Chapter+2+Introducing+New+Knowledge

__ For Chapters 2-4, you will focus on a lesson or group of lessons within the unit you shared in Chaptwith __
**Pre-reading** **Task #1: Relfect and provide a response in your Academic Journal to the following:** **Post- Read**
 * Focusing on the unit of instruction you addressed in Chapter One, choose a lesson or group of lessons in that unit and share the strategies you used to introduce new content to your students.(**Due Tuesday, March 27th)**
 * Task #2: Read Chapter 2- "What will I do to help students effectively interact with new knowledge?" **
 * Task #3: Now that you've read Chapter Two, use the //Action Step Documentation Form// to explain how you will implement the Action Steps that you are not currently using. ( Due Friday, March 30.) **


 * Action Step Document 2 (Chaps. 2-4) **
 * //Catherine Palmer// **
 * //Task 1. Strategies I use!// After reading this chapter, I am grateful to be so much more aware of the various ways to effectively enhance a child's learning experience. As I am dealing performance based criteria, prior knowledge of elementary art forms, is quite often verbally offered up by the students themselves. A third grader will say they've tried it in 2nd grade which opens the door for me. From this I draw in upon their curiosity and preexisting conceptions of clay in conjunction with a pottery preview and hand building demonstrations. I then break it down into digestible small chunks of information IE: the four main elements at play with clay. ( Earth, air, wind and fire.) I also use non-linguistic measures such as comparisons of wedged clay to well mashed potatoes. I also convey high expectations of craftsmanship, and I attempt to use reciprocal teaching in pairings and groupings within the classroom for set up and clean up. **
 * //Task 2. Read Chapter 2// **
 * //Task 3.// Action steps: **
 * #1.in the future, I will implement more time to //review// the vocabulary with //memory devices//, and other mental images that will help my students not only remember but comprehend the material at hand. **
 * #5 I would like to learn more about and use //elaboration interrogations// to get more critical thinking skills involved with clay. **
 * #6 I will establish a //graphic organizer// that pertains to the stages of clay as it is produced through the art of hand building. **

Amy Yeater Task #1 Strategies I used to introduce new content to my training participants included: copies of the power point slides with space to take notes; print outs of screen shots taken of the online system; hands-on experience for participants (each participant at their own computer work station in order to interact independently with the online system as I presented to the group); and technical support via circulation around the room during the presentation. In thinking about Marzano's framework I loosely applied his action steps of: learning goals (minimally, I presented the "purpose" of the training session); formative assessment (minimally, I performed very objective observations of the participants and made a judgement on their level of knowledge at given points in the presentation); and celebrating success (minimally, I provided participants who engaged in behaviors I observed to be "learning" with verbal praise and acknowledgment).

Task #3 After reading chapter 1, action steps that I am not currently using in my presentations to staff are: identifying clear goals for the participants; having participants identify goals; and providing a system of documenting progress. After reading chapter 2, action steps that I am not currently using in my presentations to staff are: development of critical input experiences for participants; grouping; asking participants for elaboration; asking participants for written conclusions; and asking participants to reflect on the presentation. I plan on implementing as many of the above action steps as appropriate when preparing my next staff presentation. It seems rather easy to incorporate having participants set personal goals. However, much more effort, thought and time will be needed in order to develop a system for participants to document their progress; developing individual and group activities; allowing for elaboration; and asking participants for written conclusions and reflections. I feel that the topic of the presentations will most definitely lead me to the specifics of the development of each of these steps. I envision developing critical input experiences specific to the topics presented. If I were to re-do my previous presentation, I would provide for grouping of participants to discuss the pros and cons of the online system used for staffings and IEPs. I would then ask the groups to break. I would conduct the preview of the information to be presented and ask individual participants to set a goal which they can measure progress on throughout the session. I would allow them to develop their own scale or one which I provide. Following the presentation, I would ask participants to volunteer their progress tracked throughout the presentation. I would then ask them to regroup and reflect and draw conclusions on the information presented. Finally, I would then ask for volunteers to share their reflections and conclusions. Being that I can't re-do the presentation, I hope to implement a similar plan as this one in future training sessions with staff.

