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Unit 1-Reading Strategies - 2012-13

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Eric Russo

on 27 August 2014

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Transcript of Unit 1-Reading Strategies - 2012-13

with
-Text Book
-Pen or Pencil
-Post-its from "Robo-Legs"
-A fresh sheet of paper Well, son, I'll tell you:
Life for me ain't been no crystal stair.
It's had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor—
Bare.
But all the time
I'se been a-climbin' on,
And reachin' landin's,
And turnin' corners,
And sometimes goin' in the dark
Where there ain't been no light.
So, boy, don't you turn back.
Don't you set down on the steps.
'Cause you finds it's kinder hard.
Don't you fall now—
For I'se still goin', honey,
I'se still climbin',
And life for me ain't been no crystal stair. Reading Strategies UNIT 1 Reading Strategies are tools that all good readers use Monitoring
Inner Voice Activate and Connect Coding the Text Predictions Summarize Clarify Question Monitor your Inner Voice Objective: SSR: Lesson: Work Period: Summarize: Closing: DAY 1 - That’s interesting . . .

-I like that . . .

- I wonder . . .

-I disagree . . .

-This reminds me of . . .

-I learned . . .

–I need to apply a fix-up strategy ? UNDERLINE - This is important Determine
Importance Inferring Inferring Objective: SSR: Lesson: Work Period: Closing: DAY 1 Visualize Annotating and Summary Objective: SSR: Lesson: Work Period: Independent Work: DAY 1 Synthesize Scholars will be able to monitor their thoughts while reading “Robo-Legs” in order to demonstrate understanding. Inner
Conversation = Thoughts in
your head with
-Text Book
-Pen or Pencil
-Paper with Post-its Pull-Up: What did I do while I was reading? NOW: Read to yourselves

Stop after every two paragraphs to record your thoughts

Share out your comments and reactions "We do" I'm getting this! I need some help. Continue Reading . . . 10-15 minutes Why is it important to monitor our thoughts?

What are you taking away today?

How did this lesson go? page
937 -Title (of your book)
-Date (8/27) & Pages read

-Your Notes
(summary and prediction) -Record in your Reading Response Log Reader's Response:
pg #'s, Date:9/6

A 2-3 line summary, and a prediction Scholars will be able to make inferences to gain meaning from text evidence. Big ?s:
How can we "read between the lines?"
How do we understand when ideas are not directly stated? Mother to Son by Langston Hughes 1. to derive by reasoning; conclude or judge from premises or evidence: They inferred his displeasure from his cool tone of voice.

2. (of facts, circumstances, statements, etc.) to indicate or involve as a conclusion; lead to.

3.to guess; speculate; surmise. in·fer [in-fur] TE + BK = I Based on the title


What can you INFER that this poem is about? Mother to Son Text Evidence + Background Knowledge Inference Applying your own knowledge to a text in order to draw a conclusion. Or: figuring out what is not being said directly. Finish reading the last stanza of
"Mother to Son" infer p. 634 - "Speech to the Young
Speech to the Progress-Toward" Read your poem INDEPENDENT Answer one of the following questions about "Speech to the Young . . ."

Lines 1-5:
What type of people is the speaker talking about?

Lines 6-7:
Explain the quotation, "Even if you are not ready . . ."

Lines 10-12:
What advice is the speaker giving about how to live? Exit Slip (On the back of your index card) Read your book silently

PRACTICE SUMMARIZING SOME OF THE EVENTS Scholars will be able to annotate a piece of writing on their own. How do we organize our thoughts to keep everything straight when we are reading? Write a summary of the article: For Tomorrow: Have your article picked out

Read it through once

Be ready to annotate it tomorrow in class. Big ?: What can we do to gain understanding when a text is challenging?How do we set a purpose for our reading? Purpose: Inner
Conversation: "I do" Questions Reactions TEXT pg 936-937 -Preview the Text
-Read Along
-Follow Along with my thoughts -Read Along
-Think about your own
Questions or Reactions Continue reading on your own
and sharing . . . with your group Criteria for success:
A good summary will . . .

Have an introductory sentence that tells the topic about which you read

Tell about the main points about that topic

Include specific details from the text

Use proper grammar and spelling On your Index card Main Ideas and Details Objective: SSR: Lesson: Work Period: Independent Work: Exit Ticket DAY 1 Scholars will be able to identify the main idea and supporting details in “The Spider Man Behind Spider-Man." Pull-Up: Read "The Perfect Match"

Stop after every two paragraphs to record your thoughts

Work to find the main idea and 3 supporting details In your groups . . . 10-15 minutes -Title (of your book)
-Date (8/27) & Pages read

-Your Notes
(summary and prediction) -Record in your Reading Response Log Big ?: How do we determine if the main idea is implied or stated?

