Reading Strategy Guide. Making Connections Post –Its (T/S, T/W, T/T) Open Sort/Closed Sort (Words...
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Transcript of Reading Strategy Guide. Making Connections Post –Its (T/S, T/W, T/T) Open Sort/Closed Sort (Words...
Reading Strategy Guide
Making Connections
• Post –Its (T/S, T/W, T/T)• Open Sort/Closed Sort (Words or Pictures)• Connect Two• Tracking Words• Word Splash• Anticipation Guides• Reflection Journals• Response logs• Book Bits
Beavers by Helen H. MooreBeavers by Helen H. Moore
• Read about beaver features, p. 24-27• Use post it notes and write:
t/s = text to self
T/S
t/w = text to world
t/t = text to text
T/W T/T
Open Word SortOpen Word SortOpen Word SortOpen Word Sort
beliefs latitude carrying capacity architecture soil arable consumption demographics agglomeration longitude land use population die-off clothing government industries language homes climate education overshoot crash collapse drawdown
12 3 4 5 6
7 8 9
10
1112 13 14
Closed Word SortClosed Word SortClosed Word SortClosed Word Sort
beliefs latitude carrying capacity architecture soil arable consumption demographics agglomeration longitude land use population die-off clothing government industries language homes climate education overshoot crash collapse drawdown
Categories:Categories:• Location and Place• Human Interactions• Sustainability • no clue
Categories:Categories:• Location and Place• Human Interactions• Sustainability • no clue
Group 1
Group 2Group 3
Birds
Zoo Animals
Farm Animals
Closed Word SortClosed Word Sort
clothing government industries agglomeration language homes beliefs education
Categories:• Location and Place• Human Interactions• Sustainability • no clue
Categories:• Location and Place• Human Interactions• Sustainability • no clue
Location and PlaceLocation and Place
Sustainability Sustainability
Human InteractionsHuman Interactions
consumption drawdown overshoot carrying capacity crash die-off collapse
latitude longitude soil arable demographicsclimate land usepopulation architecture
Making Connections Making Connections With WordsWith Words
Making Connections Making Connections With WordsWith Words
Climate and architecture are connected because the climate helps to determine the type of architecture that will evolve.Climate and architecture are connected because the climate helps to determine the type of architecture that will evolve.
latitude longitude soil arable demographicsclimate land usepopulation architecture
latitude longitude soil arable demographicsclimate land usepopulation architecture
consumption drawdown overshoot carrying capacity crash die-off collapse
consumption drawdown overshoot carrying capacity crash die-off collapse
clothing government industries agglomeration languagehomes beliefs education
clothing government industries agglomeration languagehomes beliefs education
Making Connections Making Connections With WordsWith Words
Making Connections Making Connections With WordsWith Words
More About Beavers,Page 28, 29
Lessons of Easter Island: culture
stone
vegetation
woods
cut down
Word Use in Text Page
krill
web
flippers
fluke
tentacles
meat
plankton
wings
insects
trees
ocean
seals
molars
Continuing Word Connections:
Vocabulary Word My Definition Dictionary Definition
Use in Text
1.
Write about it…
2.
Write about it..
3.
Write about it…
4.
Write about it…
5.
Write about it…
C. Samojedny, 2004
Response Logs:Response Logs:Response Logs:Response Logs:
• reflecting on contentreflecting on content• reflecting on contentreflecting on content
• encourage the use of evidence encourage the use of evidence and examples that build meaningand examples that build meaning and limit irrelevant responsesand limit irrelevant responses
• encourage the use of evidence encourage the use of evidence and examples that build meaningand examples that build meaning and limit irrelevant responsesand limit irrelevant responses
Explain how _________(topic of the day) plays a part in your life.
Write a sentence telling how knowing about ________(new topic) might be useful to you personally.
How do you think your feelings about ________(new topic) is different from your teachers (or friends or parents)?
