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Unit 1-Reading Strategies
Transcript of Unit 1-Reading Strategies
Life for me ain't been no crystal stair.
It's had tacks in it,
And boards torn up,
And places with no carpet on the floor—
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. 1. Use the Text Features to Determine the Topic
2. Fill out "What I Know" column of our Chart
Write down what you learned from this section in your own words! Reading Strategies UNIT 1 Reading Strategies are tools that all good readers use Monitoring
Inner Voice Activate and Connect Coding the Text Make Predictions Summarize Clarify Question Monitor your Inner Voice Objective: To Start: Lesson: Work Period: Independent Work: Closing: DAYs 1&2 - 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 BCRs Inferring Monitor your Inner Voice Objective: 1 Person Get SSR Books
Begin Reading Silently INTRO: Work Period: Independent Work: Closing: DAY 3 Activate and Connect Objective: Warm-Up: Lesson: Work Period: Group Poster: Closing: DAYs 1&2 Objective: Lesson: Work Period: Independent Work: Closing: DAY 3 Determining Importance Objective: Lesson: Work Period: Independent Work: HW: DAY 1 Determining Importance Objective: Warm-Up: Lesson: Work Period: Independent Work: Closing: DAY 2 Determining Importance Objective: Warm-Up: Lesson: Work Period: Independent Work: Closing: DAY 3 BCR's Objective: Warm-Up: Lesson: Work Period: Share Out: Closing: DAY 1 Inferring Objective: Warm-Up: Lesson: Work Period: Independent Work: Closing: DAYs 1&2 Monitor your Inner Voice Objective: Warm-Up: Lesson: Work Period: Independent Work: Closing: DAY 2 Visualize Monitor your Inner Voice Objective: Warm-Up: Lesson: Work Period: Independent Work: DAY 1 Synthesize Students will monitor their thinking while reading “My First Free Summer,” in order to demonstrate understanding. Inner
Conversation = Thoughts in
your head Look through Mr. Russo’s and Ms. Snowdon’s college texts.
What do you notice about the marked pages? Turn and talk with your group. NOW: "I do" Listen along as Ms. Snowdon and Mr. Russo Read along in the text. As we stop and think pay attention to what we are doing while we read. Turn and Talk about your own thinking right now in relation to what you just heard. NOW: Read with the people at your table
Stop after every two paragraphs to record your thoughts
Finish your section
Share out your comments and reactions "We do" As we continue reading, write down your own thoughts on the sticky notes when we pause. TnT I'm getting this! I need some help. Now you are going to go back to your seats and continue reading the story 10-15 minutes FINISH
STORY on your own
as you go What keeps the Narrator from enjoying her first summer without summer school? EXIT SLIP: page
118 HW: Dear Service Member,
Today in school we read a story about a girl who lived in the Dominican Republic under an evil dictator. She left the country with her family to live in America where the could be free. It made me think about howlucky we are that there are people like you, who are willing to sacrifcie their lives for our own freedoms. I thank you for protecting me, and for all that you do.
Mr. Russo -One person get the SSR books for your table Entering/Leaving Turn
and Talk= Pull-Up= Group Teams= Cold Calling= Stations= Literature Circle= Great Job/Off Task Classroom Jobs Absences Raise Your Hand Bathroom Getting Up 5 Minute Drills= INSTRUCTION PROCEDURES Ms. SNOWDON & Mr. RUSSO HUMANITIES Grade 8 Have your Student Notebook and your agenda books
Get your FOLDER
Librarian gets Team Books
Everyone Begins Warm-Up
Finish Warm-up and begin Independent Reading Entering Leaving Clean up your area (garbage, belongings)
Put all work in your FOLDERS
We will line you up once you are ready
Turn your Folder as you come up to line
We will escort you to the next class Raise your Hand! To ask a question ...
To answer a question ...
To make a comment ...
