Reciprocal+Teaching

** Strategy for the Week – ****Reciprocal Teaching**
Click Hereto watch a video of the Reciprocal Teaching in action. Reciprocal teaching uses the skills of predicting, questioning, clarifying, and summarizing to interact with challenging material. Through the use of these four skills, the students learn how to set purposes for reading, how to critically evaluate and monitor themselves, and how to find the main idea in the text. The teacher initially models the interactive dialogue, with the students following the teacher’s example and engaging in the same activities. (From the English SOL Enhanced Scope and Sequence for Grades K–5: READING Strand, 2004)


 * *Remember to incorporate and continue [|Think Alouds] & Model, Model, Model! **

**Website for the Week - NC Education**
NC FALCON Module 1: The Importance of Formative Assessments must be completed by **Friday, September 23rd.** You should submit a copy of your certificate to Ms. McClain by **12:00 noon** on Friday.

**Suggested Theme: Autumn begins Friday, September 23, 2011**
Disney's Johnny Appleseed media type="youtube" key="IASrP1-DulU" height="133" width="230"**Part 1** media type="youtube" key="GflhkSDAaK8" height="137" width="226"**Part 2**
 * Autumn Lesson Plans and Ideas
 * Measuring Using Leaves - In this activity, students use different sized leaves to measure various objects. It is a fun way to introduce units of measure.
 * Scarecrow Recycled - This project encourages students to think about what materials can be recycled. They are challenged to make a scarecrow entirely out of recyclable materials.
 * Johnny Appleseed - September 26th

**Focus for this week's walkthrough: SQ3R**
Consider the title. Ask what students already know about this subject and what they want to know more about. Look at the headings, and skim the topic sentences of the paragraphs. Examine the illustrations and other graphic elements. Read the last paragraph or summary. Change the title, headings, subheadings, and illustrations and graphics into questions. Write down any unfamiliar vocabulary in order to determine its meaning. Respond to and locate answers to the questions generated above, using context clues to help with unfamiliar words. As you read, generate additional questions by focusing on unclear passages, confusing terms, and questionable statements. Recite the answers to questions aloud or in writing. Reread the text for unanswered questions. Review the answers and all sections of the chapter to help organize information. Summarize the information learned, depicting main ideas by using graphic organizer, paragraph summary, or group discussion. //Sources// //• F. Robinson, Effective Study (New York: Harper and Row, 1961). // //• R. Billmeyer and M. L. Barton, Teaching Reading in the Content Areas (Aurora, Colo.: McREL, 1998). //
 * // Survey //what you are about to read.
 * // Question .// Use questions to set the purpose for the reading.
 * // Read //actively.
 * //Recite//. Recall the answers and the information from the book without referring back to the text and notes.
 * //Review//. Answer the major purpose questions (from the title and subheadings).

**Apply for a free Field Trip:**
Jupiter Ball Scholarship Program - Using proceeds from Morehead's annual fundraiser, The Jupiter Ball Scholarship Program will award full and partial field trip scholarships to schools that meet certain deadlines and criteria. **Deadline is** **Nov. 15, 2010** to apply for a field trip in January, February or May 2011. Click here for the online application. **Don't Procrastinate!** === **Grant Opportunity:** @http://www.neafoundation.org/pages/educators/grant-programs/grant-application/student-achievement-grants/===

** Discussion of the Week **
**This Week’s Article:** Great Teachers: Perfectly Imperfect. You may respond to the article under the **DISCUSSION** tab.

**Suggested Themes or Topics**

 * Current Events: Severe Weather
 * Hispanic Heritage Month
 * National Waffle Month
 * Johnny Appleseed (September 26th)