How do we find the best supporting details? Main Idea Review: "I do" pg 892 -Preview the Text
-Read Along
-Follow Along CLOSELY Continue reading on your own
and sharing . . . with your group Finish on your own
For Each Section:

Record a Main Idea

Have at lest 2 supporting details

Determine a Main Idea for the Entire Article ? Ask yourself: Implied vs. Stated written directly in the text requires an inference or
putting details together Make this Chart "The Man Behind the Spider-Man" MAIN Ideas Supporting Details "We do" -Follow Along CLOSELY
-at the Pause record the main idea and details On your Index Card:

Write your name

Number 1-5
and
answer the
Multiple Choice Questions Two Ways to think of Main Idea: detail + detail + detail = Main Idea { Text Evidence 1. 2. Main Idea detail detail detail What is the topic of this section?

What is the text evidence saying about this topic?

What ideas connect that evidence together? with
-Article:
“You Can Grow Intelligence”
-Pen or Pencil
(or highlighter) PREDICTIONS Objective: SSR: Lesson: Work Period: Independent Work: Closing DAY 1 Scholars will be able to confirm, refute, or defend their predictions by citing text evidence Pull-Up: Make a prediction

Read Aloud and underline important information

Create a Group Poster that includes: In your groups . . . JigSaw -Title (of your book)
-Date (9/4) & Pages read

-Your Notes
(summary and prediction) -Record in your Reading Response Log Big ?: How do predictions help us better understand a text?

What makes some predictions better than others? Making Predictions "I do/We do" -Preview the Text
-Make a Prediction
-Read for important ideas Evaluate your prediction: ? Turn and Talk: Confirm/Refute/Defend All through TEXT EVIDENCE How do predictions help us better understand a text?

What makes some predictions better than others?

What are some of the take-aways from today's lesson? How do we make a good prediction when reading?

What helps us? use TEXT EVIDENCE to PROVE your prediction use TEXT EVIDENCE to DISPROVE your prediction use TEXT EVIDENCE to ARGUE that your prediction is a good one CONFIRM REFUTE DEFEND elmo Criteria for Success: A good evaluation will:
•State the prediction made for the section

•Explain whether the text confirmed or refuted the prediction

•Cite text evidence to support the explanation

•Use proper grammar and spelling Your prediction
The Main Idea of Your Section
Cited Text Evidence (3-5 details)
An Image to represent your section Pg 636 Turn and Talk Pull-Up: Book
Pen/Pencil
Paper Bring a What is the Mother's Advice? Pick out key phrases or Figurative Language
Write them on your post it notes
Make an inferences about the meaning on your Index Card Pick out key phrases or Figurative Language
Write them on your post it notes
Make an inference about the meaning (your should have at least 3) Say to them,
say to the down-keepers,
the sun-slappers,
the self-soilers,
the harmony-hushers,
"even if you are not ready for day
it cannot always be night."
You will be right.
For that is the hard home-run.

Live not for battles won.
Live not for the-end-of-the-song.
Live in the along. p. 634 -
"Speech to the Young
Speech to the Progress-Toward" DAY 2 Review WRITING PIECE “Speech to the Young” and “Mother to Son” are poems that are giving advice. What are similarities and differences that you can draw between the two poems? Writing and Revising Objective: SRI: Lesson: Work Period: Closing: DAY 1 Transfer your answers onto the new answer sheet Scholars will be able to make connections between ideas in multiple texts. Don't worry about being wrong


Making mistakes is an important part of learning.


Writing anything is better than writing nothing


Always read what you wrote to see if it makes SENSE! Pull-Up: Your writing from Friday Bring Evaluate your new writing: Scholars will be able to evaluate the effectiveness of their writing. “Speech to the Young” and “Mother to Son” are poems that are giving advice. What are similarities and differences that you can draw between the two poems? The Question The ANSWER: When writing about what you read: You must . . . Write about what the question is asking

Include specific TEXT EVIDENCE (cite the text)

Explain how the T. E. confirms your answer 1 2 3 Explanation
without
Text Evidence Text Evidence
without
Explanation No Text Evidence,
No Explanation,
Didn't answer the ? The two poems are almost alike. The speech of the two poems are almost alike and they have different names and titles and rhyme and they are all short paragraphs some have long paragraphs some poems gives you good advice some are similar to other poems The similarities is that both poems talk about how people can bring you down but you have to keep moving. The difference is that they explain their feelings in different ways. The same is between the poem and the writer is talking about life as they say (Even if you are not ready for day it cannot always be night) (But all the time I'se been a-climbin on and reachin' landin's) that is the same. Mechanics of Writing Periods/
punctuation " ", around titles and Text Evidence Missing Words reread what you wrote! Based on your feedback Evaluate your Writing: Did I answer all parts of the question?

