Monitoring+Comprehension+Jan+2009

PE

Hales, R. S., & Varner Bloss, M. (2000). //Badminton 8th Edition.// McGraw-Hill Companies. Students use the INSERT poster to remember what to put into their books while reading the text book. The different symbols mean different aspects to which they may or may not understand during the reading. After reading the class has a think-aloud where different questions are asked and answered. This strategy gets everyone involved and leaves smaller marks in books. Learning a short hand way of getting to information that you do or do not know makes for quicker, easier reading that allows students to quick put down the mark to better get through the reading. Name:** Ben Herland
 * Name: Maggie King**
 * Strategy: INSERT**
 * Comprehension Area: Monitoring Comprehension**
 * Literature Source:**
 * Utilized when: During/After**
 * Think-Aloud Note Grids
 * Strategy:** Think-Aloud Note Grids
 * When Utilized:** During/After Reading
 * Literature Source:** Egan, N. W. (2008). Olympics 2008: Shawn Johnson. //People//, 7, 20-119. pp. 20-119 Retrieved January 14, 2009, from Wilson Web.
 * Overview:** Students will partner up to read this article on Shawn Johnson. They will use the already made grid for taking proper notes during the think aloud session. One teacher will read the text say their think-alouds as they read. The other student will be the recorder and write down the readers think alouds as well as their own. The partners can switch roles part way through the articles. After they are done with the exercise, the students will analyze the grid and figure out what reading habits each student uses.

**Name:** Zach Johnson **Strategy:** Get the Gist **Comprehensive Area**: Monitoring Comprehension **Literature Source**: Zinczenko, David, & Goulding, Matt (October, 2008). The 20 worst foods for kids. //Men’s health,// 170-176. **When utilized:** During reading During and the reading of the magazine article, //The 20 worst foods for kids,// the students will choose two paragraphs to analyze. From the two paragraphs they choose, they will determine who or what their chosen paragraph is about and describe it in a //The Gist// graphic organizer. In the box beneath their description they are to come up with the most important points in the paragraph they are analyzing. Finally they will us these important points to create a ten words or less gist statement from their comprehension of the paragraph.

** Strategy: ** Reciprocal Teaching ** When utilized: ** During/after reading
 * Reciprocal Teaching **
 * Name: ** Amie Heinzelman
 * Literature Source: ** In C. Taylor (Ed.), (2000). In //The Kingfisher science encyclopedia// (, pp. 120-122). In C. Taylor (Ed.).
 * Overview: ** Students will get into groups of four and each group member will take on the role of a facilitator, notetaker, focuser, or word searcher. After the duties have been assigned, the group will be introduced to the four strategies they will be using while reading the text. These strategies include questioning, clarifying, summarizing, and predicting. The groups will use these strategies while reading the text, filling out the reciprocal teaching graphic organizer. This process can be continued with group members changing duties.

Arthur Long Strategy: KWL Comprehension Area: Monitoring Literature Source: “Stout, G. (1996). //On the Court with... Michael Jordan//. New York, Matt Christopher Royalties. When utilized: Before Reading Overview: The activity will be done before the students read the text. It acts as a way for the students to use their background knowledge to fill in their KWL chart about basketball and Michael Jordan. This activity is a useful technique to get the students to start thinking and using the subject area of lifetime sports/activities.

**Name:** Christina Mann **Strategy:** Think Notes **Comprehensive Area:** Comprehension **Literature Source:** Woodson, J. (1999). //The House You Pass on the Way:// New York: Laurel Leaf Publishing. **When Utilized:** During reading **Overview:** While the students are reading the assigned book, the student will write their thoughts about the book on different colored sticky notes. You can then have them write down whether their thoughts are inferences, questions, vocabulary words, important words, main ideas, and so on.

Traci Behnke
 * Why, Why, Why Chart**
 * Name:** Traci Behnke
 * Strategy:** Why, Why, Why Chart
 * When utilized:** Before/during/after
 * Literature source:** Randolph, J. (1982). //Backpacking Basics//. Englewood Cliffs, NJ: Prentice-Hall, Inc.
 * Overview:** Make a chart with what the purposes of reading this text are and what are the main topics in it. Have the students go into a bit of detail when they are stating the main topics, so they don’t just skim the text. Have them write down a few statements from each topic that will be useful later on. After everyone is finished, discuss your reasons and topics in class.