Sue Maliszewski Task #1 For my Unit on Expository Text (Amazing Apes and All About Reptiles) which was a brand new skill (S.Q.R.R.R.L.), survey, question, read, retell, review, and learn. I tried new strategies, changed/revised some, adapted for students who have never been exposed to these creatures in zoos or in books. STRATEGIES: -At the start of this Unit I asked the class to come to different parts of the room ~ right side- if they went to a zoo and saw some of these creatures in person, left side- if they never went to a zoo, and center of the room IF THEY WANTED TO GO TO THE ZOO and see these amazing creatures up close, What a stampede of little feet! -Initially a KWL chart was displayed on a large chart paper, and review daily **what was Learned, what the students Wanted to question, and what they originally Knew.** -We displayed a photo gallery around the classroom so the students could come throughout the gallery and look at these amazing creatures. -Then, there was a interactive power point where the Apes and Reptiles seem to come alive daily for three weeks and followed by a Q/A session to get any questions that the students wanted to ask. -Daily, the librarian came in and displayed great colorful library books to invite students to peruse these creatures close up, they were able to write down any questions at this time to investigate on Google or Yahoo at home -Each day I asked the students what creature did they want to see at a zoo, if they were able to go. I demonstrated various families of apes and reptiles with wonderful fast fact about all. -Invitations were given for anyone to be detectives at home to look up information about the Apes: Gibbon, Gorilla, or Chimpanzee or Reptiles: Lizards, Alligator/Crocodile, Snakes, or Turtles. I was so pleasantly surprised to have children bring in National Geographic for Kid magazine about Reptiles,research reports on Turtles, a live pet turtle, and a diorama about Apes, sharing took place at the beginning of class it was sprinkled with great enthusiasm. -Two weeks have past since this Unit and when I ask them any questions we answered in our Unit, they are fast to answer them. -The Culminating Project was a Book Club at the end of the week's lesson for each creature. They picked the creature they wanted to write about. What struck me most about this Unit was the amount of information and ultimately learning that occurred in that Unit. The students went above and beyond what we could cover in daily lessons. At the conclusion of the Unit, they wanted to continue into the next week. So I left it open, whenever, they saw their favorite reptile or ape they were to bring it in (i.e. photograph, magazine, or book) and we would stop what we were doing and share their findings. Posters accompanied the Reptile lesson and I assigned the class into partners. They worked very well together because they shared with each other their knowledge and enthusiasm. **Task #3** a)The steps I am **not currently** using(but will incorporate at a later time) are: **Action Step # 2** Preview Content Prior to Critical-Input Experience  **Action Step #5** Ask Questions That Require Students to Elaborate on Information  **Action Step #6** Have Students Write Out Their Conclusions or Represent their Learning Non-linguistically  **Action Step #7** Have Students Reflect on Their Learning  b) I will implement the above action steps as follows: **First: Preview Content Prior to Critical-Input Experience** ~ a) I would display a KWL chart, b) and preview a question the students on what they think they know about a particular subject matter. To put the students at ease about sharing their thoughts, c) I would stress that the class does not have to be sure of their information, d) sharing their knowledge is what is important (brainstorming**).** e) Emphasizing the connections and importance of the new content between old material and the new material brings a common thread between the materials (scaffolding- building on previous knowledge)**.** In the Unit I worked on (Expository Text and using the SQRRRL strategy) my students were introduced to Skimming headings and subheadings and then Retell/Summarize**.** However, this strategy needs more role modeling and practicing regularly, not just for one unit. **Second: Asking Questions requiring students to Elaborate on Information**~  a) Depending on the comfort level of my students, asking them questions to elaborate on information, the students need to be comfortable sharing their thoughts, impression, prior knowledge, predictions, and questions. b) So I would allow the class to write down in their notebooks what they are thinking.c) Share with a partner, I encourage both partners time to talk about prior knowledge or experiences. d) Volunteers are called on to share with the class, and there is always positive feedback. e) Constructive criticism is a tool for expanding thoughts, learning, conclusions/discussion, knowledge, and social interaction. **Third: Have Students Write Out Their Conclusions or Represent Their Learning Non-linguistically**~ a) For students who are more comfortable sharing their conclusions non-linguistically, this step is perfect. I always initial my lessons with embracing everyone's opinion as valuable. Emphasis is placed at a "just learning" level and we are building on this going forward. c) I can assess the thought process and the writing process including (focus, organization, supporting details, conventions, and penmanship). b)Non-linguistic learning includes illustrations because it completes the full story. Prior knowledge can be evaluated on several levels, encouraging further building on this "house" ignites the students' interest and enthusiasm. Illustrations along with written passages teaches students to add details and vivid color to their writings. **Fourth: Have Students Reflect on their Learning**  a) Reflection helps students to become that good reader, writer, and mathematician. b) Young students feel their first copy is their only/best work, now reflecting on their work and observing that each reading, evaluating, correcting helps that writing become a masterpiece. Additions to any work adds to the quality. c) Samples of what is expected of the class are important for young students because they can see what is "ACCEPTABLE" pinpoint where they are now and where they can go for their work to become 'ACCEPTABLE'."
 * Task #2 Read Chapter 2 **

