READING COACHES PROFESSIONAL DEVELOPMENT OCTOBER, 2010

Transcription

1 READING COACHES PROFESSIONAL DEVELOPMENT OCTOBER, 2010

2 AGENDA District Updates Language Arts/Reading RtI ESOL SPED Teaching the Standards with Rigor A Conversation about Writing

3 Incorporating more rigorous and relevant instruction in our classrooms is a realistic goal and will yield immediate results in our enthusiasm to learn. When we are engaged in the learning process, real achievement takes place, and our chances to excel at what we do increase. All that is required is a change of attitude and the willingness to restructure education so that it prepares students for life.

4 Students who engage in frequent discussions about what they read are more motivated and have higher achievement scores than students who do not interact with books. Mullis, Campbell & Farstrup, 1993 Engaging students t in writing about their responses to reading leads to better reading achievement. Tierney & Shanahan, 1991

5 THINGS TO CONSIDER: Targeted Benchmarks (from Data and Pacing Guide) Primary Mood Secondary Analyze y words in text/shades of meaning Author s purpose/main Idea Texts/resources Basal Supplemental articles/stories/poetry Instructional resources Structure of the Lesson Background knowledge, goal setting, discussion, organization, active learning, writing

6 Keep in mind the strategies that enhance the students retention of text!

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8 PLANNING FOR A RIGOROUS LESSON Select appropriate informational YhSh Yeh-Shen A A Cinderella Story From China retold by Ai-Ling and/or literary text Louie Cinder-Elly by Francis Minters Benchmarks Primary Secondary Text structure: Primary: Secondary: Choose: Strategy/Graphic Organizer Question Task Card Determine: Critical Concept Vocabulary Vocabulary from the text aligned with other vocabulary benchmarks Multiple Opportunities to Reread 8

9 YOU DON T KNOW WHAT YOU VE GOT UNTIL YOU HAVE READ THE TEXTS!

10 WHAT CAN BE TAUGHT FROM : Yeh Shen A Cinderella Story from Yeh-Shen A Cinderella Story from China Cinder-Elly

11 PLANNING FOR A RIGOROUS LESSON Select appropriate informational Yh Yeh Shen A A Cinderella Story From China retold by Ai-Ling and/or literary text Louie Cinder-Elly by Francis Minters Benchmarks Text structure(s): Sequential/Chronological Primary Secondary Primary: LA Elements of Story Structure Character Development Character Point of View Setting Plot Development Problem/Resolution Secondary: Theme Topic Mood Compare/Contrast Text Features Choose: Strategy/Graphic Organizer Question Task Card Determine: Critical Concept Vocabulary Vocabulary from the text aligned with other vocabulary benchmarks Multiple Opportunities to Reread Consider your choices To complete graphic organizers/answer questions Reader s Theatre Retelling from the view point of the main characters 11

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13 Tapping Prior Knowledge I already know that This reminds me of... This relates to... Making Connections This reminds me of... I experienced this once when... I can relate to this because...

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15 PREDICTION CONFIRMATION I ll bet that... It is very important for students to confirm their predictions. Poorer readers don t know that t they don t know!

16 SO DEPENDING ON WHERE YOUR STUDENTS ARE, YOU MIGHT... Do a narrative arch or story map Establish the author s purpose- So pullout your author s purpose chart. Reread for specific vocabulary, figurative language, imagery Finding the common elements in/across the Cinderella fairy tales

17 Think about the events that occurred before and after the incident with the Basketball Game. Draw symbols of Cinder-Elly's thoughts and feelings. You may also use words if you need to. On an index card explain why you drew the symbols that you did. What do they represent?

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19 Think about the events that occurred before and after the incident with the Spring Festival. Draw symbols of Yeh Shen s thoughts and feelings. You may also use words if you need to. On an index card explain why you drew the symbols that you did. What do they represent?

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21 Actions speak louder than words! Look at the character that has been assigned to you. (NO SWITCHING!) Chief Wu, Yeh-Shen, Stepmother, Stepsister, Fish, old man, villager, king, cave women. Think about how the feeling word you have been assigned relates to the character. Complete the sentence: was when. Illustrate your card