Did I include Text Evidence to support my answer?

Did I explain myself clearly?

When I read it, does it make sense?

Did I use periods and punctuation? Did I answer all parts of the question?

Did I include Text Evidence to support my answer?

Did I explain myself clearly?

When I read it, does it make sense?

Did I use periods and punctuation? If a neighbor is done, swap papers and evaluate each others. HW: Find and bring in an article that interests you.

Finish Poetry Rewrites PULL-UP: Article
Paper for notes
Pen and Pencil Big ? ANNOTATING THE TEXT: a personal, critical commentary of a text while reading Annotation Like your mind's footprints on the page Inner conversation + Underlining key ideas = Annotating READ THROUGH the REMAINDER of the Article: As you go Read a paragraph at a time once through

Read it again, underlining key information

Add in any inner conversation you are having about the text

Reactions/Comments/Questions Criteria for success:
A good summary will . . .

Have an introductory sentence that tells the topic about which you read

Tell about the main points about that topic

Include specific details from the text

Use proper grammar and spelling The Article Assessment Objective: SSR: Lesson: Work Period: DAY 1 Read your book silently

PRACTICE SUMMARIZING SOME OF THE EVENTS Scholars will be able to annotate a their own articles on their own. What are the benefits of annotating the text? For Tomorrow: Complete the annotation

and

Perfecting our Summaries PULL-UP: Articles that you chose
Paper for notes
Pen and Pencil Big ? ANNOTATING THE TEXT: Inner conversation + Underlining key ideas = Annotating READ THROUGH your Article: The Article Assessment: You Will Demonstrate: That you can annotate your article

Identify important details and main ideas

Make inferences about your article

Write a strong summary, with your own conclusion inserted in the end. Inner Conversation/Annotation

• At least 2 comments or questions per paragraph
• Underline key information that you are questioning or commenting on

Main Idea and Details

• Come up with one main idea per every 2 paragraphs
• Underline details that support these main idea (at least 4 for each main idea)

Inferences

• Make at least 1 inference per every 2 paragraphs• Underline details that support your inference (at least 2 per inference) What are the benefits of annotating the text? The Article Assessment Objective: SSR: Lesson: Work Period: DAY 1 Read your book silently

PRACTICE SUMMARIZING SOME OF THE EVENTS Scholars will be able summarize and synthesize information gained from their annotated articles. How do we put it all together? For Tomorrow: Finish Summary and Project:
&
Unit Assessment:
Main Ideas, Inferences PULL-UP: Articles that you chose
Pen and Pencil Big ? Summarizing Articles Successfully: Finish working on your Article Project EXEMPLAR: A Complete Project will include:

• A fully annotated article, including underlining of key ideas, inferences, and inner conversation.

• Clearly written main ideas for every 2-3 paragraphs.

• A Complete Summary which includes:
An opening sentence introducing the article and the topic

A description of the main idea stated about the topic.

Text evidence from the entire article that clearly supports the main idea.

A final synthesis paragraph that expresses your opinion about the topic, or new information that you learned from the article Annotating Main Ideas Inferences Inner Conversation TEXT EVIDENCE Consider the Topic 1. What about
the Topic? 2. What details do we learn about the topic? 3. How people get smarter It's better to reward effort and hard work because that is what makes people improve and get smarter. Kids like a challenge if they are praised for effort.

People won't quit when things get hard.

Making mistakes is a natural part of learning. What are the conclusions about the topic? 4. Parents and teachers should award effort and hard work instead of being smart. “Can Everyone Be Smart at Everything” explains that all people can learn anything, as long as they work hard at it. Children should be praised for their effort and improvement, not simply for understanding what they are learning right away. The article talks about, “ The idea that anyone can learn, regardless of their IQ- with emphasis on the process, the work, the effort.” Many students believe that if they have to work hard, this means that they aren’t smart. According to the article, some students will think, “I’m not good at math, why bother trying.” Students need to realize that if something is hard, they just need to work harder, or try a different way, not give up. Mistakes are a part of learning and by learning from mistakes, student can get better at what they used to find hard. The article finishes with, “We can’t all be geniuses, but we can all access learning.” Even though everyone will not be perfect at everything the first time, everyone does have the ability to learn new things in different ways. The information in this article is useful because it tells that everyone can learn new things with hard work and time. I can use this information to help me when I am learning new things, especially when I have difficulty with something new. I can use different strategies, and learn from my mistakes. I have learned that by making mistakes I can improve and understand more than if I understood what I’m learning right away. I now understand that I shouldn’t think I’m not smart if I have trouble learning something new, just work harder and ask questions. Synthesis
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