Teacher's Guide for APPLESEEDS Exploring Oceans

Objective:
Following an initial reading of an article in the issue. Students will:

• reread for information that completes the study guide;
• analyze and categorize facts, details, and definitions;
• organize information and make connections with other resources on the topic;
• use their study guide in a discussion of information gathered.

1. Ask students if they've ever watched a movie a second time. Discuss how this usually results in people noticing things missed in the first viewing. Discuss how this can happen, focusing on the fact that in a first viewing information is new and may be a lot to take in. On a second viewing, when the gist of the movie's plot and events is known, attention can be given to details.
2. Tell students that today we'll see how a second reading or re-viewing of what we've read can work in the same way.

1. Point out examples of situations that would cause a reader to reread a section or passage already read. Examples could include:
   • when meaning is confused. This could happen when the author's style of writing is confusing or words are misread or unknown.
   • when the reader realizes s/he can't restate important information given in the passage.
   • when the reader is thinking of a particular meaning for a word and suddenly notices it doesn't apply in this context.
2. Introduce the study guide using a copy on an overhead transparency. Model how to survey the topics and questions that direct information gathering. This sets a purpose for rereading and makes it efficient.
3. Fill in a box on the feature matrix grid to demonstrate where answers are placed.
4. Review the directions for other parts of the guide as they are used.
5. Assign partners.
6. Give directions for the activity. Students will work with their partner to "buddy reread" for facts and definitions. Each will fill in a study guide based on the information they find together and be prepared to share what they written with the class.

1. Partners will "buddy reread" the article and complete the section of the study guide that relates to that article.
2. The teacher will circulate to monitor and give assistance as needed.
3. A whole-class discussion will follow with students sharing the information they've gathered to complete the section of the study guide. Students will note categories (i.e. on the matrix) for which they did not find information. Examples include details related to size of the Indian Ocean and additional water pollutants.
4. The process will be repeated following the initial reading of sections of the issue.

Independent Practice:
Later in the day (or for homework):

1. Students can find information from other sources that relates to the topics on the study guide and, particularly, areas where more information would be helpful.
2. Students will use the spaces provided on the study guide to record additional information.

1. Ask students to explain how rereading can help them learn more.
2. Ask students to share one fact they missed on the first reading, but noticed in the "buddy rereading."

Evaluation:
The teacher will assess:

• students' ability to work effectively with a partner;
• students' ability to reread for specific information;
• students' ability to record information gathered as directed by questions and categories provided (This includes recording information in written and picture form.);
• students' ability to engage in discussion and clearly describe the information they've collected and recorded;
• students' ability to find relevant information for the study guide in other resources.

• "High Tech on the High Seas" - drawing activity
• "High Tech on the High Seas" - time line
• "Polynesian Voyager" - travel log
• "Water, Water Everywhere" - ocean matrix
• "Be a Water Detective" - pollution matrix

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Updated: 11/21/09 08:01 am
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