22 Character Evolution Timeline for Yeh-Shen Excerpt #1 miserable Excerpt #2 Excerpt #3 Excerpt #4 (Yeh-Shen) She was a bright child and lovely too, with skin as smooth as ivory and dark pools for eyes. Her stepmother was jealous of all this beauty and goodness, for her own daughter was not pretty at all. So in her displeasure, she gave poor Yeh-Shen the heaviest and most unpleasant chores. Description/Notes P YS S Time went by, and Yeh-Shen, who was often left alone, took comfort in speaking to the bones of her fish. When she was hungry, which happened quite often, Yeh-Shen asked the bones for food. In this way, Yeh-Shen managed to live from day to day, but she live in dread that her stepmother would discover her secret and take even that away from her. Mother does she not resemble our Yeh-Shen Upon hearing this, Yeh-Shen jumped up and ran off before her stepsister could look closely at her. She raced down the mountainside, id and in doing so, she lost one of her golden slippers. No sooner had the shoe fallen from her foot than all her fine clothes turned back to rags. Only one thing remained a tiny golden shoe. Yeh-Shen hurried to the bones of her fish and returned the slipper, promising to find its mate. But now the bones were silent, Sadly Yeh-Shen realized that she had lost her only friend....there was a loud pounding at the door. Yeh-Shen went to see who it was and found a king at her doorstep. She was very frightened at first, but the king spoke to her in a kind voice and asked her to try the golden slippers on her feet. The maiden did as she was told, and she stood in her golden shoes, her rags were transformed one more into the feathered cloak and beautiful gown. Description/Notes Description/Notes Description/Notes

23 Character Evolution Timeline for Cinder- Elly Excerpt #1 Excerpt#2 Excerpt#3 Description/Notes Description/Notes Description/Notes

24 How does the author create different moods throughout the story? Setting Mood Proof/ evidence

25 Chart of Yeh Shen s Feelings At the beginning of the story, Yeh Shen At the end of the story, Yeh Shen Feels Because Feels Because

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27 CHARACTER COAT OF ARMS Yeh-Shen If Yeh-Shen were an object she would be a/an because. If Yeh-Shen were a song she d be because. If Yeh-Shen were an emotion it would be because. If Yeh-Shen were an animal it would be a because.

28 LET S TEST YOURSELF! Did you think about your thinking? Were you actively engaged? Did you write? Was there discussion? How many benchmarks did we cover? Vocabulary Theme Elements of Story Structure: character development, character point of view setting Mood Text Features

29 QUESTIONS! QUESTIONS! MORE QUESTIONS! for Yeh-Shen A Cinderella Story From China 1. Which statement lets the reader understand how the author organized the story/passage 2. What is it about Yeh-Shen that bothers her stepmother? 3. What happens that causes Yeh-Shen to change from the beginning to the end of the story? 4. What was the first step in the King s search for the owner of the golden slipper? 5. What sentence first lets the reader know how Yeh-Shen feels about going to the Spring Festival?

30 MORE QUESTIONS! 6. What is the best lesson that can be learned from Yeh-Shen A A Cinderella Story From China? 7. How does the author create a mood of hopefulness? 8. Why does the author compare Yeh-Shen s eyes to pools? 9. What is the purpose of the text box at the end of the passage? 10.What do Yeh-Shen and Cinder-Elly have in common?

31 May the RIGOR be YOUR TURN TO APPLY WHAT YOU HAVE LEARNED Select an article with you! Use your planning guide to determine: Text Structure Primary & Secondary Benchmarks Remember : Critical vocabulary Be active Strategies/organizers Discuss Questions Write Opportunities for rereading Question

32 Story/Passage or Poem To tell To entertain(with a scary story, humorous story) To share To teach (fable/moral) To show To let readers know Why did he write this? Author s Intent Article To teach To show (effects, similarities/differences) To inform To give facts To make it clear To persuade/convince To explain To demonstrate To give an account of (biographies) To develop (a setting, an idea, a character) To encourage To tell the author s main message + Main Idea = Author s Purpose Example: Q: Why did the author write this article? A: The author wrote this article to give facts about elephants living in central Africa. Q: Which sentence tells the author s main message? A: It isn t just a collection of plants and animals in one place it is system of connections. Revised September, 2009

33 Author's Toolbox for Bringing a Character to Life You get to know a character by what he does. You get to know a character by what he says and what others say about him. You get to know a character by his thoughts and what others think about him. You get to know a character by his feelings and how others feel about him. You get to know a character by what the author tells you about the way he looks.

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35 CAUSE AND EFFECT CHAIN EXPLANATION This strategy helps students recognize cause and effect relationships. The cause and effect chain may be used to look at a series of events that are a result of one another or are caused by one another, like a chain reaction. The cause and effect chain graphic organizer reinforces the idea that each CAUSE brings about a related EFFECT, that in turn each EFFECT becomes a CAUSE for the next effect, and that all CAUSES lead to the final EFFECT. The example of a trail of dominoes being knocked over often helps students visualize this relationship. If one domino does not fall, the final effect will change. 1. Distribute the Cause and Effect Chain graphic organizer. 2. Students begin the chain by writing the initial cause in the first box labeled C. Students continue filling in effects and causes until the chain is complete. 3. Students may be directed to enter signal words on the lines provided between the boxes.

