Reading Comprehension Focusing on Literacy Links Follow Up FOCUS on READING COMPREHENSION Chapter 3 Pages 142-158 TG: page 169-173 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. Take the following Reading TEST 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? 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.” Focusing on Literacy Links What do the 21st Century Skills require? *Digital Age Literacy *Inventive Thinking-Intellectual Capital *Interactive CommunicationSocial/Personal Skills *Quality, State of the Art Results/Real World Applications *www.21STCENTURYSKILLS.ORG 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 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) Northwest Regional Labs Northwest Regional Labs ACTIVATE YOUR PRIOR KNOWLEDGE: READING COMPREHENSION Progression of READING COMPREHENSION 21st Century Skills Core Standards Race to the Top STEM PP. 142-158 BEFORE Previewing and Predicting with TEXT FEATURES DURING AFTER Modeling Text Features With 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 Text Features—Option #1 What is the PURPOSE of each feature? Page 148 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 Option #2: Establishing WHY an author uses a certain text feature 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. Page 148 Why did the author use this text feature? The author uses bold print. OPTION # 3 Use a Brace Map to “isolate” those features in order to TITLE OF PREVIEW THE ARTICLE a Text. PAGE 149 What PREDICTIONS can be drawn about the selection’s contents by examining these text features? Option #4: Seeing the Relationship between the Text Feature and its Purpose Option #4: Seeing the Relationship between the Text Feature and its Purpose “Red Alert” by Laura Giardi illustration Emphasizes key information In the article Provides a visual representation of the contents Add 3 more text features and state the purpose in the Frame. Text Features AND NOW… IT IS YOUR TURN 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 Focusing on Literacy Links ORGANIZATIONAL PATTERNS TEXT STRUCTURES Chapter 3 Pages 142 - 147 Progression of READING COMPREHENSION 21st Century Skills Core Standards Race to the Top STEM PP. 142-158 DURING BEFORE Previewing and Predicting with TEXT FEATURES Determine the Organizational Pattern/Text Structure, Author’s Purpose, and Vocabulary Words AFTER Peregoy and Boyle. Reading, Writing, and Learning in ESL Page 142 “Text structure provides a conceptual net for keeping information in mind.” “Text organization has a profound effect on comprehension and memory.” Extraction of worthy ideas, like mining for gold, requires searching skills. 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) 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 Organizational Patterns AND NOW… IT IS YOUR TURN What Is the Organizational Pattern/ Page 144 Text Structure? 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 What Is the Organizational Pattern/ Page 145 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 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 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. Author’s Purpose: to explain the parts of the hippo’s body. Breaking the Code Parts of, take apart, show structure, physical components,anatomy Author’s Purpose: to explain the parts of the hippo’s body Page 150 AUTHOR’S PURPOSE Curriculum Guides Why did the author write this passage? Textbooks State Tests 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. AUTHOR’S PURPOSE Software Generated Page 150 AUTHOR’S PURPOSE HELEN LESTER WROTE Page 150 AUTHOR’S PURPOSE The author wrote this passage. Student Generated Organizational Patterns AND NOW… IT’S YOUR TURN! 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 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 MORE…. READING COMPREHENSION STRATEGIES for Literary/Informational Strands DURING READING continued … • PREDICT • INFER • FACT VS. OPINION • Page 153-157 PREDICTING DURING READING Page 153 Predictions Sequence of Events PREDICTING DURING READING Predictions Sequence of Events Page 154 PREDICTING DURING READING I made this prediction because… Page 154 PREDICTING DURING READING Page 154 Predictions Sequence of Events I made these predictions because… What conclusion can be drawn about the hunters’ adjectives to describe Tacky? They had an Hunters’ idea about POV penguins and confusing Tacky does not fit that idea, so they are confused. loud annoying Unpenguin like MAKING INFERENCES Any map can be used to help students make inferences. What evidence can you use to prove each adjective? Page 157 FACT VS. OPINION FACT VS. OPINION Sample Passage North Carolina is the most beautiful state. It has mountains and beaches that everyone can enjoy. The average temperature during the summer is a warm 88 degrees. This state is the best place to live. Page 157 Organizational Patterns AND NOW… IT’S YOUR TURN! PART 3 National Geographic articles “TITLE OF THE ARTICLE" FOR ONE OF YOUR MAPS, MAKE A PREDICTION, INFERENCE, OR STATE WHETHER A SPECIFIC PIECE OF INFORMATION IS A FACT OR AN OPINION AUTHOR’S PUPROSE Progression of READING COMPREHENSION 21st Century Skills Core Standards Race to the Top STEM P.158 DURING BEFORE Previewing and Predicting with TEXT FEATURES Determine the Organizational Pattern/Text Structure, Author’s Purpose, and Code Words AFTER Summarization SUMMARIZATION Page 158 Literary Text Informational Text Literary Text What do you understand now that you have read and summarized this story? What are some of the BIG ideas you are learning from this story? Informational Text The Mayon and Pacaya Volcanos erupted and caused a lot of damage to lives and property The Mayon Volcano erupted 17 times and people fled The Pacaya Volcano in Guatemala erupted and people fled. Organizational Patterns AND NOW… IT’S YOUR TURN! PART 4 “TITLE OF THE ARTICLE" Frame the Frame around each Map And write Summary Statement. Now Frame all of your Maps and write SO WHAT … SUMMARY SO WHY… STATEMENTS SO WHAT I NOW UNDERSTAND… THIS IS IMPORTANT BECAUSE… Now… take it off your Maps and Write a Summary Paragraph SUMMARY So What… is your topic sentence, then add the one sentence from each of your Maps as detail statements. So Why… is your concluding statement that tells why this information is important.