Session+Three

=Session 3:=

3.1 Monitoring Understanding

 * **Ho****w do you monitor students' understanding in your classroom?**

Students understanding is monitored in a number of ways in my class. "Classic" quizzes and small writing assignments are used on a weekly/bi weekly basis to check in. In addition, their understanding is checked on a daily basis at the end of class. We review the objective for the day and students write down what they learned/accomplished for the day. These practices will undoubetdly change as I implement more technology. At least I hope/am planning so! I imagine using some of the Web 2.0 tools as formative assesments. I can think specifically about monitoring student conversations/discussions on Voicethread.
 * **How might that practice change as you implement more technology?**

3.2 Before, During, and After Reading
Before reading strategies are used to activate prior knowledge, set a purpose for reading, predict, and generate questions before a student even begins the process of reading a new or unfamiliar text. Students should familiarize themselves with the text by looking at headings, subheadings, key vocabulary, visuals, etc. They should utilize a graphic organizer to to frame and focus their reading and as a reference to use during the process. Setting goals for reading will help to focus the students as well.

During reading strategies are used to monitor understanding, make connections to prior knowledge, question to clarify reading, visualize, analyze, and synthesize across texts. Students should find the answers to their own generated questions (from before reading). They should take notes/complete g.o.'s to monitor their reading and continue to predict and and infer for furture reading.

After reading strategies include debating, discussing, retelling, summarizing, and making connections between reading and writing. Students should not only be able to retell what they have read but should also be able to analyze it and respond to it verbally and in wiritng.

In my class, I feel like I focus a good amount of energy on Before Reading Strategies. I utilize many specific vocabulary instructional strategies before reading. Students use a template called "Content Brainstorming" to outline new vocabulary, preview images, make predictions, and write questions to help focus reading. I also use three column vocabulary and the Frayer model which can be used before, during, and after.

=3.3 Wordle as a Before Reading Strategy= Wordle can be used as a preview/before reading activity. It can also be used as a post reading activity. It might be a good brainstorming tool before reading, as well. As a before reading strategy, students can brainstorm in Wordle what they already know about a topic. Visual learners and tactile learners would absolutely benefit from using wordle.
 * What does it seem that Wordle can do for the user?
 * How useful does Wordle seem to be as a before reading strategy for students?
 * What type of learners would benefit from using a Wordle?

media type="custom" key="9932773"

What observations and predictions about your article can you make based on this Wordle? What connections to your background knowledge can you make?

=3.4 Annotated Article - During Reading Strategy=



=3.5 Top Five Vocabulary - After Reading Activity=


 * **Word from the Universal Declaration of Human Rights** || **Definition in my own Words** ||
 * universal || applicable to everyone regardless of social, political, economic, geographical differences ||
 * inalienable || not transfeable to another ||
 * fundamental || basic, foundational, at the root of the situation ||
 * pledge || promise/give your word ||
 * essential || absolutely necessary ||