Ben Lancour

** Name: ** Ben Lancour ** Strategy: ** Locked Up  ** When Utilized: ** During Reading http://www.usatoday.com/news/health/2006-08-23-phys-ed_x.htm ** Overview: ** The importance of this strategy is so the student remembers and recalls information from previous lessons. This is a way for students to use knowledge given to them by me or previous texts and being able to recall to compare. Locked up is designed for the child to “GET AWAY” for awhile. Students will lock themselves in a room in their house that contains no entertainment at all. If you must read in the garage, bathroom or car then do so with the permission of your parents.
 * Locked Up **
 * Literary Source: **  Hellmich, N. (2006, August 23). More time in PE doesn't add up. //USA// //Today//. Retrieved January 13, 2009, from USA Today Web site:





**Name:** Kevin Murphy **Strategy:** SMART-Self-Monitoring Approach to Reading and Thinking **Comprehension Area:** Monitoring Comprehension **Literature Source**: //Mind Training for Swimmers// by Craig Townsend pg 4-13 **When Utilized:** During Reading Overview: This is a strategy that students use while reading a book to see what they understood about the passage and to see what they didn't understand from the passage. The students will place a check mark next to the paragraphs they understood and a question mark next to the paragraphs they didn't understand. Once the students are done reading they will think about what they read and go back to see if they can change those question marks into check marks. If they still do not understant they will follow the SMART sheet.

Pierce Geffers This strategy will be used after reading. The teacher will come up with a set of questions and model how to use this strategy. Students will then read the newspaper article about physical education. While students read they should think about the questions that were presented and be ready to answer when the class regroups. The teacher will ask students the questions that they had come up with to see if the students comprehend what they have read. This is a great way to get students involved as a group and have them think why they are reading. It will help them comprehend the article and give them an opportunity to discuss what they have read. **Name:** Lindsey Cordes **Strategy:** Paragraph Dots **Comprehension Area:** Monitoring Comprehension **Literature Source:** New Thoughts About When Not to Stretch. //The New York Times//. **When Utilized:** During Reading The students will be given the article //New// //Thoughts About When Not to Stretch// by The New York Times. The teacher will have placed dots in the article which will be considered stopping points for the students. When they reach the dots they will need to write down what they have comprehended so far. This can just be a couple of sentences that will show that you understand what is going on in the article. After the students are all done we can discuss as a group what everyone came up with at those stop points. This works well for students because it forces them to stop every once in a while and figure out if they really can comprehend what is going on. It makes them think about it instead of just moving on without knowing the true meaning of the article.
 * Think Alouds **
 * Name ** : Pierce Geffers
 * Strategy ** : Think Alouds
 * When Utilized ** : After Reading
 * Literature Source ** : Hellmich, N. (2006). More time in PE doesn’t add up. // USA //// today //
 * Overview **

**Name:** Jessie Scheer **Strategy:** Reading for Understanding **Comprehension Area:** Monitoring **Literature Source:** Doka, K. (2006, July). Rituals: How we cope with death...and life. //The Exceptional Parent//, 7, 69. p. 69Retrieved January 14, 2009, from Wilson Web. **When utilized:** During the reading The students will each have their own copy of the above article about funerals and the events surrounding them along with the Reading for understanding handout. They will read the article and after the introduction, choice is critical, support is essential and do not wait the students will stop and refer to the handout go through the handout asking themselves the questions and using the strategies given to help them if they are confused or lost. When they are done reading the article they are to write a paragraph summary to prove that they understood the article which they will hand in.



Nick McFadden
 * Name:** Nick McFadden
 * Strategy:** RATA (Read Aloud Think Aloud)
 * Comprehension Area:** Monitoring Comprehension
 * Literature Source:** // Dynamic Physical Education for Elementary School Children by Robert Pangrazzi //
 * When Utilized:** During-Reading

For this activity I would start by reading this book because it give most of the basic knowledge that the students would need to get started in track and field. I would fallow this book by reading other book and articles about track and field. I would use this strategy because it would also be forcing the students to learn how to become better readers themselves so that when they read assignments on their own outside of class they can be more efficient readers. This is important for the students because if they never are taught or shown how to read properly they will continue to read without comprehending what they read. For students to read with comprehending it is an ability that will help them throughout their schooling as well is into their careers.

Sarah Kichefski **KWL**  **Name:** Sarah Kichefski
 * Strategy: ** Monitoring Comprehension- KWL Chart
 * When Utilized: ** Before/During/After Reading
 * Literature Source: ** Bayer, Ph.D, L. N. (2000). //Junior Drug Awareness Inhalants & Solvents //. Philadelphia: Chelsea House Publishers.

