Reading Comprehension

1. Reading Comprehension

2. Focusing on Literacy Links Follow Up FOCUS on READING COMPREHENSION Chapter 3 Pages 142-158 TG: page 169-173

3. My first day in an American school started with good news: all clocks were in Spanish! The bad news was devastating: I did not understand anything else. Years later, I realized that numbers and many other symbols were in a "language" that I could understand … --Miriam A. Leiva, Ph. D.

4. Take the following Reading TEST

5. The Montillation of Traxoline It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fevon and bracter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zointer lescelidge. 1. What is traxoline? 2. Where is traxoline montilled? 3. How is traxoline quaselled? 4. Why is it important to know about traxoline?

6. From The Brain and Reading. ASCD Video Series Getting at the Meaning How to Help Students Unpack Difficult Text Constructing meaning during reading means going back and forth between reading relatively small segments of text and discussing the ideas and making connections. Ask students to “construct” meaning instead of “barking at print.”

7. Focusing on Literacy Links What do the 21st Century Skills require? *Digital Age Literacy *Inventive Thinking-Intellectual Capital *Interactive Communication-Social/Personal Skills *Quality, State of the Art Results/Real World Applications *www.21STCENTURYSKILLS.ORG

8. COMMON CORE STATE STANDARDS INITIATIVE {US Education initiative that follows “standards-based education reform”} Sponsored by: * National Governors Association *Council of the Chief State School Officers “Improve the difficulty of books being read. Less emphasis on how students “feel” about a book and more on analyzing content.” 2009

9. Content Specific Information can be accessed: http//corestandards.org Reading Strands LITERARY Fiction Nonfiction Poetry Drama Read-a Loud INFORMATIONAL Expository (main idea, chronological order, comparison/contrast, cause/effect, whole to part)

10. Northwest Regional Labs Northwest Regional Labs

11. ACTIVATE YOUR PRIOR KNOWLEDGE: READING COMPREHENSION

12. Progression of READING COMPREHENSION 21st Century Skills Core Standards Race to the Top STEM PP. 142-158 AFTER BEFORE Previewing and Predicting with TEXT FEATURES DURING

13. Modeling Text Features With

14. Teaching students to recognize the text features an author uses to present information on a page will give students another tool to understand the text. Text Features

15. Text Features—Option #1 Page 148 What is the PURPOSE of each feature?

16. Option #2 :Use a One-Sided Multi-Flow to determine what caused the author to use a text feature. Why did the author use this text feature? The author uses bold print. Page 148

17. Why did the author use this text feature? The author uses bold print. Option #2: Establishing WHY an author uses a certain text feature Page 148 To extend their thinking, students can construct a Multi-Flow Map to discuss the effects the author hoped to achieve by using specific text features.

18. OPTION # 3 Use a Brace Map to “isolate” those features in order to PREVIEW a Text. TITLE OF THE ARTICLE PAGE 149

19. What PREDICTIONS can be drawn about the selection’s contents by examining these text features?

20. Option #4: Seeing the Relationship between the Text Feature and its Purpose

21. Option #4: Seeing the Relationship between the Text Feature and its Purpose “Red Alert” by Laura Giardi illustration Provides a visual representation of the contents Emphasizes key information In the article Add 3 more text features and state the purpose in the Frame.

22. Text Features AND NOW… IT IS YOUR TURN

23. USING TEXT FEATURES FOR PREVIEWING AND PREDICTING SELECT AN ARTICLE FROM A NATIONAL GEOGRAPHIC USE A CIRCLE, MULTI-FLOW, BRACE , OR BRIDGE MAP TO IDENTIFY THE TEXT FEATURES THE AUTHOR USES TO ENHANCE UNDERSTANDING ADD A FRAME OF REFERENCE AND PREDICT THE CONTENTS OF THE ARTICLE

24. Focusing on Literacy Links ORGANIZATIONAL PATTERNS TEXT STRUCTURES Chapter 3 Pages 142 - 147

25. Progression of READING COMPREHENSION 21st Century Skills Core Standards Race to the Top STEM PP. 142-158 DURING Determine the Organizational Pattern/Text Structure, Author’s Purpose, and Vocabulary Words AFTER BEFORE Previewing and Predicting with TEXT FEATURES

26. Page 142 Peregoy and Boyle. Reading, Writing, and Learning in ESL “Text structure provides a conceptual net for keeping information in mind.” “Text organization has a profound effect on comprehension and memory.”

