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Opening Activity

Deeper Reading by: Kelly Gallagher Working Together as One Community to Achieve Excellence Una Comunidad Trabajando Unidos para Lograr Excelencia. Opening Activity. SNAKE IN THE GRASS. DRESSED TO THE NINES. SHOPPING ONLINE. COME OUT WITH YOUR HANDS UP. BENDING THE RULES.

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Opening Activity

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  1. Deeper Readingby: Kelly Gallagher Working Together as One Community to Achieve ExcellenceUna Comunidad Trabajando Unidos para Lograr Excelencia

  2. Opening Activity SNAKE IN THE GRASS

  3. DRESSED TO THE NINES

  4. SHOPPING ONLINE

  5. COME OUT WITH YOUR HANDS UP

  6. BENDING THE RULES

  7. WHEN I GET AROUND TO IT

  8. ONE IF BY LAND, TWO IF BY SEA

  9. BEHIND ENEMY LINES

  10. THROWING IN THE TOWEL

  11. STARTING FROM THE BOTTOM UP

  12. SAIL THE SEVEN SEAS

  13. Chapter 6 Ten Strategies to Promote Higher Level Thinking in Small Group Settings • Silent Exchange • Save the Last Words for Me • Trouble Slips • Double Entry Journals • SOAPS - Subject Occasion Audience Purpose Speaker • Mystery Envelopes • Groups Exams • Group Open Minds • Conversation Log Exchanges • Theme Triangles Deeper Understanding, pp. 114-121

  14. Chapter 7 Five Considerations • Use Metaphor to Interpret Metaphor • Don’t Turn Graphic Organizers into Worksheets • Keep the “Newness Factor” in Mind When Assigning Metaphorical Graphic Organizers • Have Students Create and Draw Their Own Metaphorical Graphic Organizers • Use Metaphorical Graphic Organizers as a Springboard to Writing Deeper Understanding, p. 140-145

  15. Chapter 8 Students Should Read Because: • Reading is rewarding. • Reading builds a mature vocabulary. • Reading makes you a better writer. • Reading is hard, and “hard” is necessary. • Reading prepares you for the world of work. • Reading is financially rewarding. • Reading opens doors to college and beyond. • Reading arms you against oppression. • Reading makes you smarter. • Reading develops a moral compass. Deeper Understanding, p. 149

  16. Chapter 9 If We Don’t, Who Will? • Do you believe our students are graduating adequately prepared to read the world at a deeper level? • What will happen to students who leave school unprepared for the literacy challenges that lie outside our curriculum? • Wheat is more important ten years from now: our students’ remembering the key literacy elements in The Great Gatsby, or our students’ being able to make sense of a balloting initiative? Deeper Understanding, p. 196

  17. A Final Note Reading comprehension is a process that involves the orchestrations of the reader’s prior experience and knowledge about the world and about language. It involves such interrelated strategies as predicting, questioning, summarizing, determining meanings of vocabulary in context, monitoring one’s own comprehension, and reflecting. The process also involves such affective factors as motivation, ownership, purpose, and self-esteem. It takes place in and is governed by a specific context, and it is dependent on social interaction. It is the integration of all these processes, that accounts for comprehension. They are not isolate, measurable subfactors. They are wholistic processes for constructing meaning. (Bartoli and Botel 1998) Deeper Understanding, p. 216

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