Book Bits1. Give each student a short excerpt from a piece
of text that everyone will be reading. 2. Each child reads his/her excerpt silently.3. Each child then writes a prediction/questions
about the entire article. 4. Students are placed in groups of 3-4 to share
excerpts with other students. Each child reads to and listens to 2-3 other students. They must read their excerpts exactly as written.
5. Students now return to their seats to make new predictions or ask questions concerning the text they will read.
Anticipation GuidesAnticipation GuidesAnticipation GuidesAnticipation Guides
MeMe TextTextMeMe TextText
Mosquitoes eat plant nectar and pollinate Mosquitoes eat plant nectar and pollinate plants.plants.Mosquitoes eat plant nectar and pollinate Mosquitoes eat plant nectar and pollinate plants.plants.
Mosquitoes make great food for fish.Mosquitoes make great food for fish.Mosquitoes make great food for fish.Mosquitoes make great food for fish.
Honeydew is a favorite food of theHoneydew is a favorite food of themale mosquito.male mosquito.Honeydew is a favorite food of theHoneydew is a favorite food of themale mosquito.male mosquito.
The larvae do not breed successfully in The larvae do not breed successfully in water that has fish or frogs.water that has fish or frogs.The larvae do not breed successfully in The larvae do not breed successfully in water that has fish or frogs.water that has fish or frogs.
Mosquitoes are the most dangerous Mosquitoes are the most dangerous Animal in the world.Animal in the world.Mosquitoes are the most dangerous Mosquitoes are the most dangerous Animal in the world.Animal in the world.
Asking Questions
• I Wonder
• QAR (Text or Art)
• Question Trackers
• Hot Lists
1. I wonder...
2. what horses eat?
3. where horses live?
4. how horses help people?
Question/Answer Relationship (QAR)Question/Answer Relationship (QAR)Question/Answer Relationship (QAR)Question/Answer Relationship (QAR)
IN THE BOOKIN THE BOOK• Right There: Right There:
answer in text, easy to find; answer in text, easy to find; words used in question and words used in question and used in answer are in same used in answer are in same sentencesentence
IN THE BOOKIN THE BOOK• Right There: Right There:
answer in text, easy to find; answer in text, easy to find; words used in question and words used in question and used in answer are in same used in answer are in same sentencesentence
IN MY HEADIN MY HEAD• Author and You:Author and You: answer answer
not in text; must think about not in text; must think about what is known, what text is what is known, what text is saying and how it fits saying and how it fits together (inferring)together (inferring)
IN MY HEADIN MY HEAD• Author and You:Author and You: answer answer
not in text; must think about not in text; must think about what is known, what text is what is known, what text is saying and how it fits saying and how it fits together (inferring)together (inferring)
Think and Search: Think and Search: words and answerswords and answers come from differentcome from different parts of text (or parts of text (or books)books)
Think and Search: Think and Search: words and answerswords and answers come from differentcome from different parts of text (or parts of text (or books)books)
On My Own:On My Own: using experiences using experiences
(schema) to answer (schema) to answer questionquestion
On My Own:On My Own: using experiences using experiences
(schema) to answer (schema) to answer questionquestion
QAR and Art
• Look at a picture
• Write 4 questions about the picture – you should have one question for each of the four types of QAR:
Right ThereThink and SearchAuthor and YouOn your Own
My Main Question Another Question
Another Question Another Question
Another Question Another Question
My question: ! My answer:
My next question: Maybe:
http://dsc.discovery.com/convergence/greatpyramid/pyramids/pyramids.html Where are pyramids found? Why did ancient peoples build pyramids? http://www.survive2012.com/america_pyramids.html Who constructed the ancient pyramids (mounds) in the Americas? What types of materials were used in the construction? How do the pyramids in North America compare to those from ancient Egypt? http://www.survive2012.com/europe_pyramids.html When were the pyramids of Europe constructed? http://www.earthquest.co.uk/china/china.html How were the Chinese pyramids first discovered by Westerners? Why do you think there are pyramids found all over the world?