Debby Brackett
 * Task #1: Reflect and provide a response in your Academic Journal to the following: **
 * Focusing on the unit of instruction you addressed in Chapter One, choose a lesson or group of lessons in that unit and share the strategies you used to introduce new content to your students.

As we began the unit on circles, the classroom teacher spent a lesson on finding the radius vs. finding the diameter of a circle. The next day she asked the students how to find the perimeter of a rectangular figure. She then equated that to finding the circumference of a circle and we spent that day finding the circumference of a circle. The following day we discussed finding the area of a rectangular figure and equating that to finding the area of a circle. That day was spent putting that skill to use. Throughout the lessons we discussed why we might need to know about area and circumference, and how that knowledge could affect our lives.

The following day we reviewed finding circumference and area and completed a few examples before allowing the students to break into groups of 3 or 4 students. Each group was given a selection of circular items, a ruler, and a chart on which to post their information. On this particular day, and the following, the classroom teacher, the support facilitator, and I were available to circulate, monitor, and assist students as needed. Each student was to complete his/her own work, compare answers, and then post the findings on their charts. Although we only used 10 circular items, this lab carried over to the following week as it took the first two days for the majority of the students to fully understand what they were to do.

This particular teacher spends much time moving around the classroom as she asks questions, giving the students high-fives and handing out “Shark Bites” (our school reward system). She also encourages student questions, even awarding appropriate on-topic questions with “Shark Bites.” With 3 adults in the room almost every day, we are able to work closely and often with individual students in this class.


 * Task #3: Now that you've read Chapter Two, use the //Action Step Documentation Form// to explain how you will implement the Action Steps that you are not currently using. **

This particular teacher already directs her classroom in a manner that follows much of the Marzano guidelines. It seems that the only Action Step we did not follow was #7, Have Students Reflect on Their Learning. Typically we would have done that, but time ran out on us. If I were to re-do this lesson I would only have the students do 5 or 6 circular figures in order to have time to incorporate this 7th Action Step. After checking their papers, each group could discuss with each other and the adults what they did right or wrong, how they could do it differently next time, and access how confident they feel about doing something similar at another time.

Jennifer Kabis

Task #1:

I do a lot of vocabulary with the novel unit previously discussed, therefore it is important for them to have several interactions with the content. Students are given a graphic organizer on which some information is already completed in an effort to save time. This information includes the word, a synonym, its part of speech, word derivatives, and a student-friendly definition (as of my new unit, I have added a place for the student to note if the connotation of the word is positive, negative, or neutral). After introducing a word, I give the students examples of it or how to use it, focusing on the part of speech to ensure it is used properly, as well as guiding them to write higher level sentences with context clues in them (low level sentences – i.e. I am a benevolent person – are not allowed and points are taken off for them). I then go around the room and have students share their sentences and ask another to comment on whether the sentence was high-level enough for him/her to understand the word’s meaning. I encourage students to share their thinking regarding understanding (or not) the use of the word or their comprehension of the other student’s sentences. After we go around and every student has had a chance to comment, we move on. Over the next several days students will listen to me tell stories using the words (at first I incorporate definitions and let them use their notes, then I slowly change it to including context clues without notes to assess their knowledge) and have assignments in which they insert the word into a sentence, answer questions about them, match words to pictures, and finally write a story using them.