27. Extraction of worthy ideas, like mining for gold, requires searching skills.

28. CREATIVE NOTETAKING Copying is copying. Underlining is underlining. “Creative note-taking requires extraction and reaction. The students’ ability to extract and explain core ideas, concepts, and factual details is revealed in their notes. (All Maps) The students’ ability to sort and classify these extractions is central to their comprehension of the texts’ meaning. (Tree Map) Their competence at commenting and responding to the notes is a sign of interaction and ownership of the material.” (The Frame of Reference)

29. Organizational Patterns “In order to remember, the mind must sort through information and store what is important and discard what is not important. In order to remember the important parts of text, the mind needs to sort against the structure of the text.” “Building Learning Structures Inside the Head” Ruby Payne, Ph.D. Page 142

30. Organizational Patterns AND NOW… IT IS YOUR TURN

31. What Is the Organizational Pattern/ Text Structure? Page 144 Sample Passage The water is cleaned at the water treatment plant. This cleaning is done in steps. First, the water is poured into a large tank. Then, it is mixed with a substance that causes sticky clumps to form. The clumps settle on the bottom of the tank and the cleaner water moves on. The water still needs more cleaning. In the second step, water is poured through a layer of gravel. Breaking the Code On (date), not long after, now, as, before, after, when, first, second, then, finally, during, until. Author’s Purpose: to sequence the steps in cleaning water at the water treatment plant

32. Page 145 What Is the Organizational Pattern/ Text Structure? Sample Passage Lewis and Clark were both strong leaders but different from each other. Lewis liked to walk on the riverbank ahead of everyone. Clark guided the boat along the river. Breaking the Code However; but, as well as, on the other hand, not only…but also, either…or, while, although, similarly, yet unless, meanwhile, nevertheless, otherwise, compared to, and despite. Author’s Purpose: to compare and contrast Lewis and Clark

33. Page 145 What Is the Organizational Pattern? Sample Passage Scientists come to the Antarctic to study the weather and the ice. Scientists also want to learn more about how animals live in this harsh climate. Breaking the Code because, cause, since therefore, consequently, as a result, this led to, so, so that, nevertheless, accordingly, if…then, and thus. Author’s Purpose: to explain why scientists come to Antarctica

34. What is the Organizational Pattern Sample Summary The hippo’s head is huge. It has a big mouth, with teeth so long they are like tusks. The hippo’s body is shaped like a barrel. It has very short legs and each foot has four toes with very thick toenails. The hippos has nostrils high up on its muzzle. Each of these parts of the Hippo enable him to survive in his habitat. Breaking the Code Parts of, take apart, show structure, physical components,anatomy Author’s Purpose: to explain the parts of the hippo’s body.

35. Author’s Purpose: to explain the parts of the hippo’s body

36. Page 150 State Tests Curriculum Guides AUTHOR’S PURPOSE Why did the author write this passage? Textbooks

37. AUTHOR’S PURPOSE Page 150 Once students have begun to understand the concept of Author’s Purpose, create a bulletin board Tree Map to classify examples of each type of reading that you and your students identify.

38. AUTHOR’S PURPOSE Page 150 Software Generated

39. HELEN LESTER WROTE Page 150 AUTHOR’S PURPOSE

40. The author wrote this passage. AUTHOR’S PURPOSE

41. Student Generated

42. Organizational Patterns AND NOW… IT’S YOUR TURN!

43. PART 1 National Geographic articles “TITLE OF THE ARTICLE" WRITE THE TITLE AT THE TOP OF THE CHART PAPER IDENTIFY THE TEXT STRUCTURES IN YOUR ARTICLE TAKE NOTES USING THE APPROPRIATE MAPS 30 minutes to complete your maps

44. PART 2 National Geographic articles “TITLE OF THE ARTICLE" CREATE ONE ADDITONAL MAP FOR AN ACADEMIC VOCABULARY WORD ALIKE/DIFFERENT PARTS WRITE THE AUTHOR’S PUPROSE IN THE RIGHT HAND CORNER TYPES, KINDS,SORT ADD 3 TRANSITION WORDS (SAT) KEY WORDS (77) IN THE FRAME AROUND EACH MAP AUTHOR’S PUPROSE

45. MORE….READING COMPREHENSIONSTRATEGIES forLiterary/InformationalStrands DURING READING continued … • PREDICT • INFER • FACT VS. OPINION • Page 153-157

46. PREDICTING DURING READING Page 153 Predictions Sequence of Events

47. PREDICTING DURING READING Page 154 Predictions Sequence of Events

48. Page 154 PREDICTING DURING READING I made this prediction because…

49. PREDICTING DURING READING Page 154 Predictions Sequence of Events I made these predictions because…

50. What conclusion can be drawn about the hunters’ adjectives to describe Tacky? They had an idea about penguins and Tacky does not fit that idea, so they are confused. Hunters’ POV confusing loud annoying Un-penguin - like