Determining Importance
• The Structures of Nonfiction TextThe Structures of Nonfiction Text• The Features of Nonfiction TextThe Features of Nonfiction Text• Taking NotesTaking Notes• Graphic OrganizersGraphic Organizers• IWAC, Frayer Model, Concept Definition IWAC, Frayer Model, Concept Definition
MapMap• VisualizationVisualization• GISTGIST• Readers Theatre-Teacher createdReaders Theatre-Teacher created
Readers Theatre
1. Teacher read the text on which script is based and did lessons on fluency.
2. Day 2-3 students met in small groups and read the script several times – taking a different role with each reading.
3. Day 4 – students practice their roles
4. Day 5 – students perform
The Features The Features of Nonfiction Textof Nonfiction Text
The Features The Features of Nonfiction Textof Nonfiction Text
• Table of ContentsTable of Contents• IndexIndex• Titles, HeadingsTitles, Headings• Font SizeFont Size• Font StyleFont Style• Tables, Graphs, Charts, Diagrams, Tables, Graphs, Charts, Diagrams,
Labels, CaptionsLabels, Captions
• Table of ContentsTable of Contents• IndexIndex• Titles, HeadingsTitles, Headings• Font SizeFont Size• Font StyleFont Style• Tables, Graphs, Charts, Diagrams, Tables, Graphs, Charts, Diagrams,
Labels, CaptionsLabels, Captions
Nonfiction Nonfiction Text StructuresText Structures
Nonfiction Nonfiction Text StructuresText Structures
• Cause-Effect Cause-Effect • Problem-SolutionProblem-Solution• Compare/Contrast Compare/Contrast • DescriptionDescription• Chronological SequenceChronological Sequence• EpisodicEpisodic• DefinitionDefinition
• Cause-Effect Cause-Effect • Problem-SolutionProblem-Solution• Compare/Contrast Compare/Contrast • DescriptionDescription• Chronological SequenceChronological Sequence• EpisodicEpisodic• DefinitionDefinition
Nonfiction Nonfiction Text StructuresText Structures
Nonfiction Nonfiction Text StructuresText Structures
Cause/Effect
Event:
Event:
Event:
Event:
Event:
E. Alford, 2002
Nonfiction Text Structures
Nonfiction Text Structures
Problem/ Soluti on
E. Alford, 2002
Sexy Fuel Sippers, Discover, April 2000
Problem/ Soluti on
Text Structures: Compare/ContrastText Structures: Compare/ContrastText Structures: Compare/ContrastText Structures: Compare/Contrast
Alike
Topic: _________________Economy
North South
Different
labor
goodsservices
workingconditions
resources
Text Structures: DescriptionText Structures: DescriptionText Structures: DescriptionText Structures: Description
Topic:
Main idea or summary:
Detail:
Detail:
Detail:
Detail:
Detail:
E. Alford, 2002
Cutting Up With FactsCutting Up With FactsCutting Up With FactsCutting Up With Facts
Cows have four stomachs. They eat grass
Rabbits eat their droppings. Rabbits eat grass.
The starfish stomach goes out of its body and into the shellfish
Frogs pushes their stomach out of their body when if it eats something bad.
Ostriches can run 40 miles an hour. It can kick its enemies.
Ostriches have long nails.
Chameleons change colors to hide.
Baboons live together in troups.
Cobras puff out their necks to look bigger.
Whales can talk to each other.
Meercats stand guard to warn of danger.
Cutting Up With FactsCutting Up With FactsCutting Up With FactsCutting Up With Facts
Cows have four stomachs. They eat grass
Rabbits eat their droppings. Rabbits eat grass.
The starfish stomach goes out of its body and into the shellfish
Frogs pushes their stomach out of their body if it eats something bad.
Ostriches can run 40 miles an hour. It can kick its enemies.
Ostriches have long nails.
Chameleons change colors to hide.
Baboons live together in troups.
Cobras puff out their necks to look bigger.
Whales can talk to each other.
Meercats stand guard to warn of danger.