Task 2:

AS1 & 2: If I understand Action Step 1 correctly, I could introduce the vocabulary by maybe either giving them or telling them a story using the words and having them identify what words they thought were going to be used as their new vocabulary or having them explain the story back to me to assess their understanding of what I just told them. Now, however, in reading Action Step 2, it seems that what I just wrote for AS1 is what I should do for AS2. Therefore, I am not sure what I would do for AS1 – identify that we are going to do vocabulary and review parts of speech and what word derivatives are? A bit lost with this when it comes to introducing vocabulary. Therefore, I think the story facet may be better for AS2.

AS 3: Students could be placed in dyads and come up with ways to attach mnemonic devices to the words (incorporating AS6) and thereafter creating a picture such as the very detailed one discussed in the chapter (13 colonies). Another way for the students to interact with the new vocabulary is perhaps creating skits or coming up with charades for each word to act out for others (or each other).

AS4: I recently visited another teacher’s classroom (this is a requirement at our school – visiting other classrooms once a week) and really enjoyed how she introduced vocabulary. As it is a perfect fit for AS4, I believe it would be perfect to incorporate into my plans. The word is first given to the students and they rate it on a scale of 1-4, 1 being they have never heard of it and 4 being they know it and can properly use it. The next step provides the student with the use of the word in a sentence with a context clue to help clarify the meaning better. Students them write if their number has increased with that sentence. This sentence reading and rating is repeated once more. Dyads then work together to come up with what they think the definition of the word is. Finally, the definition is given and students rate whether their definition matched it.

AS5: I believe one activity I have the students complete is aligned with AS5 but could maybe be carried a little further in a small group (whole group might lose too many of them). Students are provided with questions with the new vocabulary word included and must answer it with an explanation. For example, when using the new vocabulary word //cynical//, students may be asked what might make a child become cynical about Christmas and they have to elaborate on a reason why this might happen. This could be extended to small group after students answer their questions with each student providing their answer while others assess whether that would be a reason or not. We could extend once again and brainstorm things cynical people might say or what things they could do to become less cynical.

AS6: Discussed in AS 3 – mnemonic devices/skits

AS7: Students can finally reflect on their understanding of the vocabulary words introduced and what steps helped them best understand the words. A specific question to help guide their thinking about the new knowledge might ask how confident they would be to teach the words to a younger grade and what techniques they would use.

Karen Cobb

__ Task #1-Choose a lesson and share the strategies you used to introduce new content to your students. __ The unit of instruction that I addressed in Chapter 1 was **The Earliest Americans/Native Americans.** I began the unit by having the students preview their book while paying special attention to the chapter titles, subheadings within each chapter, illustrations, and captions. I also asked the students why did they think the author of the book bordered each page with ears of corn and woven baskets. I had students write down two or three questions that they wanted answered by the end of the unit. After they previewed the chapter, some wrote new questions. Students also had a Native American notebook where chapter questions would be answered and important information on each tribe would be recorded and used for discussion and review later. I also set up a bulletin board where students could see colorful photographs of Native American homes, clothing, ceremonies, and the five regions we would be studying.

I began by introducing vocabulary words that were important to the understanding of the first chapters-//**Beringia-The Land Bridge and America's First Settlers** (//hunter-gatherer, migrate, ancestor, Ice Age, Native American//).// We underlined key words or phrases in the definitions that would help us learn the new vocabulary and we drew pictures to go along with the meaning of the five words they needed to know. The learning goal for these two chapters was to have my students understand that a land bridge connected Asia to North America during the Ice Age and that's how many of the first Americans traveled into our continent. None of my students were familiar with this event that happened thousands of years ago, and I knew they didn't have any prior knowledge of this fact. I provided a visual representation of this area on the globe and on the pull-down map. As we progressed through the chapter, I also made a clay model of the landbridge, along with a little water, to show the migration of the first Americans. After we learned that the Ice Age was ending and the water on Earth and beringia were rising, I added some ice cubes to represent the ice on Earth, and we watched as the ice finally melted and covered the land bridge with water as we now know it today. They enjoyed this similation and it helped to create a mental picture in their mind. We also reinacted the migration across the land bridge within the classroom. I gave my students yard sticks to use as walking sticks and some acted out the vocabulary words //hunter-gatherer// and //migration// as they verbally explained the events in the chapter.

