Complete; details provided; demonstrates deep 4 Excellent understanding. Complete; few details provided; demonstrates some 3 Good understanding. Incomplete; few details provided; some misconceptions 2 Fair evident. Very incomplete; no details provided; many 1 Poor misconceptions evident. So incomplete that no judgment can be made about 0 Not acceptable student understanding Student Reading Comprehension Questions (p. 56-57): The Student Reading Comprehension Questions are designed: to encourage students to read the article (and graphics) for comprehension and attention to detail; to provide the teacher with a mechanism for assessing how well students understand the article and/or whether they have read the assignment; and, possibly, to help direct follow-up, in-class discussion, or additional, deeper assignments. Some of the articles in this issue provide opportunities, references, and suggestions for students to do further research on their own about topics that interest them. To help students engage with the text, ask students which article engaged them most and why, or what questions they still have about the articles. The Sites for Additional “Web section of the Guide provides sources for additional information that Information” Teacher’s might help you answer these questions. Anticipation Guide Directions: Before reading the article, in the first column, write or your “A” “D,” indicating agreement or disagreement with each statement. As you read, compare your opinions with information from the article. In the space under each statement, cite information from the article that supports or refutes your original ideas. Me Text Statement Unhealthy corals are faded and crumbling. Coral reefs make up 10% of the earth’s surface.
4 Excellent Complete; details provided; demonstrates deep understanding. 3 Good Complete; few details provided; demonstrates some understanding. 2 Fair Incomplete; few details provided; some misconceptions evident. 1 Poor Very incomplete; no details provided; many misconceptions evident. 0 Not acceptable So incomplete that no judgment can be made about student understanding Student Reading Comprehension Questions (p. 56-57): The Student Reading Comprehension Questions are designed: to encourage students to read the article (and graphics) for comprehension and attention to detail; to provide the teacher with a mechanism for assessing how well students understand the article and/or whether they have read the assignment; and, possibly, to help direct follow-up, in-class discussion, or additional, deeper assignments. Some of the articles in this issue provide opportunities, references, and suggestions for students to do further research on their own about topics that interest them. To help students engage with the text, ask students which article engaged them most and why, or what questions they still have about the articles. The “Web Sites for Additional Information” section of the Teacher’s Guide provides sources for additional information that might help you answer these questions. Anticipation Guide Directions: Before reading the article, in the first column, write “A” or “D,” indicating your agreement or disagreement with each statement. As you read, compare your opinions with information from the article. In the space under each statement, cite information from the article that supports or refutes your original ideas. Me Text Statement Unhealthy corals are faded and crumbling. Coral reefs make up 10% of the earth’s surface.
febmar2018-full-teachers-guide.docx