Welcome to Class 8-F14
Please find your seat:
– Seating is based on the
comprehension strategy you are
presenting.
– Start the RICA review
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RICA Review
You know what to do…
Schwa
ED LA320
Introduction to edTPA
Teaching Comprehension
Demonstration
Comprehension Strategy:
Making Connections: Text-Text
Compare/Contrast
Making Connections: Text-Text
Making Connections:
Definition
• Students can compare different
versions of familiar stories, texts
written by the same author, or texts
that address a common theme or topic.
• When readers make text-text
connections, they link the text or an
element of it to another text they’ve
read or to a familiar film or TV program.
Making Connections
Key Features
• Why is this strategy important?
– Text-Text connections require higher level
thinking and can be difficult for students who
have less experience with texts.
• Ways to teach:
– Making Connections Charts
– Drawing Connections Bridge
– Code the Text
Common Core State Standards
Reading
– RL.2-3.9
Compare and contrast two or more versions of
the same story by different authors or from
different cultures.
– RL.4-5-6.6
Compare and contrast the points of view from
which different stories are narrated…
Academic Language
• Forms
– similar (compare), different (contrast)
• Functions
– Compare/Contrast
• Sentence Frames
– The two texts are similar in that…
– In the first text ____, whereas in the
second text____.
– I now better understand…
Compare/Contrast
• Day 1
– Read new text and discuss
• Day 2
– Drawing Connections Bridge > write
• Day 3
– Read 3rd text, POV, connections chart
• Day 4
– Compare/Contrast essay
Day One
The Cat, Dog, Little Red, Exploding
Eggs…
By Diane and Christyan Fox
The cat, dog, LR, exploding eggs …
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The story begins…
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Graphic Organizer
Cat, Dog, Little Red, Exploding Eggs…
LRRH
1st person
narrative
3rd person
narrative
No special
powers
Wolf eats
Granny
LRRH
Wolf
Granny
special
Powers
Granny in
closet
Cat & Dog
woodcutter
Discussion
• How is this text similar to the one with which
you are familiar?
• How is this text different from the one with
which you are familiar?
– NOTE: This is where you can bring in Close
Reading!
Discussion
• The new text is similar to the first because
both…
• The new text has ___ whereas the original
story has ___.
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Day Two
Making Connections Bridge
Another writing prompt
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Little Red: A fizzingly good yarn
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Making Connections Bridge
Making Connections Bridge
• In each boat, write what is unique to the text.
• On or under the bridge, write about what is
common across both texts.
• Question: How does comparing/contrasting the
two texts help you better comprehend? Write at
least one sentence for comparison and one for
contrast. You may use the sentence frames.
Making Connections
Day Two Writing Prompts
• By comparing the two texts, I understand
better…
• The two texts are different in that … This
helps me better understand …
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Day Three
Yet another version: Little Red
Point of View
Yet another…
• Students will be given yet another version of LRRH.
– Little Red: A Fizzingly Good Yarn
– Little Red: A Newfangled Prairie Adventure
– Little Red Cowboy Hat (Arizona)
– Pretty Salma (Africa)
– Lon Po Po (China)
– Honestly, Red Riding Hood Was Rotten!
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Yet Another…
• Fill in the graphic organizer. This will help
you analyze the texts and write your c/c
essay.
– Characters
– Setting
– Problem
– Resolution
– Point of View
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Yet Another…
•
•
•
•
List the characters.
Describe the setting (place and time).
Explain the problem and solution.
Who is telling the story?
– Point of View
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Point of View
• Question: Who is telling the story? This is
called point of view.
– How does the point of view influence the
story?
– With whom are you sympathetic?
– What does the different point of view help you
understand about the story in general?
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Lon Po Po (China)
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Pretty Salma (Africa)
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Little Red Cowboy Hat (Arizona)
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Little Red Riding Hood (Prairie)
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Honestly, RRH Was Rotten
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Yet another…
Day Four
Compare/Contrast Essay
Compare/Contrast Essay
• The versions of LRRH are similar in that…
• The versions of LRRH are different in
that…
• Choose one of the following:
– The narrator’s point of view influenced the
story in several ways. First…
– The setting influenced the story in several
ways. First…
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Comprehension Learning
Segment
CLS
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CLS Outline Document
• On the course website in Class 8 (today!)
and GauchoSpace, you will find a CLS
Outline document that we hope you may
find to be helpful as you begin to plan for
your CLS and/or TakeOver.
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CLS Draft Outline
CLS Draft Feedback
Assessment vs. Checking for
Understanding
Comprehension
Strategy
text
Assessment:
comprehension
strategy
√ ing for
understanding
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Comprehension Strategies
1. Making Predictions
2. Making Connections (compare/contrast texts)
3. Asking Questions
4. Drawing Inferences
5. Visualizing
6. Determining Importance
7. Summarizing
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Comprehension Strategies
In 10 minutes:
• Name of strategy
• Definition - what it is
– Key features of this strategy
• Connection to ELA Standards
• What you propose to do to teach (+ citations)
–
–
–
–
Day One
Day Two
Day Three
Day Four
• Possible considerations for adaptations and/or modifications
• Academic Language (sentence frames)
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Comprehension Strategy
Presentations
Note Taking
Teaching Reading Comprehension…
Teaching Comprehension
Strategies
•
Introduce the strategy.
• The teacher names the strategy and explains why it is useful. Share
examples of how or when the strategy is used.
•
Demonstrate the strategy.
• T explains the steps of the strategy and MODELS how to use it with
authentic reading activities.
•
Practice the strategy.
• Students practice the strategy with the teacher’s support.
•
Review the strategy.
• Students reflect on what they have learned and how they can use this
strategy in their reading.
•
Apply the strategy.
• Students apply the new strategy with new text.
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CH9 Reading Guide
Homework
• Read:
– Tompkins, Chapter 9: Promoting Comprehension – Text
Factors pp. 288 – 310
– edTPA Handbook –
• To do:
– Bring an information text
– Chapter 9 Reading Guide (on website & distributed in class)
– Literacy Assessment Ch. 2 and Ch. 3 (optional)
• November 4
– Comprehension Learning Segment Lesson Drafts
• Week #1 Takeover Due Nov. 11 (optional)
• Week #2 Takeover Due Nov. 18 (optional)
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Critical Resources
on GauchoSpace
WA Lesson assignments
• Your work, with rubrics and feedback will
be/has been sent to you electronically.
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Understanding Your Score
• At this point of your professional development,
your scores should be in the “developing” level
of the rubrics.
• You only need to revise and resubmit if we have
contacted you.
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