Features
Behaviors
Non-ExamplesExamples
CharacteristicsDefinition
word
The Frayer ModelThe Frayer ModelThe Frayer ModelThe Frayer Model
CharacteristicsDefinition
A member of a class of higher vertebrates
MammalExamples Non-
examples• human
• squirrel
• dog
• bat
• horse
• whale
• cow
• rabbit
• frog
• snake
• turtle
• butterfly
• spider
• lizard
• shark
• chicken
• warm-blooded
• have fur
• produce milk
The Frayer ModelThe Frayer ModelThe Frayer ModelThe Frayer Model
Visualize...Visualize...Visualize...Visualize...
Change Over Time: Life Cycle of a TreeChange Over Time: Life Cycle of a TreeChange Over Time: Life Cycle of a TreeChange Over Time: Life Cycle of a Tree
Scavenger Hunt Interactions of animals and plants
How do animals use plants?
Name of animal Part of plant used
Human (animal) Part of plant used
Moving Seeds Name of mover How seeds are moved
Topic:
What problems were experienced? What led to these problems? How were the problems resolved?
Location Name
Location Relative Absolute
County seat
Neighboring villages, towns
Landmarks in all directions from a point
Street or rural address
Use of an atlas
Map: symbols, scale & distance, grids, index, compass rose, key
Place
wildlife
wildlife
landforms
climate
vegitation
Soil, water, other resources
ethnic groups
Physical characteristics
Human characteristics
socioeconomic levels
religious affiliations
education levels
recreation
architecture
government, schools
land use
Name: ____________________________________
What are the parts of a tree and what do they do?
Tree Part What does it do?
Draw a picture of a tree’s life cycle.
What are the two main types of trees? How can you tell them apart?
In the box below, draw a picture of your favorite tree. Next to the picture,explain how to identify this tree.
What products are made from trees? How are trees important inyour life?
G.I.S.T.
Semantic Features ChartSemantic Features Chart
Description: Location, place
Resources Culture: history, etc.
Disappearance Implications
Maya
Mesopotamia
Easter Island
Anasazi
Modern World
Important Words And Concepts (IWAC)
A B C D E F G H
I J K L M N O P
Q R S T U V W X
Y Z
Reading Strategy: Determining Importance
Finding Important Finding Important InformationInformation
Finding Important Finding Important InformationInformation
Pueblo
PropertiesDescribe it.
CategoryWhat is it?
Compare/Contrast
What is it like?
Illustrations: What are some examples?
Four Corners
Navajo NationalMonument New
Mexico
shelter
apartment
Navajo sandstone
cliff dwellings
multi-level
A pueblo is a shelter similar to an apartment. These multi-level cliff
dwellings are made of Navajo sandstone. Pueblos can still be found in New Mexico, the Four Corners region, and the Navajo National Monument located in
Black Mesa, Arizona.
A pueblo is a shelter similar to an apartment. These multi-level cliff
dwellings are made of Navajo sandstone. Pueblos can still be found in New Mexico, the Four Corners region, and the Navajo National Monument located in
Black Mesa, Arizona.
Paragraph written from Concept Definition Map
Drawing Inferences
• Poetry Reconstruction
• Concept Circles
• Mystery Bubbles
• Fact/Inference T Chart
• Inferring from Lists of Related Facts
Poetry Reconstruction
1. Record a poem on sentence strips
2. Record the same poem on stiff paper for students
3. Cut the poem into phrases
4. Distribute strips randomly to students
5. Students work in teams to reconstruct the poem
6. Check their work against poem in pocket chart
Activity: Seed, Sprout, Flower reconstruction
Seed, Sprout, Flowerby Helen H. Moore
A seed is planted:
First a sprout,
then stem,
and leaves,
and buds
come out.
Buds grow bigger,
smelling sweet,
bees and birds come
‘round to eat.
Bees and birds
help flowers spread
their new seeds on
the garden bed . .
A seed is planted.