__** Task #3-Explain how you will implement the Action Steps that you are currently not using. **__

After finishing the chapter, I learned several new ways to approach critical -input experiences that I haven't tried before. Here are a few that I would like to incorporate into my classroom. I really liked the way this higher level activity was explained and delivered because ALL students are active participants in the learning process and each is responsible for some portion of reiterating informaton of what was learned. I also liked the way the activity addresses the summarization of material and gives this responsibility to Student A, and elaboration of material would be the responsibility of Students B and C. It also allows the trio to come together and identify misconceptions or confusing information that the group might have about the new material learned. I would organize my 18 students into groups of three and assign the roles of SENSATIONAL SUMMARIZER, and EXCELLENT ELABORATORS. I would also explain that all three students in the group will come together to discuss any confusion and/or questions they still have and explain why they stll have these questions. When the entire class shares their responses to the new learning material, this would be a wonderful opportunity for my third grade students to hear different perspectives/explanation of a concept.
 * **Action Step 4-Present New Information in Small Chunks and Ask for Descriptions, Discussion, and Predictions**

I find that I'm not having my students reflect on their learning as much as I should. I really need to use this step more frequently, as it would benefit both myself and my students on the concepts/material that they have grasped and also address their areas of confusion. Students could jot down a few sentences in their Native American folders about what they learned from the day's lesson or write it on a Post-It note as an "exit slip." I would also have a sentence stems ready for them to fill out such as:
 * **Action Step 7- Have Students Reflect on Their Learning**
 * I understood today's lesson about .........................and this is what I learned.............
 * I am still having trouble understanding today's lesson because....................

The earliest lessons in my unit on writing an expository essay rough draft were: learning the steps of the writing process, understanding the concept of expository writing, and learning the parts of an essay. I introduced the steps of the writing process by having the students make a writing process flow map, which would become a part of their LA ring binders that they could refer to throughout the year. I used a Discovery Streaming video clip to introduce the concept of expository writing, stopping the video occasionally to add notes to the writing process flow map. I introduced the parts of an essay with corresponding hand signals for each part and followed this with an exercise where students looked at a sample 5-paragraph essay and labeled the parts.
 * Kim Nicholas **
 * Task #1 **

After providing an initial training on the book "A Repair Kit for Grading - 15 Fixes for Broken Grades" at our preschool inservice and establishing the learning goal for our school PLC for the year... Teachers will understand best practices in grading that will ensure grades assigned are consistent, accurate, meaningful and support learning. ... teachers were assigned to groups of 7or 8 members and asked to read the article, __Seven Reasons for Standards Based Grading__ by Patricia Scriffiny.They were asked to take notes on how they felt about the ideas presented in the article and how they relate to their grade level grading policy and/or procedures. They were given a hand out to jot down notes on if they **Agreed** (Ideas that can work, you like or see as important), **Disagree** (Ideas that might not work, you don't like or feel are important), and then list any questions /concerns they might have. They would be given a time to reflect on the article and discuss their notes at the third session of the training.
 * Deborah Dillon Chapter 2 Introducing New Knowledge**
 * Task #1 Choose a lesson from the unit of instruction addressed in Chapter I and share the strategies used to introduce new knowledge to students**

In the above lesson, some of the strategies that were used to introduce new knowledge were planned critical input experiences that would lead to a more interactive discussion when they participated in the third session. The strategies used were as follows: 1. Teachers were divided into groups of 7-8 members with an identified facilitator and recorder of information 2. Teachers were assigned a specific article to read 3. Teachers were asked to take notes on their assigned reading using a handout designed to record what teachers agreed or disagreed on in the article and then to write down any questions or concerns they would like to discuss when they met in their cooperative learning groups during the third session of the training 4. The activity provided for self reflection first as they compared what they read with how they felt about the grading practices discussed in the article. 5. Teachers were told to be prepared to share and discuss their notes at the third grading practices training session.

