Rosyth

This is the final unit. Hope its ok.



The possibilities are endless!

Working on Pre-Reading Strategies. Working on Anticipation guide as you can see, as well as predicting and Question Generating. Might look into Paul's Reasoning. Not sure yet.

I have included different strategies and structures for teachers to use. They provide different levels of scaffolding and can be modified to suit teachers' choices. contexts and cohorts.

Before starting on the story,use this anticipation guide to surface pupils' thinking - assumptions and opinions on what it means to be brave and the different ways to demonstrate bravery. Could also surface ' stereotypical' ideas of bravery.

What do we mean when we say someone is brave? Give some examples of brave acts. We are going to read a fairy tale entitled "The Great Quillow". What brave act do you think he will perform? What are the brave acts that you can recall from fairy tales you have read? Write down what comes to your mind when you think of bravery or courage. Are there different kinds of bravery?

Before you begin reading today's assignment, take a few minutes to write down everything that you know about the subject - Bravery/Courage. What have you heard others say about it? Have you read other things that talk about the same topic? Have you seen television programs or movies about the ideas that the reading covers (or heard radio broadcasts)? Next, take several minutes write down what you would like to know about the subject. What questions do you have about the ideas or subject that are covered? If you could know only one more thing about the issue, what one thing would that be and why? After you've done your pre-reading notes on what you know and what you want to know, go ahead and read the text. Once you've finished, return to your notes and write a paragraph or so on what you've learned from the reading. You might think about how the reading compared to what you already knew about the topic. Were any of the ideas that were included surprising or shocking? Were they thing that you really knew already? Was there any new information that you hadn't heard or seen before? You might think about the ways that the text related to other things that you've read, seen, or heard about the topic -- how different was the writer's perspective? Finally, did the text answer any of the question that you had about the subject? Did you learn any of the things that you wanted to?

p.289 to p.294: ending with “Does anyone have any idea of how to destroy the giant Hunder?” Consider the last section of the text that we've read. Based on everything that's happened so far and the behavior of the characters in the story, what will happen next?

__Comic Strip__ Sketch out the events that will occur -- what will the characters do? what will they say to one another? how will their actions affect the plot of the story or the author's main point?

In addition to outlining the things that will happen next, support your predictions by explaining the details and actions in the text that support your conclusions. What about the characters or their actions make your prediction seem accurate? The point of this assignment is not to guess the next events correctly, but to show that you can make a logical prediction based on the facts at hand.

__Informal Prediction Guides__ Prediction Guides are a method to help students develop purposes for reading their content area material. These guides can be used to motivate reading, to call students attention to the information you think is important for them to retain, and to encourage skimming to find information. Informal prediction guides provide opportunities for students to skim content materials before reading. Here students are encouraged to either read the title of the paragraph, or survey the chapter. Then ask them to read to verify their predictions.

Directions: Complete the sentences below after reading just the title or first paragraph of the text.

From the title / paragraph, I predict that this chapter will be about _ _

The reason I believe this is _ _

__Directions: Survey the chapter. Then complete the sentences that follow.

After surveying the chapter, I believe that the major figure(s) will be__ _

__Some major events will be__

PREDICTING WHAT A STORY IS ABOUT

Based on the _. I think this story is about _

__I think this because__

__My predictions were confirmed because__

__My predictions were disconfirmed because__

Predictagloss/Making Connections __( Making predictions/Forming relationships)__

They can be chosen because they have multiple meanings; because they are important to the story or they are vocabulary which you think would be challenging/interesting for you and your class to discuss and talk about. ||
 * This box should contain at about 10 -15 words/phrases from the passage.

I think the passage could be about

__We think the passage could be about__

_

Word Prediction : The following words might also be in the passage

_

_

_

__Teacher Directions for Predictagloss:

• Ask pupils to predict what these words will mean in the passage (ask if they can predict with absolute certainty or with some hesitation or with “No idea!” of the meaning of the word) • Ask them to make connections as to how the words or phrases connect • Individually, they make predictions as to what the passage can be about • Then they do a Pair-Share or Pair-Share-Squared to discuss on the group thinks the passage will be about • They will also share the words they predict will be in the passage (Peer teaching may arise here as pupils share and explain vocabulary which their peers may not know) Option for pupils to add words that they have learned from their classmates.__

__Pupils must show their thinking behind predictions using the text to justify / explain their answers.

Readers often make predictions and conclusions about text without using what they have read to support their thinking. They infer author’s meaning without regard to clues that are in the text and consequently miss important meaning in the story. Get pupils to support their thinking with excerpts from text. Start with some oral work first. Read a selection of text. Stop and ask the students to predict. When a prediction is made, have the students explain the thinking behind their prediction. Teacher might reread the text to help the child clarify their thinking. Teacher might coach the child saying, “What in the book makes you think that?” A prediction activity will focus on this part of the story. Prediction guide on what predictions pupils can make, why they think these predictions are possible and how certain they are as to the accuracy of their predictions. Use the tables below. Group work.Pupils put a "C" in the third column if predictions are confirmed. __
 * Our Predictions ||  || The thinking behind the prediction ||   || Confirmed? ||

__Individual work. Can do a Think-Pair-Share__
 * I predict _ ___will__ _

_ ||  || What is the thinking behind your prediction?

_

__ ||  ||


 * Anticipation Guide**
 * || Agree || Disagree ||
 * I can be brave ||  ||   ||
 * Bravey can only be demonstrated in times of war and disasters ||  ||   ||
 * Creative people are seldom brave ||  ||   ||
 * Bravery means the absence of fear ||  ||   ||
 * Heroes are extraordinary people who are brave, strong and special ||  ||   ||