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LRC: Strategies that Work

Chapter 10 Jigsaw
by

Dereion Stalling

on 20 November 2013

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Transcript of LRC: Strategies that Work

Overviewing
Nonfiction Features that Signal Importance
Highlighting
Building Background Knowledge of Nonfiction Features
Becoming Familiar with the Characteristics of Nonfiction Trade Books
Determining What's Important when Writing Information
Making Students Aware of Primary Sources
Coding Important Information on Unfamiliar as Well as Familiar Topics
Finding Important Information Rather Than Just One Main Idea
Important to Whom?
Sifting the Topic from the Details
Reading Opposing Perspectives to Form an Opinion
Using FQR Think Sheets to Understand Information
Reasoning Through a Piece of Historical Fiction to Determine Importance
Reading for Details
Determining Importance
Suggestions for Differentiation
Purpose: Building background knowledge of nonfiction features by creating books that illustrate these
Resources: Nonfiction text--photographs from home/school--8" X 11" booklet with six pages folded in half and stapled
Responses: A different nonfiction feature on each page; a two-column class chart headed Feature/Purposes that serves as a record for all kids
Purpose: Becoming a specialist on a favorite topic, choosing what is important to include in a piece of writing , and writing informational teaching books
Resources: Nonfiction works--8" X 11" booklets containing 12 pages folded and stapled
Responses: teaching books that replicate authentic nonfiction works, features and all
Purpose: Noticing and selecting new information on familiar and unfamiliar topics
Resources: Nonfiction works...specifically animal books for independent practice
Responses: Sticky notes coded L fro learned something new about a familiar topic, or * for important information about an unfamiliar topic
Purpose: understanding that there may be a difference between what the reader thinks is most important and the writer's big ideas
Resources: Nonfiction works
Responses: Response notebook
Research Topic: BOOGERS
Prior Knowledge:
1) Boogers come from my nose
2) I have extra boogers when I'm sick
3) I'm not allowed to pick my nose (in public at least......)
Questions I have before I begin my research are.....
1) What are boogers made of?
2) Why does my nose become the Niagara Falls of boogers when I'm sick?
3) Is picking my nose bad for me?
*Sticky notes, sticky notes, sticky notes!!!!!
1) Have student read original text
2) Have student go around their home, classroom, and/or library and find other primary sources that are similar to the original text
3) Have students discuss the varying primary sources they discovered that relate to the text!
Purpose:
There are many important ideas in a given text, not just one main idea!!
1) Give each student 3 sticky notes
2) Each sticky note needs to mark a part of the text that the student thinks is an important idea
This activity forces a child to realize that there can be more than one important part of a text
Purpose: Differentiate key topics versus supporting details
Topic/Details/Response
chart it out!
Historical Fiction:
determine importance, ask questions, respond!!
Facts:

State what you already know
Questions:
What do you want to know?
Response:

What was your reaction to the answers you found to your questions?
3 BAR CHART
Indiana Jones, the keeshond breed ball of fur, goes to the kennel............
Well then.......
*question marks
*exclamation points
*asterisks
*stars
*doodles/sketches
*notes
*brackets

Encourage students to put information into their own thoughts and words!
"For years in schools, students everywhere have been asked to pick out the most important information when they read, to highlight essential ideas, to isolate supporting details, and to read for specific information."
Determining Importance in Text: The Nonfiction Connection
*
Font and effects
* Signal words and phrases
such as
* Illustrations and photographs
* Graphics
* Text organizers
* Text structures
Purpose: Reading persuasive material carefully to make an informed judgment
Resources: Nonfiction text
Responses: Group discussion; a three-column note form headed Evidence For/Evidence Against/Personal Opinion
Purpose: using a guided discussion to understand important information
Resources: Historical nonfiction texts
Response: A guided discussion between the teacher and five members of a book club
1. Students gain important information from text and visual features
2. Students sift and sort the important information from the details and merge their thinking with it
3. Students learn to make a distinction between with they think is most important and what the author most wants them to take away from the reading
4. Students use text evidence to form opinions and understand big ideas and issues
Nonfiction: skimming and scanning text before reading
*prior knowledge
*text length and structure
*important headings and subheadings
*what to read/what order
*specific details to note
*what to ignore
*quitting when irrelevant
*close reading vs skimming
What do I highlight?????
*first/last line of paragraph
*words phrases vs entire sentences
*notes in margin/sticky notes
*avoid the "interesting detail" trap
*signal words
*surprise information=learning something new!
*follow the 1/3 highlighted policy
Full transcript