36 CAUSE AND EFFECT CHAIN C E C E C E C E C E C E C E

37 Character Coat of Arms Yeh Shen If Yeh Shen were an object she would be a/an because. If Yeh Shen were a song she d be because. If Yeh Shen were an emotion it would be because. If Yeh Shen were an animal it would be a because.

38 Yeh Shen Before Yeh Shen After Think about the events that occurred before and after the incident with the Spring Festival. Draw symbols of Yeh Shen s thoughts and feelings. You may also use words if you need to. On an index card explain why you drew the symbols that you did. What do they represent?

39 Chief Wu Yeh-Shen Stepmother

40 Stepsister Fish Old Man

41 Villager King Cave women

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43 Common Morphemes and their Meanings Positive Negative Position Amount of Size Action co = together anti = against ex = out bi = two meter = to measure com=together de = opposite of; away fore = before micro = small port = to carry re = again dis = not; opposite of im = into mono = one rupt = to burst/break syn=together il = not; opposite of in = into over = too much scope = to look im = not; opposite of inter = quad = four sect = to cut between in = not; opposite of mid = middle semi = half spect = to see ir = not; opposite of pre =before tri = three stuct = to build mis = wrongly sub = under under = too little therm = heat non = not super = above uni = one un = not trans=across tele = far under = under Morphemic Analysis: Interpretation of Word Meanings Positive Negative Position Amount of Size Action co + authors anti + war ex + port bi + cycle thermo + meter com + municate de + part fore + warn micro + scope port + able re + make dis + agree im + port mono + tone e + rupt syn + onym il + legal in + grown over + flow peri + scope im + possible inter + sect quad + ruple inter + sect in + correct mid + afternoon semi + circle spect + ator ir + regular pre + plan tri + cycle con + stuct mis + understand sub + marine under + paid therm + al non + washable super + human uni + cycle un + known trans + port tele + scope under + sea

44 Meaning and Function of Common Suffixes Noun Adjective Verb Adverb Person/Object Capacity Tense er = one who able = able to be ed = in the past ly= how something is or = one who ible = able to be ing = now Plural Comparison Action es = more than one er = more en = to make s = more than one est = most Act/Process/Condition Quantity ness = that which is ful = full of ment = tbat which is less = without sion = that which is ous = full of tion = tbat which is y = full of Morphemic Analysis: Interpretation of Word Meanings teach + er read + able print + ed; print + ing quiet + ly pencil + s long + er; long + est sharp + en fair + ness fear + less

45 Cognitive Strategies Sentence Starters Planning and Goal Setting Forming Interpretations My purpose is What this means to me is My top priority is I think this represents To accomplish my goal, I plan to The idea I m getting here is Tapping Prior Knowledge Monitoring I already know that I got lost here because This reminds me of I need to reread the part where This relates to I know I m on the right track because Asking Questions Clarifying I wonder why To understand better, I need to know more about What if Something that is still not clear is How come I m guessing that this means, but I need to Predicting Revising Meaning I ll be that At first I thought, but know I I think My latest thought about this is If, then I m getting a different picture here because Visualizing Analyzing Author s Craft I can picture A golden line for me is In my mind I see This word/phrase stands out for me because If this were a movie I like how the author uses to show Making Connections Reflecting and Relating This reminds me of So, the big idea is I experienced this once when A conclusion I m drawing is I can relate to this because This is relevant to my life because Summarizing Evaluating The basic gist I like/don t like because The key information is This could be more effective if In a nutshell, this says that The most important message is Adopting an Alignment The character I most identify with is I really got into the story when I can relate to this author because The Reading/Writing Connection, Carolyn Booth Olson

46 Context Clues Chart Below are the major types of context clues with an explanation and an example of each. Please note that the terminology for the types varies from source to source. Also remember that not all vocabulary is defined in context. Type of Clue Explanation Example Definition The unknown word is equated to a more familiar word Entomology is the study of insects. or phrase usually a form of to be is used. Restatement or Synonym Contrast or Antonym The meaning is usually right after the unfamiliar word and often separated from the rest of the sentence with commas, dashes, or parenthesis; sometimes or, that is or in other words is used. The unfamiliar word is shown to be different from or unlike another word and is often an opposite; but, however, although, otherwise, unless, instead, on the other hand, while, never, no, or not may be used to signal the contrast. Meat eaters, that is carnivores, are at the top of the food chain. The goslings those fuzzy baby geese waddled after their mother. She enjoyed biology (the study of living things). Mike s parrot was loquacious but Maria s said very little. Comparison Examples List or Series Cause and Effect Description or Inference The unfamiliar word is shown to be the same as or like another word; too, like, as, similar to, or in the same way may be used as signals. The unfamiliar word is cleared-up by giving an example; for instance, such as, and for example may be used as signals. The unfamiliar word is included in a series of related words that gives an idea of the word s meaning. The meaning of the unfamiliar word is signaled by and cause-and-effect relationship between ideas in the text. The meaning of an unfamiliar word can be inferred from the description of a situation or experience My brother is enthralled by birds similar to the way that I am fascinated by insects. Thew archeologist found different amulets, such as a rabbit s foor and bags of herbs, near the ancient altar. North American predators include grizzly bears, pumas, wolves, and foxes. Due to the dearth of termintes, the aadvark starved to death. The monkey s vociferous chatter made me wish I had earplugs.