Concept Circles
1. View a completed circle and name the concept
2. Provide a concept and one word/picture – add other words/pictures that fit
3. Identify the word or picture that does not belong
Concept CircleWhat concepts are represented?
car
bike van Explain your choice: ______________________________________________________
Concept CircleWhat other examples fit?
ant insects
Explain your choices:
____________________
____________________
____________________
Concept Circle Which one does not belong?
tiger
lion dog Explain why:
____________________
____________________
____________________
Mystery Bubbles
• Select key concepts• Provide one clue related to the concept• Provide a list of vocabulary words – including the
concept words• Students must now complete the mystery
bubbles• As students develop proficiency – you may want
to eliminate the word list• Students complete the bubbles on their own
Mystery Bubbles
mammals 3 middle ear bones reptiles
scales horse lay eggs
bo
dy
hai
r
snak
e
Biomes / Habitats
strataextreme temperaturesprairieequatortemperaterainforestlittle rainfallSaharaplains of grass
DESERT
mid
-Am
eric
a
den
se &
war
m
People in our Community
MAYOR
bri
ng
s b
ills
keep
s
us
safe
Mystery Bubbles without vocabulary list
Making InferencesMaking InferencesMaking InferencesMaking Inferences
FactsFactsFactsFacts InferencesInferencesInferencesInferences
Somewhere between AD 1250 Somewhere between AD 1250 and AD 1400 the Anasazi and AD 1400 the Anasazi moved out of San Juan county and moved out of San Juan county and dispersed to larger pueblos scattereddispersed to larger pueblos scatteredthroughout the drainages of the throughout the drainages of the Colorado and Rio Grande Rivers inColorado and Rio Grande Rivers inColorado and New Mexico. They left Colorado and New Mexico. They left behind many of their large personalbehind many of their large personalbelongings such as cooking pots andbelongings such as cooking pots andbaskets.baskets.
Somewhere between AD 1250 Somewhere between AD 1250 and AD 1400 the Anasazi and AD 1400 the Anasazi moved out of San Juan county and moved out of San Juan county and dispersed to larger pueblos scattereddispersed to larger pueblos scatteredthroughout the drainages of the throughout the drainages of the Colorado and Rio Grande Rivers inColorado and Rio Grande Rivers inColorado and New Mexico. They left Colorado and New Mexico. They left behind many of their large personalbehind many of their large personalbelongings such as cooking pots andbelongings such as cooking pots andbaskets.baskets.
• Water is important to their culture Water is important to their culture because they always live near a river.because they always live near a river.• Water is important to their culture Water is important to their culture because they always live near a river.because they always live near a river.
• They were peaceful because they were They were peaceful because they were accepted by other Pueblo Indians .accepted by other Pueblo Indians .• They were peaceful because they were They were peaceful because they were accepted by other Pueblo Indians .accepted by other Pueblo Indians .
• Because they left behind personal Because they left behind personal belongings, I can infer they leftbelongings, I can infer they left quickly. quickly.
• Because they left behind personal Because they left behind personal belongings, I can infer they leftbelongings, I can infer they left quickly. quickly.
What can we infer?
Cows have four stomachs. They eat grass
Rabbits eat their droppings. Rabbits eat grass.
The starfish stomach goes out of its body and into the shellfish
Frogs pushes their stomach out of their body when if it eats something bad.
Ostriches have long nails.
Animal features…
The cheeta has a spotted coat.
What can we infer about grass?
Considering all of the facts about animal features, what can we infer?
Synthesizing
• Student Created Readers’ Theatre
• Note Taking Formats
• FTP
Student-Produced Readers Theatre
1. In teams review texts and notes to create script.
2. Small groups meet and read the script several times – taking a different role with each reading.
3. Students practice their roles
4. Readers’ Theatre is performed
Note taking formatsNote taking formats
Event:Year(s):Description:
Graphic:
Significance:
John Smith and other English settlers established Jamestown
1607 An expedition was financed to Chesapeake Bay with more than 100 colonists. They found a spot on the James River and named it Jamestown. Jamestown colonists had many hardships. They spent time searching for gold instead of finding food.
Jamestown
Colonists realized they need to grow crops for food instead of just searching for gold.