When you need help ... + A+ SUCCESS LEARNING ideas 100% Great Job! Off Task When you are absent . . . G
Up! CLASS JOBS: L
Practice! HW= Quick Write= You want to be HERE Come in and get working Work with your best effort You want to be HERE DON'T Not taking learning seriously talking not working up to potential •Falcon Bucks
•Positive Phone Call
•Note to Parent
•Homework Pass •Verbal Reminder
•Behavior Plan GREAT JOB OFF TASK Everyone say the SMARTEST thing you can think of . . . We will determine who says something in the smartest way. Don't Do it When the one of the teachers is instructing the class
In the middle of a worktime or a station. IT's OK When it is for class
During transitions between stations
When you're working in groups
When you're feeling tired. Class Time is IMPORTANT School policy is two bathroom passes per clas, per quarter
No passes the first or last 15 minutes of the mod
We will be keeping track. When You need to go Raise your hand like this Wait for one of us to come over SSR= Explicit Instruction = I do, We do, You do When we are learning something new, or have to show you how to do something, everyone will come up to the front of the classroom Why? It is easier to stay focused.
We will be practicing together and talking with different people.
It gives us a chance to move around This is Important! Station Expectations: We will be writing all year. Sometimes we will work to write formal essays, and other times we will have a shorter "Quick Write" questions That will require three things: Text Evidence An opinion about the answer
An argument to support your opinion
and why your text evidence is relevant We cover elements of grammar we will to make us all better writers Sometimes Groups will be assigned There will be group roles each time Sometimes groups
will be moving between stations You are your group We need your attention -
You need to: One Hand Up Stop Talking
Raise your hand
Focus your attention on us L
Practice! Everyone talk to the person to their right . . . When the signal goes up, follow the appropriate steps for refocusing. Find your work in your folder (There will be work in there) Speak to one of us on the way in Complete the daily warm-up Ask someone at your table for notes from the days missed Copy notes into your notebook/binder If there is still time, begin reading, or conference with a teacher This is important You can do it! We won't give up on you After you finish your warm up, begin reading Read quietly until the timer goes off
We will play light instrumental music in the background
Jot down inner conversation on your reading log
You may only abondon a book once per quarter
Choose a book that's "Just Right" Silent Sustained Reading/Self Selected Reaidng Warm Up= Once you take you seat A Warm Up is on the board - Complete it in your notebook “I already explained it to you twice!” she cried out in exasperation.
What do you think exasperation means? Explain or highlight key words. Vocabulary, Grammar, or Open Response Turn and Talk is a great way to share what we're thinking . . . We will give you a topic or question to talk about
Your will to someone next to you
Then about the topic or questions
Then they will respond with their thoughts TURN TALK Active Listening Accountable Talk We will have written homework 2 times per week Tuesday and Thursdays Every Night . . . This is due the NEXT DAY HW
Assigned Placed in
FOLDER (completed) D
T DO YOUR BEST Read for 30 Minutes
Read what you like to read
Fill out the Home Reading Log
Get it signed by your parents every week Grading= Librarian: hands out & collects SSR books
Timekeeper: makes sure group can finish in time
Note-taker: takes great class notes for absent students
Materials Manager: in charge of supplies & group cleanliness
Group Leader: keeps everyone on task and involved We Need YOU Listening
Responding On Topic
Everyone Contributes + Fill in an application! Practice = How did you feel about the First day of School? Facilitator Writer Timekeeper Presenters(2) Illustrator Hold each other
ACCOUNTABLE sometimes not use you rubric Mr. Russo Writer 5 (awesome) 5 (this guy is great!) (sometimes) Fill in each column for every member of your group I think that it is very important for the teacher to have rules, since we have rules as students. Teachers should be prepared and ready for class. I don't like a teacher that yells or makes fun of me either. I think it is important for a teacher to be fair above all, adn to be helpful when I have a problem or don't understand something Teachers should be responsible to show their Falcon PRIDE. Example: Only when you are told to move, Stay at your station, or Raise your hand, Move between stations QUIETLY Movement: On Task: Focus on the work (independent or group), Good Effort Monitor: Your Own Behavior,
Get your work Done Stations: Vocabulary Computers READING Research Smart Board Quick Write Independent
Work Station Turn & Talk What do we gain from reading a lot? What are some ways to decide if a book is a good fit for you? Turn & Talk Our Class Library Treat the books with respect & care - they need to last
If returning books to a shelf, place back neatly 1) 2) Books organized by reading level (Lexile)
Your selected book will go in group's ziploc bag While you are reading today
focus on MAKING CONNECTIONS Text Self World Text We will monitor our thinking while reading poetry in order to demonstrate understanding. Margaret
1915–1998 What different types of injustice you have heard about or encountered?
