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to new vocabulary terms freeze their brains when reading the textbook Logic is filled with holes. Contains blocks of text cut and pasted from a questionable website. Spelling and grammar are a bit smelly. look pretty cheesy Reading comprehension Vocabulary acquisition Speaking/Listening skills Writing skills Six days on the Oath! Strategies: Preview the Text: Page through the chapter and read the headings and subheadings (like an outline) Read the picture labels and charts, noticing how they will support the reading Read the list of Objectives and end-of-chapter Summary Preview Terms: Robust vocabulary cards Complete Chapter Notes: Cornell notes A set of essential words, including content vocabulary, should be directly taught. Students develop meaning for words through multiple and varied encounters with those words. Pictures and other visuals help solidify word meaning. ~ from Patricia M. Cunningham What Really Matters in Vocabulary Essential Concept terms: Important for Understanding terms: Good to Know terms: Ethical Legal Advance Directives Malpractice Consent Confidentiality Code of Ethics Autonomy Assault Battery False imprisonment Living Will Principle Euthanasia Informed consent Libel Slander Harassment Maslow’s hierarchy of needs Cultural competence Abuse Fraud Defamation Breach of Contract Negligence Good Samaritan Laws Physiological needs Dominant culture Prejudice Protocols Emancipated minor Implied contract Express contract Agent Defense mechanism Ethnocentrism Vulnerable populations Self-actualization Culture AMA (Against Medical Advice) Ethnicity DNR (Do Not Resuscitate) POA (Power of Attorney) PHI ( Protected Health Information) HIPAA (Health Insurance Portability & Accountability Act) PSDA (Patient Self Determination Act) Check your notes: 10 points Neat enough to be read by others Use abbreviations and phrases to keep up with speaker Include the most important ideas that address the main topic Maximize your learning! + points Today: Review and Revise your notes: Circle key vocabulary terms Underline main ideas *** next to items likely to be test questions ??? next to areas you have a question about Draw lines to separate chunks of related information Tomorrow: Review text or ask questions to clarify: Find answers to your “???” Fill in information that was missing + points By end of week: Review the Key Questions + points Fold page to hide notes, read the question and check yourself Have a parent/friend ask the questions and initial those you answered correctly Strategies: Close reading 1. Group read of original version. Stop to ask questions or explain after each section. 2. Read newer version. Compare the two documents by asking,” What has changed?” 3. Define any new terms that are a concern for students. Strategies: Working in small groups: Each group creates a poster for one ethical principle. Each group member completes one task and shares their part with the class. Textbook quote Examples Quote from Hippocratic Oath Quote from Nightingale Pledge Quote from HOSA Creed Picture to represent principle Strategies: Speaking and Listening: Students share their findings using examples from the Oath, and question whether their connections are valid. pinned by Jimmy Sapia Conversational Moves I wonder … Building on what you said… I agree/disagree with ___ because What made you think that? I see why you might say that, but….. I agree, but look at page __ where That helps me understand this in a different way because.. pinned by Jimmy Sapia Strategies: Close Reading 1. 2. 3. 4. 5. First reading is aloud. Second reading is silent and students mark text terms that are important to the topic and terms that need clarification. Large group clarifies terms and students pair/share to compare and revise lists of important terms. Third read is to make connections and ask questions of the reading – what do I identify with? what seems to be missing or overlooked? what else do I want to know or suggest? Finally, students complete the first section of an analyzing and summarizing template and share in pairs. Strategies: Document-based investigation 1. 2. 3. Work in small groups to examine one related document. Does the document support the validity of the oath or suggest the need for changes to the oath? Complete the summary template. Share findings with other groups and whole class. Physician's Oath Principles of medical ethics Declaration of Professional Responsibility Strategies for improving writing: 1. 2. Students create an outline using the graphic organizer. Teacher instruction for writing skills - use of a topic sentence, referencing the text, use of transitions, use of grammar and punctuation, etc. 3. Students assess sample paragraphs using the grading rubric to clarify expectations for their own writing. 4. Teacher and peer critique of rough drafts before completing and submitting the final copy. If you ve literacy into your health science classroom you can improve: Reading comprehension Vocabulary acquisition Speaking/Listening skills Writing skills there was a textbook that…….. Sorted the Essential Terms for each chapter. Provided activities for connecting with, mapping, recalling and reflecting on chapter content. Included review activities to improve reading, speaking, listening, and writing skills. Challenged students to analyze text information and use text evidence to draw conclusions and form opinions. “Developing Readers in the Academic Disciplines” by Doug Buehl (2011) “Subjects Matter: Every Teacher’s Guide to Content-Area Reading” by Harvey Daniels and Steven Zemelman (2004) “What Really Matters in Vocabulary: Research-Based Practices across the Curriculum” by Patricia M. Cunningham (2009) “The Cornell Note-taking System” adapted from the work of “Close Reading and the Common Core State Standards” an interview with Douglas Fisher; Walter Pouk; http://lsc.cornell.edu/LSC_Resources/cornellsystem.pdf http://www.mhecommoncoretoolbox.com/close-reading-andthe-ccss-part-1.html “Critical Reading: Deep Reading Strategies for Expository Texts” by Jonathan LeMasters (AVID Press, 2011). http://pms.pasco.k12.fl.us/wpcontent/uploads/pms/2014/08/AVID-Critical-Reading.pdf