Find someone who has seen a spiral staircase

beforeFind someone who

knows a set of twinsFind someone who has a

zipper on

Find someone who knows a person by the name of

WatsonFind someone who has

jeans on

Find someone who can take the first, fifth, and twentieth letters of the alphabet and construct three different words

Find someone who can name a cell in his or her body that is reproducing

right now

Find someone who ate a protein or sugar today

Find someone who knows a set of triplets

Example from: Robin Fogarty: Brain-Compatible Classrooms, p. 82

What question(s) do you have after reading this

passage?

How do you see yourself using this information in future situations (family,

friends, school, America)?

What was the main idea of the passage?

What reading strategies did you see as helpful

while reading this passage?

What information had the biggest impact on your

life?What did you learn? List

one amazing fact.

Teach a section of what you read to a student… (your choice of topic).

Did you have a connection from this book to share?

What pictures caught your attention and why?

What is a fact about the book that you read this

week?

What is the genre of the book that you read this

week?

What is an opinion about the book that you read this

week?

What is the setting of the story? (time, season,

location, surroundings)

Who was the main character in the story and what did he/she do in the

story?

What was your favorite part of the story? (give

details)

Was there a simile, metaphor, idiom or

onomatopoeia in this story? Give example.

Did you have a connection to the story? (to self, other

book, world, etc.)

What was the problem of the story – how was it

solved?

How can people live in the polar regions?

What are the 2 polar regions?

What region is found in the North Pole?

What region is found in the South Pole? Describe a tundra.

How is global warming affecting the polar

regions?

What are the characteristics of polar

bears?Describe polar regions in

the summer.Name one important fact from your bookstudy and

share.

BOOK: Flipped pp. 117-169.

Convolute(kon-vo-loot)

Adj. – To roll one part over another; to coil

Have you ever been in a convoluted state? Explain

Imminent(im e nent)

Adj. – It is about to happen; esp. about danger or catastrophe

Can you think of an imminent event in someone’s (friend or

family) life?

Askew(E skyoo)

Adj. - To one side; oblique – slanting

Is there a position in life that you take on something that is askew?

Boycott(boi cot)

V – to refuse to use or buy

Did you ever boycott anything in your life? Explain.

Coaxing(ko axe ing)

V – to persuade with flattery and gentleness; bribery maybe

Who do you need to coax and why?

Pungent(pun jent)

Adj. – sharp to taste or smell; penetrating

Describe a pungent smell that you have experienced recently.

Deeper Learning vs. Simple Learning

Simple Learning Surface knowledge Rote memory Can be learned in one interaction Usually isolated Basis for future learning External motivation needed Imposed learning Localized brain activity Can lead to a love of learning

Deeper Learning Complex, multidisciplinary Usually needs foundational

background knowledge Multiple levels of processing Multi-Step Examples: Metacognition while

reading, debating, setting and achieving goals, solving problems with quality solutions, forming opinions with support

More distributed brain activity Love of learning often present during

deeper learning

All Kids CAN Get There! Scaffolding Priming the Brain Gradual Release of Responsibility Using the MOST powerful strategies More of them; less of you Differentiate Growth Mindset Cha-Cha-Cha’s

The Instructional Cha Cha’s

CHUNK ITTeach a bit

CHEW ITThink about it

CHECK ITDo they know

CHANGE ITWatch them grow

Learning is not in the presentation of the content but rather during the processing of

the content. Lasting connections aren’t acquired when one just receives information. Longer-lasting, deeper learning occurs when

we “interact” with the content and with others.

Definitions vs. Descriptions

Word Definition Description

improvise To make, invent, or arrange whatever is

on hand.

To make something you need by using

whatever is available to you at

that time.

www.Ldoceonline.com – Longman Dictionary of Contemporary English

pp. 17-19

Ways to Review Vocabulary WordsELABORATION

BASIC Processing IdeasGive an example and/or non-example of the wordCreate clues about attributes of the word – students guessGive synonyms for the wordGive antonyms for the wordExplain how the word relates to your lifeGive additional information about the word (more facts)

CHALLENGING Processing IdeasCreate a question about the word – students answer itCreate a simile or metaphor using the wordUse the word in a different way from the original textCreate a short story together using the wordCreate an analogy with the wordParaphrase what the word meansExplain how this word relates to the world currently

Three Point Summary

What was the most important statement,

fact, or activity that

you learned?

Why did you choose that one?

So, what will you do with this

statement, fact or

activity?

I II III

Exit Slips + Student Self-Assessment+ Teacher Checking + Changing Instruction