What are different ways that people fight injustice? Turn and Talk: Inner Conversation
and Poetry “Friends and good manners will carry you where money won't go.” is still Inner
Conversation "I do" Listen along as Ms. Snowdon and Mr. Russo read the text. As we stop and think pay attention to what we are doing while we read. What do you guys think she wants to write about?
What did you notice about my thinking as I was reading?
Which types of reactions did I have while I was thinking?
Where would you place some of these thoughts on our graphic organizer? Turn and Talk: "We do" As we continue reading, think about any QUESTIONS, CONNECTIONS, or INFERENCES
you can make. What are some of your own thoughts about these lines?
What do you think the speaker is talking about? Turn and Talk: How do these two poems demonstrate different reactions to Social Injustice? -Write you name on the index card in your folder (big and clear) Final Question: "You do" Complete the poem
Finish the lines
Work to complete the columns and monitor your thoughts "I Want to Write" Lines 1-5 I want to write
I want to write the songs of my people.
I want to hear them singing melodies in the dark.
I want to catch the last floating strains from their sob-torn throats.
I want to frame their dreams into words; their souls into notes. "I Want to Write" Lines 6-10 I want to catch their sunshine laughter in a bowl;
fling dark hands to a darker sky
and fill them full of stars
then crush and mix such lights till they become
a mirrored pool of brilliance in the dawn. "We do" Go back to work with a partner or your table.
Work to get one thought in each column of the Graphic Organizer Lines 1-4 "Sit-ins" "Sit-Ins" Lines 5-10 HW: Quick Write: Ask you parent/grandparent about a time that they were treated unfairly. Tell about it, how they reacted, and how you would have reacted in the same situation. Big Idea: How do these two poems demonstrate different reactions to Social Injustice? Students will activate background knowledge and use reading strategies in order to show new learning from a non-fiction article. Big Idea: Identify surprising aspects of Abraham Lincoln’s personality One person from each table get SSR books
Try to make an inference while reading: What is the author trying to say? What does it all mean?
What is background knowledge? Turn & Talk Based on what you've learned in the past AND from that video, what is your background knowledge about Lincoln? Listen as Ms. Snowdon monitors her inner conversation for new information and charts it We Do
(Teacher help) We Do 2
(Partners/Group) You Do
(On Your Own)
Write one thing you learned from this section on a post-it note (in your own words!)
Write something else you learned from this section on 2nd post-it p. 286, lines 19 – 30 p. 286, lines 31 - 41 p. 286, lines 41 – 61 We'll add this to "What I Know (Before Reading)" Now work to finish reading p. 287, lines 62 – 104 Continue reading and writing your new learning as you go. Title your poster
Group names on the back
List five things you learned from Lines 62-104
One fact from each group member
Put your initials by your fact
Circle the most surprising piece of Information
Add a picture if you finish Take out paper and make this chart USE YOUR OWN WORDS!!! Page #'s
and Lines New Information pg. 286, 19-23 Lincoln was always stiff because back then the cameras were not like they are now, so if they moved one little bit, the picture will be blurred. + pg. 286, 59 He was melancholy - melancholy means to be sad or depressed _ EXAMPLES: Use your Chart
Use your Own Words Why did Lincoln look so stiff in his photographs? Exit Ticket: How did your new learning change your thoughts about Abraham Lincoln? Activate and Connect 1 Person Get SSR Books
Begin Reading Silently While you are reading today
focus on MAKING CONNECTIONS Text Self World Text We will activate our background knowledge in order to connect and merge understanding with new learning in non-fiction text. Big Idea: TnT: What are some popular dangerous activities?
