soil. At the start, I want to get the kids thinking about the importance of soil, not only in the Midwest, but anywhere on the planet. In many countries, when poor farming practices (human activity) occur simultaneously with drought (natural process), the result is a serious depletion of a valuable natural resource, topsoil. The picture [Figure 3-12] I’ll use to illustrate this concurrence is a Depression-era Dust Bowl photograph from the National Archives. projecting the picture on screen, I begin to model the strategy. I begin with an introduction, saying, everyone, to get us ready to read “OK, Chapter Five, The Midwest, I’m going to show you a strategy called Wonder. You can use this strategy when you read your social studies book or when you read your science book. In fact, you can use it when you read any book with photographs or pictures in it. Today I will model the strategy. Later, you will practice it. And after you have practiced it a few times, you will be able to use it on you own whenever you encounter a picture in your textbook. You will want to use this strategy on your own because when you use it prior to reading, you understand the text more deeply when you read it.” Next I model the strategy. To do this, I use the think aloud method, in which I tell my students what thoughts are occurring in my mind as see the picture, think about the picture, and wonder about the picture. First up is I See. I write down what I see, and as I look and write, I say things like, see cars. I see men and “I women. I see hats on some of the men…” These observations are specific. At this point, I am only writing down what I see. For example, I See… A huge cloud A guy in coveralls A landscape that looks like a desert Dried up bushes and grasses, maybe a tumbleweed Looking a little closer, I think I see somebody sitting in the back of the last car.
soil. At the start, I want to get the kids thinking about the importance of soil, not only in the Midwest, but anywhere on the planet. In many countries, when poor farming practices (human activity) occur simultaneously with drought (natural process), the result is a serious depletion of a valuable natural resource, topsoil. The picture [Figure 3-12] I’ll use to illustrate this concurrence is a Depression-era Dust Bowl photograph from the National Archives. projecting the picture on screen, I begin to model the strategy. I begin with an introduction, saying, “OK, everyone, to get us ready to read Chapter Five, The Midwest, I’m going to show you a strategy called You can use this strategy when you read your social studies book or when you read your science book. In fact, you can use it when you read any book with photographs or pictures in it. Today I will model the strategy. Later, you will practice it. And after you have practiced it a few times, you will be able to use it on you own whenever you encounter a picture in your textbook. You will want to use this strategy on your own because when you use it prior to reading, you understand the text more deeply when you read it.” Next I model the strategy. To do this, I use the think aloud method, in which I tell my students what thoughts are occurring in my mind as see the picture, think about the picture, and wonder about the picture. First up is I See. I write down what I see, and as I look and write, I say things like, “I see cars. I see men and women. I see hats on some of the men…” These observations are specific. At this point, I am only writing down what I see. For example, I See… A huge cloud A guy in coveralls A landscape that looks like a desert Dried up bushes and grasses, maybe a tumbleweed Looking a little closer, I think I see somebody sitting in the back of the last car. Wonder.
z-_seethinkwonder_info.docx