After reading Chapter 2, it helped me have a better understanding of where the elements or instructional practices I observe in classrooms fit in the Marzano model. It will also help me to provide more specifc feedback to teachers. There are a few action steps that can be improved on in the delivery of instruction in the classroom. ActionSteps 4,5, and 7 are areas I will focus on in the model so as to emphasize the improtance of having students taking more ownership in their learning. Using chunking, more elaborating and more reflection in their lessons will make our students more productive learners. I have practiced action step 4 in some of the classrooms to see what happens when all students are held accountable for describing, discussing or predicting what they learned. Good Chapter.
 * Task #2 Read and Reflect on Chapter 2**

During the third session of our grading practices, I would break up the group of 8 members into small cooperative leaning groups of 3,3, and 2 with a recorder in each. The facilitator would circulate among the groups and ask questions using the two types of inferential questions or elaborative interrogation phrases in Action Step 5.
 * Task #3 How will I implement Action Steps I am not currently using.**

Deborah Smith
 * Pre-reading ****Task #1: Relfect and provide a response in your Academic Journal to the following:**
 * Focusing on the unit of instruction you addressed in Chapter One, choose a lesson or group of lessons in that unit and share the strategies you used to introduce new content to your students

I introduced my lesson on writing a comparing and contrasting essay on amphibians and reptiles by having them review what they had learned in their science class. I recorded (charted) what their responses were using a two column note format that was projected on my board. Once their thoughts were exhausted we then read a short nonfiction book on amphibians and reptiles as a class. We watched a short video as well. Students even learned a song about amphibians and reptiles. After these activities we added any new information to our list. I wanted them to have a very good understanding about these animals so they would be able to complete their Venn diagram and writing graphic organizer easily. I then handed out a Venn diagram and had cooperative groups complete the diagram identifying the similarities and differences. Each group then presented their diagram under the document camera. Once Venn diagrams were completed I shared the expository graphic organizer students would be using for the writing process. I modeled for them how to complete the graphic organizer based on our diagrams and students then filled in their graphic organizer identifying similarities and differences. I conferenced with students to made sure that they were on the right track. I shared several examples of completed essays that compared and contrasted other topics. We dissected the essays for format, as well as vocabulary used in a compare and contrast essay. From this point we began writing the essay. We discussed “hooks” or “leads” and students brainstormed and shared ideas for a hook. Students then wrote their introductory paragraph after my modeling. Students shared their paragraphs to the class under the document camera. Each day thereafter I modeled a new paragraph or part of the essay (paragraph on similarities, paragraphs of differences, and conclusion paragraph) and students then wrote their new paragraphs. Each day we shared several student examples under the document camera giving feedback. Conferencing with students was done individually allowing opportunities for revision and editing.


 * Post- Reading ****Task #3: Now that you've read Chapter Two, use the **//**Action Step Documentation Form **//** to explain how you will implement the Action Steps that you are not currently using. **