Why do you think people like to do dangerous things? Our Thinking
New Information + UNDERSTANDING MERGE MERGE
THOUGHTS On A Piece of Paper: What I KNOW What I LEARNED Before Reading . . . How did this Article add to what you already new about volcanoes?
What helped you make the connections between what you knew and what you learned? EXIT SLIP:
Write down what you learn as I read Over the Top: I Do: We Do: We Do-2:
As we read, we will be looking for information that is new to us, and that adds to what we already know . . . p. 903-904, line 26 1. Look at the Yellow Text Box at the bottom of 904 p.905, line 30 Read lines 34-51 SUBTITLES: Use your Chart
Use your Own Words Pg. 902-907 GET READY What can we infer from this Text Feature? Look at the Map and Caption on pg. 904: “Into the Boiling Pit”:
What do you think this next section will be about? 2. volcano "belching" Personification Let's Read to line 34 = With your Table Group: What does this diagram add to your understanding of the danger Peter faces when photographing volcanoes? Complete your Chart
Use Your OWN WORDS! Fire and Ice How do we connect "What we Know" with "What we Learned?" COLD CALL! Scholars will determine importance in a text in order to construct meaning and build comprehension. Big Idea: What does the author want show us by telling Steven Kutcher’s story? ("The Spider Man Behind Spider-Man") 1 Person Get SSR Books
Begin Reading Silently Text Self World Text Work on
MAKING CONNECTIONS Today's focus:
How do you know what is IMPORTANT in an article? 1) Lincoln was 6'4" inches tall and wore a silk hat 2) Lincoln was sometimes moody & melancholy, but had a sense of humor Which idea is more important from "The Mysterious Mr. Lincoln?" Turn & Talk What are some things that you do when you have trouble understanding a text, or determining what is important in a text? (Especially a text that you may not be excited about reading). QUESTIONS FACTS RESPONSES Thin question: How tall was Lincoln?
Thick question: How did someone who was so “country” become so successful?
1) I wonder what "abolitionist" means?
2) If Lincoln went to the best tailor, why did people think he was sloppy?
1) I wonder what made Lincoln so melancholy and moody.
2) Why do I have to read an article about Abraham Lincoln? Turn & Talk
How are "thin" questions different than "thick" ones? Why do you think you should you try to ask "thick" questions? Inferences
QUESTIONS FACTS RESPONSES Make your own FQR chart Scan the text features on pages 892-896 to determine the topic of the article with your group. What inferences can you make about this article? Turn & Talk
How does this FQR Chart help you organize your thoughts as you read? How can it help your understanding? Before
Reading: (lines 22-42):
•Mr. Russo or Ms. Snowdon will read aloud
In your group, discuss and write down your Facts, Questions or Responses (5 minutes) We Do 1: Read the blue sidebar at the bottom of pages 894 & 895.
