       |
Topic
of the Week |
Computer
Skills
Keyboard
Utilization/ Word Processing/ DTP |
Information
Skills
|
Reading
Strategy |
BB's (Nuggets
of Best Practice and Brain Research) |
Adventure
Hut |
7. Evaluating
Information |
1.10
|
1.01,
1.02, 1.03, 1.04, 1.07, 1.08, 1.09, 1.10, 2.01, 2.02, 2.03, 2.04,
2.05, 2.06, 3.01, 3.02, 3.03, 3.04, 3.05, 4.01, 4.04, 4.05, 4.06,
4.07, 4.08, 5.01, 5.03, 5.04, 5.05 |
Distinguishing
Importance: Where's the beef? Use conclusions about important
ideas to focus students' reading and help them exclude the "unessential." Often,
by pointing out what is unimportant, you help students to distinguish importance more
clearly. Ask them to read and think aloud about their mental
images as you guide them to distinguish between images
that are critical to understanding and those little details in
images that are interesting, but not essential to the purpose
for reading. Students can use sensory images to lose themselves
in rich detail, gain a greater depth in the reading, draw conclusions,
and make text more memorable. Engaging discussion can grow from
disputes over what is important. Let children work to defend
their positions. |
Would
you like to see a great resource with practical solutions for handling
117 behavior problems? Click here. |
Sense
of Wonder Sites (Science and Social Studies Focus) |
8. Searching
for Information (Comparing Search Engines to Subject Directories) |
1.05,
2.07, 2.08, 2.09 |
1.01,
1.02, 1.03, 1.04, 1.07, 1.08, 1.09, 1.10, 2.01, 2.02, 2.03, 2.04,
2.05, 2.06, 3.01, 3.02, 3.03, 3.04, 3.05, 4.01, 4.03, 4.04, 4.05,
4.06, 4.07, 4.08, 5.01, 5.03, 5.04, 5.05 |
What
is one of the most effective and engaging teaching techniques?
Link to Teachley's! |
9. Content
Area Projects, Searching for Information |
1.04,
1.11, 1.14, 1.15, 2.09, 2.10 |
1.01,
1.02, 1.03, 1.04, 1.07, 1.08, 1.09, 1.10, 2.01, 2.02, 2.03, 2.04,
2.05, 2.06, 3.01, 3.02, 3.03, 3.04, 3.05, 4.01, 4.02, 4.03, 4.04,
4.05, 4.06, 4.07, 4.08, 5.01, 5.03, 5.04, 5.05 |
What
+ what = "enrichment?" Link to Teachley's! |
10. Introduction
to Boolean Logic (AND), Using Word Processing Skills |
1.15,
2.09, 2.10 |
1.01,
1.02, 1.03, 1.04, 1.07, 1.08, 1.09, 1.10, 2.01, 2.02, 2.03, 2.04,
2.05, 2.06, 3.01, 3.02, 3.03, 3.04, 3.05, 4.01, 4.02, 4.03, 4.04,
4.05, 4.06, 4.07, 4.08, 5.01, 5.03, 5.04, 5.05 |
How
can "chunked learning" and reflection help your students retain
more? Link to Teachley's! |
11. Boolean
Logic (OR), Using Word Processing Skills |
1.15,
2.09, 2.10 |
1.01,
1.02, 1.03, 1.04, 1.07, 1.08, 1.09, 1.10, 2.01, 2.02, 2.03, 2.04,
2.05, 2.06, 3.01, 3.02, 3.03, 3.04, 3.05, 4.01, 4.02, 4.03, 4.04,
4.05, 4.06, 4.07, 4.08, 5.01, 5.03, 5.04, 5.05 |
Learn
one more way to get their attention! Link to Teachley's! |
12. Boolean
Logic (NOT), Using Word Processing Skills |
1.15,
2.09, 2.10 |
1.01,
1.02, 1.03, 1.04, 1.07, 1.08, 1.09, 1.10, 2.01, 2.02, 2.03, 2.04,
2.05, 2.06, 3.01, 3.02, 3.03, 3.04, 3.05, 4.01, 4.02, 4.03, 4.04,
4.05, 4.06, 4.07, 4.08, 5.01, 5.03, 5.04, 5.05 |
What
do "newness" and "ritual" have in common with attention? Link to
Teachley's! |
|