Although I did have students share what they knew or had learned about amphibians and reptiles, I did not have them identify what they knew about comparing and contrasting in general. I should have asked them to share with me examples of things that they can compare and contrast or what they had previously compared or contrasted before such as in their reading class.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">After reading Chapter 2 I reflected on my lesson and found that I did not use the following action steps: **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Action Step 2: Preview the Content Prior to a Critical-Input Experience. **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Action Step 7:** **Have students Reflect on Their Learning** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">After each step of our writing (each paragraph) I should have had students reflect on their experience writing a comparing and contrasting essay. They could have reflected on what parts they did well or felt the strongest in while writing (transition, details, vocabulary, organization, etc.) as well as what they could have done better on or are still struggling with. While conferencing with students during this process I did discuss these areas with students, however I would now have them write out their reflections in their writer’s notebook. They could do this throughout the writing process and then possibly see or understand their own growth we well.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Liberty Magnet Kindergarten Group <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">*Task 1: In following along with our enVision math series, we are using Interactive Math Stories, Visual Learning Animation, and workmat activities to introduce the subtraction concept to students. Daily practice activities will include the use of pictures, manipulatives, role-playing and practice worksheets.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">*Task 3: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Action Step 1 - Teachers are using subtraction stories with pictures that kindergarten students can relate to. In addition, the visual learning animation teaches the math vocabulary and gives examples in a way that captures the students' interest. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Action Step 2 - Teachers gave a pre-test to determine prior knowledge (what do you think you know?, preview questions). A brief teacher summary is given prior to showing the visual learning animation. Teachers also described how other math concept were linked to the new material. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Action Step 3 - Students will work in groups to create and dramatize a subtraction story. When teachers set up centers that provide opportunites to practice subtraction, they are encouraged to observe and learn strategies from one another. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Action Step 4 - Following our math curriculum, the material is presented in a step by step format, first by introducing the separating concept (how many are left?). The material goes on to take items away. Finally, the numbers and symbols to represent the stories are introduced. This ensure that kids will know and understand exactly what is happening when they are subtracting. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Action Step 5 - Because our lesson is interactive, using physical components as well as video, teachers are able to guide students with questions that require students to process information. Teachers frequently stop to clarify, paraphrase and elaborate throughout each lesson. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Action Step 6 - In this particular unit, students will be graphing their learning progress toward their individual goal. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Action Step 7 - At the conclusion of the unit, a post-test will be given and students will be asked to use the Subtraction Scale to reflect on their own personal achievements.

**Pre-reading Mary Strickler**


 * Task #1: Relfect and provide a response in your Academic Journal to the following:**


 * Focusing on the unit of instruction you addressed in Chapter One, choose a lesson or group of lessons in that unit and share the strategies you used to introduce new content to your students.(**Due Tuesday, March 27th)**


 * I taught a third grade science unit about plant and animal classification. Some strategies I used to introduce the lesson about animal classification were:**
 * **I showed the class some short videos from youtube about classifying animals.**
 * **The students were given cards with pictures of animals on them to sort into groups (birds, fish, amphibians, reptiles, mammals). I included some invertebrates in the mix to see what they would do with them. (They repeat**


 * Action Step 3 - Organize the students into groups to enhance the active processing of information.**
 * I do put students into groups, but I like the way the book sets out the purpose of the group, and establishes operating rules. (page 44) I am going to try to provide students with more guidance about how to discuss what they have read.**


 * Action Step 4 - Present new information in chunks**
 * I definitely am not doing this - I feel like I go too fast a lot of the time, but I worry that I am not teaching everything that I need to teach. Breaking new information into smaller chunks makes so much sense. I actually tried it with a video about chemical reactions that I watched with 5th grade today, just stopping and having small groups summarize important information and listing examples. I think they got more out of it and had to actively watch and think about the video so they could discuss it.**


 * Action Step 6 - Have Students Write Out Their Conclusions or Represent Their Learning Nonlinquistically**


 * On page 52, there is an example of a note-taking format that I plan to teach my students. The students use two columns, and on the left write notes and on the right represent the notes graphically (diagrams, sketches, etc.) I also like the part about having students take their own notes and then compare them with members of the group. (I think this also relates back to Action Step 3)**


 * Action Step 7 - Reflect on Learning**


 * I will use the three examples of reflection questions, and others I have used in the past, to help students reflect about what they have learned.**

<span style="font-family: 'Comic Sans MS',cursive;">Debra Barnes

<span style="font-family: 'Comic Sans MS',cursive;">Task 1. This chapter reminded me of the importance of activating schemata. I will definitely think more about future essential questions and previuosly taught skills when I introduce units/lessons. <span style="font-family: 'Comic Sans MS',cursive;"> Task 2. Read Chapter 2 <span style="font-family: 'Comic Sans MS',cursive;">Task 3. Action steps: <span style="font-family: 'Comic Sans MS',cursive;">I will introduce the skill in chunks from now on. I will do characteristics of NF text first and then loop into how to organize that information. I would also like to stress to the student why this important in a more personal way, perhaps discussing how most adult reading is for information rather that pleasure?? <span style="font-family: 'Comic Sans MS',cursive;">I will continue to use the graphic organizer, but I would like to model using one more with them.