Work to Fill out your
What important information do you learn from the blue box that will help you understand the article about Steve? p. 894 Scholars will determine importance in a text in order to construct meaning and build comprehension. Big Idea: What does the author want show us by telling Steven Kutcher’s story? ("The Spider Man Behind Spider-Man") 1 Person Get SSR Books
Begin Reading Silently
Page 895, lines 43 - 71
Read with a partner
Record at least 4 (total) facts, questions, and/or responses
Add them to your chart We Do 2
•Read the rest of the article
Come up with at least 4 more of your own Facts, Questions and/or Responses
Put a sticker next to the THREE most import ideas (Facts or Responses) on your chart
If you find answers to your questions as you read, cross them out on your chart You Do Quick Write:
Write a summary of the article – include facts, questions and/or responses from your chart. I always wondered how they got animals or
insects to do stuff in movies or on TV. Now
I know that they hire entomologists to do
it. Steven Kutcher is an entomologist who
knows how to get cockroaches, beetles, and
spiders to crawl away on cue. It is obvious
that he studies insects. He must have been
responsible for spiders in the movie Spider-
Man. That's why the title is "The Spider Man
Behind Spider-Man." Exemplar: rendition (noun) a visual representation or interpretation entomologist (noun) someone who studies and works with insects perserverance (noun) the ability to continue even when things are challenging non-toxic (adj) not poisonous or harmful Fact = a piece of information that is unarguably true. Lincoln was a good president = opinion / arguable
Lincoln was the 16th president of the U.S. = FACT QUICK WRITE I Do: Page 892 Lines 1-21
As we read, we will be looking for information that is new to us, and that adds to what we already know . . . Create a Vocab Foldable One Word per Person
Each Group must use all words
Put the definition in your own words
Create an Image that helps defin the words 1) Ew I hate bugs, I get grossed out when I see them crawling on the wall.
2) Ew I could never have Steve's job because bugs gross me out. Which response is THICKER? (related to text, deeper) 1) Cool! I remember seeing The Exorcist.
2) What a cool, unique job to have in the movie business. Which response is THICKER? (related to text, deeper) 1) What's an earwig?
2) I wonder how much he gets paid per movie. Which question is THICKER? (related to text, deeper) 1) Why do you have to babysit bugs? (Awkward!)
2) What made him so interested in bugs? Which question is THICKER? (related to text, deeper) Should Wildlife Stay Wild? 1 Person Get SSR Books - begin reading silently! Reading Focus: QUESTIONS
Try to come up with a question while reading - maybe about what will happen, your character's action, etc.
We will analyze information from the text in order to determine what the author thinks is important and compare that to our own opinions. Big Idea: How does the author feel about zoos? Close your eyes and picture a tiger. Turn & Talk Did you picture a wild tiger, or one in captivity?
Do you think its a good thing to have animals in captivity (zoos, circuses, etc)? Why or why not?
The Author Thinks I Think We Do 1
Page 991, Lines 17-35 Listen to teacher read, fill in your chart
What does the author think?
What do YOU think? Do you agree / disagree / somewhat agree with the author? Explain. We Do 2
Page 991& 992, Lines 36-67 Work with a partner
What does the author think?
What do YOU think? Do you agree / disagree / somewhat agree with the author? Explain. You Do
Page 992-3, Lines 95 - end Work on your own
What does the author think?
What do YOU think? Do you agree / disagree / somewhat agree with the author? Explain. Quick Write:
What does the author think of zoos? Do you agree or disagree with the author? Use evidence from the text to support your response. THICK Important
Interesting I Do: Lines 1-16
As we read, we will be looking for information that the Author Thinks is Important The Author Thinks I Think On a piece of Paper
Make this Chart HW: Record your inner conversation while reading for 30 minutes (a book, magazine, news article, etc.) Record questions, reactions, and facts/information you've learned. Technique Language / Sentence Starters Questioning "I wonder..." "Who...?" "What...?" "Why...?" Reacting "I agree that..." "I like..."
"I disagree about..."
"That's interesting..." Making Connections "This reminds me of..."
"That's a lot like..."
"I learned..." Monitoring Inner Conversation Other Reading Strategies using text clues to figure out what the author means when he or she does not say it directly Infer - Text Clues + Background Knowledge =
INFERENCE briefly re-stating the most important ideas in your own words Summarize -
Ms. Snowdon was born in Rota, Spain, on a military base because her dad was a Captain in the Navy. Military families move around a lot because they get assigned to jobs in different places around the world. She moved back and forth from Spain and Colorado three times before moving to Maryland when she was in middle school. See if you can SUMMARIZE this in just one short sentence. Let's practice SUMMARIZING 1 Person Get SSR Books
Begin Reading Silently Students will use determining importance strategy in order to explain how the title of a text reflects the most important idea in an article. Big Idea: How do we decide if a title is good? Breaking Down Questions ? I do: We do: Explain how the title, The Spider-Man behind Spider-Man, helps the reader understand the most important idea in this article. In your response use information from the article that supports your answer. ? Explain how the title, The Spider-Man behind Spider-Man, helps the reader understand the most important idea in this article. In your response use information from the article that supports your answer. Code the
Question: Explain how the title, The Spider-Man behind Spider-Man, helps the reader understand the most important idea in this article. In your response use information from the article that supports your answer. Decide How to Answer: What does the title mean, and how does it relate to the article? ... about what this question means In my head I'm thinking... What is the most important idea (the main idea)?