47 Tools Authors Use: Literary Devices and Figurative Language Onomatopoeia Simile Personification Metaphor Hyperbole Alliteration A single word that sounds like the thing to which it refers A form of comparison in which one thing is compared to another unlike thing by using the words like or as Speaking of something that is not human as if it had human abilities and human reactions A form of comparison that directly compares two unlike things with the same quality A great exaggeration used to emphasize a point, and is usually for expressive or comic effect The repetition of a single letter or in a combination of letters Six burgers were sizzling on the grill. My brother is as good as gold. My bed was calling me. My baby sister is a doll. An apple a day keeps the doctor away. She sells seashells by the seashore.

48 Narrative Story Arch Climax Where does the Main occur? Ending Sequence of Events Beginning: Characters: Setting: Name

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50 Text Structures in Informational Texts Text Pattern Definition Key Words Maps/Webs Examples of Texts Examples of Description Descriptive details about characteristics, actions, etc. Descriptive adjectives and words like: on, over, beyond, within, behind, underneath, on the left/right, appears to be, as in, looks like The crocodile is the master of deception in water. It stalks its prey and then swiftly closes in for the kill. Student Writing Goose bumps make me shiver. I get little bumps on my skin. They look like sesame seeds. Problem/ Solution Sets up a problem and its solutions. propose, conclude, a solution, is resolved, result, the reason for, the problem or question, the effect, one idea One problem to resolve in crocodile watching is transportation. How can an observer get close enough Goose bumps make me shiver. But they disappear as soon as I cover up with a jacket or sweater. Time/ Chronological Order Comparison/ Contrast Cause/Effect Argument/ Support Gives information in order of occurrence Looking at two or more items to establish similarities/differences Give reason/explanation for happening States a position & supports it with data, emotional appeals, expertise, credibility, honesty, and urgency first, second, third, later before, after, finally, now, then, next, earlier, during, afterwards, until, meanwhile, eventually, next week, tomorrow, today, immediately, initially, as soon as, following, preceding while, yet, but,unlike rather, instead, on the other hand, although, even though, still, otherwise, as opposed to, like, similarly, likewise, same, both, as well as, in common because, since, if then, due to, as a result, for this reason, on account of, consequently, in order to, effects of, is caused by, when then, leads to Almost, often, if-then, in most cases, maybe, might, probably, usually, according to, due to, consequently, as a result, when then, leads to Cause Position Effect Support Archaeologists have helped us to understand that the evolution of the crocodile began with The power of the crocodile is like that of a monstrous machine. With one lunge it can Compared to the alligator the crocodile We observed the crocodile as it stalked a raccoon As a result of the noise we made, the rabbit bolted No longer on the endangered list, alligators are still in peril due to overbuilding. Therefore to save the keystone of the wetland ecosystem, we must stop development and protect its habitat. Goose bumps make me shiver. First I get cold. Then I shake all over. Some people get goose bumps from fear. Others get goose bumps when they are touched emotionally. Goose bumps make me shiver. When the temperature drops below 45 degrees, my skin crinkles into goose bumps If goose bumps occur only in mammals, then the term "goose bumps" is misleading because a plucked goose technically does not qualify. Maybe they should be called Chill Bumps! Adapted from Exploring Nonfiction by Linda Hoyt Figure 8-1 This material was contributed by Teresa Therriault M-D CPS Curriculum and Instruction: Language Arts/Readin

51 Story Map Showing Character Change Character at the BeginninJ! Events that Caused Chaoee. Character at the End,.,....'.

52 Topic What is the definition of topic: The subject of the story What is the topic of Cinderella? A slave girl/princess

53 Main Idea What is the definition of main idea: A few words on what the story is about (not as detailed as paraphrasing) What is the main idea of Cinderella? Slave girl turns into a princess through magic

54 Theme What is the definition of theme: The central meaning or purpose to the story It is a generalization about life. What is the theme(s) for Cinderella? Kindness Perseverance Never giving up hope

55 Venn Diagram Comparison Categories Similarities Differences Differences Conclusion TS 7

56 Sensory Details Sound Sight Taste Touch Smell

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