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 * Overview: ****Students will receive the KWL activity sheet and fill in the K column writing all of the information that they know about the topic. Next, the students will fill in the W column writing down what they want to know. This column will be filled in while students are reading. Lastly, the L column will be filled in after the reading. This column will describe what the student learned from reading the article/text.



Abby Lewitzke ART/MUSIC

While reading //Handmade Prints: An Introduction to Creative Printmaking without a Press// // students will learn about the process of making prints without press tools. They will be given a Chain of Events worksheet and it will be there job to go through the reading and listing the key steps and ideas during the printing process. They will need to pick out the most important steps in the process and list them in the appropriate order on the worksheet. //
 * Name:** Derek Malcore
 * Strategy:** Chain of Events
 * Comprehension Area:** Monitoring Comprehension
 * Literature Source:** Desmet, A. (2000). //Handmade prints: an introduction to creative printmaking without a press// . Worcester, MA: Davis Publications.
 * When Utilized:** During Reading

Mathew Lawniczak **
 * KWL**
 * Name:** Mathew Lawniczak
 * Strategy:** KWL
 * Literature Source:** //Introduction to Ceramics// by ** Greg Geiger **
 * When Utilized:** Before reading and after reading.
 * Overview:** As an introductory activity to Ceramics I will have my students use the KWL form to list what they know about ceramics and what they want to know about ceramics. I will then assign the reading titled //Introduction to Ceramics// by ** Greg Geiger. This article goes over everything you need to know about ceramics to be successful. Students will learn a lot and not have to read a large book. After they are done reading they will then fill out on the sheet what they learned.

Name:Danielle Schneider Strategy: Why, Why, Why Chart Comprehension Area: Monitoring Comprehension Literature Source: //Seven Women: Great Painters// by Winthrop and Frances Neilson When Utilized: Before, During and After Reading Overview: The students will be asked to read the text //Seven Women: Great Painters.// They will need to fill out a chart that asks “why” questions of the text with answers to the questions. This activity encourages students to set up a purpose for reading different types of text. It challenges students to think about various purposes and topics of individual texts.
 * Why, Why, Why Chart**

Strategy:** Read Aloud Everything //
 * Comprehension
 * Name:** Amanda Huck
 * Description:** This strategy would be used while the teacher reads aloud to the class. The teacher would read aloud about half of the book to get the students hooked on the content and then allow the students to finish the rest of the book on their own. After the students read their section, they are to paint a picture of the main idea of theme of the piece, as well as write a short summary of what their painting involves, demonstrating their comprehension of the material, when using the literary source titled //Come Look with Me: Exploring Landscape Art with Children.


 * Discussion Starters**
 * Name:** Val Yost
 * Strategy:** Discussion Starters
 * Literature Source:** Elson, A. (2007). //University of musical encyclopedia - great composers volume III//. New York: Thomson Press.
 * Overview:** This activity is meant to generate class discussion in which students take the lead. This gives the teacher an opportunity to observe and identify whether or not students understand key concepts. Students must be prompted with an open ended question that requires higher level thinking such as “Which composer do you identify with? Why?” It is a great activity to get students to verbalize their thoughts and to use reasoning.

Students will begin by filling in the chart before they begin reading as a sort of anticipatory guide. Their notes will be solely based off of superficial observations and background knowledge. Then as they are reading, they will fill out a new chart to add on to the information they have already ascertained from the text, making notes of similarities and differences in their knowledge of the various purposes of texts. After they have completely finished all of the readings, they will fill out a new chart with their final thoughts on the questions. Logically this chart should be the most accurate depiction of their thoughts on the subject and should have a more complete portrayal of the concerns listed in the boxes. Lastly, students will compare all three charts to one another and draw conclusions. ENGLISH
 * Name:** Trina Hopfensperger
 * Strategy:** Why, Why, Why Chart
 * Comprehension Area:** Monitoring Comprehension
 * Literature Source: “**Using Crayons to Exorcise Katrina” found in //The New York Times// by S. Dewan, //A Portrait of the Artist as a Young Man// a novel by James Joyce, Ch. 1, and a picture book, //You Can’t Make Me Talk// by Janice Carroll.
 * When Utilized:** Before, During, and After a reading
 * Why, Why, Why Chart**
 * Name:** Sarah Nelsen
 * Strategy:** Monitoring Comprehension
 * When utilized:** Before, During, After Reading
 * Literary Source:** //Rosa,// by Nikki Giovanni
 * Overview:** Students will fill in the answers to questions on a chart. These questions will require students to investigate WHY? WHY the author does something, says something, etc. WHY the reader would have use for this text? WHY the teacher would assign something like this for the students to read? Using these completed charts, students will participate in a whole class discussion about these questions and change any answers that are found to be incomplete during discussion.