What specific information from the article helps me explain this clearly? Explain how the title, The Spider-Man behind Spider-Man, helps the reader understand the most important idea in this article. In your response use information from the article that supports your answer. The article The Spider-Man behind Spider-Man, tells the story of Steven Kutcher. He is a man who studies bugs for a living and works with bugs on all different types of movies, including the spiders for the movie Spider-Man. The article The Spider-Man behind Spider-Man, tells the story of Steven Kutcher. He is a man who studies bugs for a living and works with bugs on all different types of movies, including the spiders for the movie Spider-Man. The article The Spider-Man behind Spider-Man, tells the story of Steven Kutcher. He is a man who studies bugs for a living and works with bugs on all different types of movies, including the spiders for the movie Spider-Man. The title directly relates to Kutcher’s story and helps the reader think about the different people that work behind the scenes to make different movies successful. Even more than that, the article helps us see that there are all sorts unique jobs in the world. Most people would never think that an entomologist could ever have such a cool job working in the movies.
The title directly relates to Kutcher’s story and helps the reader think about the different people that work behind the scenes to make different movies successful. I want to openly address the question: I want to talk about the title: I want to add a "THICK" response: 1. 2. 3. The article The Spider-Man behind Spider-Man, tells the story of Steven Kutcher. He is a man who studies bugs for a living and works with bugs on all different types of movies, including the spiders for the movie Spider-Man. The title directly relates to Kutcher’s story and helps the reader think about the different people that work behind the scenes to make different movies successful. Even more than that, the article helps us see that there are all sorts unique jobs in the world. Most people would never think that an entomologist could ever have such a cool job working in the movies. I want to CHECK my answer: 4. Team Challenge: BEST RESPONSE CONTEST Explain how the title, Zoos: Myth and Reality, helps the reader understand the most important idea in this article. In your response use information from the article that supports your answer. Think-Write-Share: (10 minutes) Everyone take ten minutes to write a response to this question.
(Hint: Use your Author Thinks/I Think charts from last week to help). THEN Create a Poster: Share your responses with your group in order to come up with the best answer.
Mix and match answers and sentences to make the best response.
Write the question
Show how to “Break it Down” by coding the question
Write out your group response Present your Response to the class: How did you Break Down the Question?
How did you Answer?
Why is Your answer the BEST? Vote on the Best Response You Just Answered
BCR! XTRA Credit: Take down the Steps to Answering a BCR question
Create a Rap or a Song or a Picture that will help us remember how to follow the steps to answering a great BCR. 1 Person Get SSR Books
Begin Reading Silently Students will be able to infer in order to gain meaning from poetry. Big Idea: What do you think the poet means? How can we "read between the lines?" Mother to Son by Langston Hughes verb, -ferred, -fer·ring
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 How does this image relate to the title? (use your Background Knowledge ) TE+BK=I Text Evidence + Background Knowledge Inference Make a Prediction about what this poem may be about Turn & Talk What do you know about inferring?
How do you make a good inference? Applying your own knowledge to a text in order to draw a conclusion. Or: figuring out what is not being said directly. We Do 1 / Partners
p. 634 Listen to "Speech to the Young"
Work with a partner to fill in the top half of your inference chart infer "Mother to Son"
p. 628 - "We Alone"
p. 642 - "Ode on Solitude" Read your poem
With a partner, fill in the bottom half of your inference chart Poetry Challenege We Do 2 / Partners p. 614 - "Introduction to Poetry" Lines 1 - 11: Make an inference using any 2 lines of the poem (using TE + BK)
Lines 12 - 15: Quick Write - make inferences to explain what the speaker is saying about some people who read poetry.
