 MINUTES    READ TO A BUDDY 10 minutes  WRITING ABOUT READING 10 MINUTES   What is your favorite sandwich? Think of what you need to make it and make a list of ingredients. Nowwrite directions explaining how to make the sandwich.                                  