**Name:** Pam Benedon **Strategy:** Intelligence Corners **Comprehension Area:** Monitoring Comprehension **Literature Source:** Elder, Glen H. Jr. //Children of the Great Depression Social Change in Life Experience// **When utilized:** During and after a reading While reading a chapter from //Children of the Great Depression Social Change in Life Experience// students will have an opurtunity to learn about the book from multiple angles using some of the senses and other intelligences. Before class create four stations that maximize multiple intelligences and put them in corners of the room. The students will read the text and then further comprehend the text by participating in the stations. Common intelligence ideas include a visual corner, an audio corner, a kinesthetic corner, and a verbal corner for enhanced learning.

//
 * Multiple Intelligences Corners**
 * Name:** Dave Riley
 * Strategy:** Multiple Intelligences Corners
 * When utilized:** After Reading
 * Literary Source:** King, D. C. (n.d.). //Civil War Days//. New York: John Wiley & Sons.
 * Overview:** After reading //Civil War Days//, students will break up into four groups and each group will go to one of the four stations set up in the corners of the room. The four stations are Visual, Musical, Kinesthetic, and Verbal – each one of Gardner’s Multiple Intelligences. At each station the students will use the Civil War games and activities from //Civil War Days// // to learn about the different kinds of intelligence and how they are used in everyday life both now and during the days of the Civil War. The visual station involves things like drawing – Musical, writing and singing – Kinesthetic, acting and hand motions – and Verbal, vocabulary and storytelling.


 * Name**: Chelsea Ruff
 * Strategy**: Why, Why, Why Chart
 * Comprehension Area**: Monitoring Comprehension
 * Literary Source**: //Constructing Race Williams: The Klan and the Making of Hard-Boiled Crime Fiction// by Sean McCann
 * When Utilized**: Before, during, or after a reading
 * Overview**: During this activity students will exhibit their competence and comprehension by filling out the questions in the why chart. The questions in this chart deal with the whys behind the teacher's purpose and the author's purpose. Students can complete these at any point in their reading. After finishing reading //Constructing Race Williams// and filling in their why charts students will discuss their answers with the rest of the class to find out if their answers are in fact valid.

In the SQ3R strategy, first the students will survey the text. They will turn every headline, or every introductory sentence into some sort of question. These two steps occur pre-reading. After this is complete, the student will read the text, attempting to answer the questions he or she came up with. Once all the answers are found, the student will recite each question and each answer out loud. This entire process gets reviewed the next day, a week later, and before an exam: survey, question, read, recite, and review.
 * Name**: David Fitzpatrick
 * Strategy**: SQ3R
 * When utilized**: This is a multistep process that occurs before, during, and at the end of reading
 * Literary Source**: Tang, T. N. (1985). A Vietcong Memoir. San Diego: Harcourt Brace Jovanovich, Publishers.
 * Overview**:

**Name:** Mike Schmitt ** Literary Source: ** ** “An Uneasy Eden” by Kennedy Warne When utilized:** during reading
 * Strategy:** Stop Dots
 * Overview:** The teacher will mark the assigned text with dots to indicate stopping points for the students as they read. The students will pause when they get to a dot, think of a question to ask about the text so far, and write it down. If they cannot answer it right away, then they answer it when they find the answer in the text.

Students will be given a copy of the New York Times article //Burn more calories in less time?// While reading, they will be asked to come up with 3 of their own “why” questions. The questions should be ones they do not know the answer to and that are not answered by simply reading the text. They will write down their questions in the graphic organizer provided. After they write the why questions, they will be asked to form a hypothesis and write that below the question in the appropriate place. As homework, the students will be asked to research the questions. They will use internet and other sources to try and find the best answers to their question. They will bring their results and share their findings during the next class period.
 * Name:** Kevin Maher
 * Strategy:** Why Why Why Chart
 * Comp Area:** Monitoring Comprehension
 * Literary Source:** New York Times article //Burn more calories in less time?//
 * Utilzied:** During Reading