The speaker would probably describe poems as:
A) Lively and active; they should
B) Boring and painful; they
make him suffer
C) Noisy and crazy; they should
be restrained or removed
D) Beautiful and happy; they are
his favorite thing to study
Exit Slip OR HW: Quick Write: What reading strategy have you found the most useful in Unit 1?
How could you use it in another class?
Which was your least favorite and why? (On the same paper) SSR
Read your book silently
In your written response, practice on of our reading strategies Students will summarize text in order to synthesize information and explain the gist of a narrative. Big Idea: How can we explain a story in 15 sentences or less, and still be true to the story? A girl wandered into an empty house and caused a lot of mischief. When the owners, a family of bears, found her, she learned the hard way not to go into a stranger’s house when no one is home. Summarizing and Synthesizing
“The Three Bears” The Story The Gist One day three bears went out for a walk and while they were gone a girl named Goldilocks wandered into their house. First she ate their porridge,
then she broke a chair,
then she fell asleep in one of their beds. Finally, the bears came home and discovered this big mess in their house. They were furious. They ended up going upstairs, where they found Goldilocks and angrily chased her out of the house. The gist recounts important information and gives us a bigger picture, sometimes even the lesson or the moral (theme) of the story Putting the text in our own words;
Making a long story short Picking out the important ideas;
Connecting the pieces Summarizing Synthesizing S W B S Somebody Wanted But So Final Project: Reading Strategies Foldable Students will synthesize information about reading strategies in order to create a step-by-step foldable Create a “how-to” foldable that takes readers through a step-by-step process of the six (6) reading strategies. Be sure to include all of the following information in your project:
Description of the strategy (in your own words)
Why does the strategy help focus readers?
A chart that we've used with that strategy
Example of the strategy from your SSR book Directions Take your foldable, foldable, and a pen to each station.
When you are at the station, focus on the particular strategy section of your foldable.
Noticethe nearby chart/Graphic Organizer
Leave room for an SSR example (we'll do that back at our seats) S W B S Somebody Wanted But So Create this chart on notebook paper We Do Listen and read along to the first part of the story
With a partner, figure out what should go into the "Somebody" and "Wanted" columns S W B S Somebody Wanted But So These columns two ONLY! Two Were Left by: Hugh B. Cave Turn to p. 216 and (On Your Own) Finish reading the rest of the story
Fill in the "But / So..." columns of your chart p. 219 -221 Let's Synthesize! Quick Write - What is the GIST of the story?
(use your chart to bring it together) Turn & Talk Have you ever read about or seen someone eating something unusual in order to survive? SSR -
Read your book silently
use SUMMARIZING Big Idea: How can we summarize a nonfiction text without leaving out important information? Students will summarize an article in order to synthesize information and read for the gist. Magnet Words is a strategy that helps us summarize articles nonfiction Read and listen to the Tony Hawk article
Watch how important words are charted for each paragrah Read "Will Smith is Mr. Popularity," paragraphs 1 - 3
Work together to pick the 4 magnet words for each paragraph
Write a one sentence summary for each paragraph using your magnet words
We Do - Partners Read the rest of "Will Smith is Mr. Popularity"
Pick 4 magnet words for each paragraph
Write a summary for each paragraph using those words
("Smith wasn't satisfied.."
to the end) On Your Own Exit Slip In what ways has Will Smith been successful? What can he attribute his success to? Turn & Talk With a partner / neighbor, decide on the 4 most important words of the paragraph Format a sheet of paper like this - Paragraph 1 Words Summary: ________________ Summary: ________________ Summary: ________________ Paragraph 2 Words Paragraph 3 Words What is the Crystal Stair? How has her life been? What has she been doing?
What are the important words?
What is she Climbin? What is her advice? How is she give this advice?