Elk+Cluster

__**Next Planning Meeting: Tuesday, Feb. 23rd @ 8:15 in Noreen's Room**__ To Plan: Work on summarizing Unit

__**Planning Meeting: Tuesday Feb. 2nd @ 8:15 in Loralee's Room**__ Unit to Plan: Summarizing and Synthesizing

Resource-Strategies that Work-Summarizing and Synthesizing, page 187-188 From the comprehension toolkit - Summarizing and Synthesizing pages 34-35, Teaching Moves clearly outlined in the Guide (pg.35) Reading and skimming. Activate students' background knowledge. Explain what it means to synthesize information and read for the gist.
 * Lesson 1: Reading for the Gist**
 * May use lessons to teach INVENTION CONVENTION concepts or other Science and Social Studies. Materials used can be classroom books, Time magazines, Scholastic magazines....

Student should
 * slow down and think about the text, separating the details form the bigger ideas to get the gist
 * summarize the big picture in a few words (post-it notes)
 * distinguish between text information and their thinking, to engage more fully with the test, and better understand the material

Resource-Strategies that Work-Summarizing and Synthesizing, page 188-190 From the comprehension toolkit - Summarizing and Synthesizing pages 58-59 Read, Write, & Reflect - Create a summary response to extend thinking Show how to create a brief outline to organize thinking for the summary response. ** Students should
 * Lesson 2: Writing for a Short Summary
 * May use lessons to teach INVENTION CONVENTION concepts or other Science and Social Studies. Materials used can be classroom books, Time magazines, Scholastic magazines or pictures books.... for this type of lesson, teachers should use reading materials that currently being used and are familiar to the class
 * learn how to write a summary response
 * understand that it is important to include their own thinking when they summarize and synthesize their reading
 * build on and extend their knowledge of a topic to arrive at a new insight or an original thought
 * include comments on their strategy use, as well as on the content and their reactions when writing a summary response

Resource-Strategies that Work-Summarizing and Synthesizing, page 192-196 Pulls out information relating to key ideas and paraphrases it briefly and accurately
 * Lesson 3: Synthesizing to Access Content

Students should **
 * Notice the thinking we do to access content and acquire knowledge
 * Notice the craft of a piece as well as the content and the reading process

May use lessons to teach Science and Social Studies. Materials used can be classroom books, Time magazines, Scholastic magazines or the sample article "Moonstruck" found in the resource book (CD)....

__**Planning Meeting: Tuesday Jan 26th @ 8:15 in Lynnette's Room.**__ Unit to: Determining Importance-add objectives and assessments

__**Planning Meeting: Tuesday Jan 12th @10:10 in Louise's Room.**__ Unit to: Determining Importance LESSON 1 Make a FQR sheet (Facts/Questions/Response) plan Model use of the FQR with a picture story book-suggestions on page 171-3 ,Chapter 10, Strategies that Work Also useful to use Lesson 17 ,page 14-22(summary on 22-23) We want Students to:
 * Gather authentic information
 * Respond with questions and interpretations

LESSON 2 Defining primary and secondary sources Share T chart as a group after exposure to p & s sources

LESSON 3 An introductory lesson making students aware of Primary Sources Chapter 10, Strategies That Work, page 164-5 using the book, The journey that Saved curious George:The Wartime Escape of Margaret and H. A. Rey. Responses made with sticky notes.