MID-WORKSHOP TEACHING Use Headings, Subheadings, and Other Text Features to Preview Sections of the Text “Readers, let me pause you for a minute. You know that readers can rev up their minds to get ready to read an entire book. Here’s a tip. Nonfiction books often have chapters or sections that each cover a specific subtopic. When you get to a new chapter or section, it’s helpful to preview that part, just like you previewed the text as a whole. That way you can read with a sense of how the section will probably go. “Previewing a part is a lot like previewing a whole book. You can look at the heading and the first sentence or two, as well as the other text features in that section. Then, you can think, ‘What will this part teach? How will this part probably go?’ Try this right now with the part you’ll read next.” SHARE Revisit Concepts Maps: Add New Information and Revise Set up research groups to revisit their concept maps, adding new information they’ve learned and revising to address any misconceptions. “Botanists, there must be a lot of sun, soil, and water in our classroom today, because your ideas about plants are really growing ! Get it? “Scientists don’t work alone, and they definitely don’t keep their learning to themselves. Scientists, like all of you, are constantly sharing their learning and talking about how it fits with what they already know. “In a minute, you’ll talk with your research group. As you meet, put your concept map in the middle. There might be new information you’ve learned about your topic that you’re excited to add to your concept map. Jot it on a sticky note, and teach your partners about it. Talk together about where that new learning should go on your concept map, and then add it. “There might also be information on your concept map that you’ve learned isn’t correct. If that’s the case, revise your concept map, taking off what’s inaccurate and replacing it with the accurate information. It takes bravery for scientists to admit that something they thought was correct actually wasn’t, so be brave! So let’s get started!”
As all your students teach each other about what they learned, encourage them to use gestures and refer to pictures in texts to support comprehension.
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Session 2 • Preview the Text to Determine What it Will Teach and How
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