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Reading Class Structure

Structure for reading class - 7th grade
by

John Harrison

on 15 January 2013

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Transcript of Reading Class Structure

Preparing for the NY State ELA Exam 7th Grade Reading Class Discovering a New Text Day 1 Mini-Lesson:
Common Core State Standards Day 2 Day 3 Use METACOGNITION
to understand short answer questions Day 4 Independent Practice Day 5 1. Take a text complexity poll

2. Review trends and group proficiency

3. Analyze exemplary work

4. Learn from your mistakes
Data Analysis 1. Read aloud - circle unfamiliar words
2. Find synonyms with a partner
3. Group discussion using focus questions
4. Text annotation
5. Independent practice & SSR Focus Questions: 1. What is the text mostly about?

2. What key details does the author use to support the main idea?

3. What is the author's/narrator's point of view in the text? Group Discussion: 1. Each person speaks for 30 seconds - go around in a circle

2. Stay focused on question

3. Other group members are silent, looking at the speaker

4. One person stands to represent the group Metacognition Thinking About Thinking 1. Examine the question

2. Think about what you need to do

3. Describe the steps needed to answer the question

4. Explain your thinking to the group - each person speaks for 30 seconds, others listen by looking at the speaker

5. One person stands to summarize the group discussion Example: Question 1: How does the author use sound to establish the mood of the story? Use textual evidence to support your answer. Step 1: Translate the question into my own words - If the word "mood" means "feeling," then the author must have wanted the text to "feel" a certain way. Find out what "feeling" the text has and then find examples of sound that created that "feeling."

Step 2: Look back into the text and decide what "feeling" it has. Focus on the sounds and imagine how they would make me feel.

Step 3: Find at least two examples of "sound" that establish the mood of the story.

Step 4: Organize my short answer response by (1) restating the question, (2) explaining the "mood" of the story and (3) citing 2 pieces of textual evidence that show sounds from the text that established the mood. Question 2: How does music change the way the boy feels? Use textual evidence to support your answer. Stopwatch Utilize METACOGNITION
to deconstruct state exam-style
multiple choice questions Step 1: Read the question carefully and underline key words
Step 2: Translate question into your own words - make sure you know what it's asking!
Step 3: Examine answer choices and cross out any that are obviously wrong
Step 4: Look back into the text to find SPECIFIC information
Step 5: Choose correct answer Step 1: Read the question carefully and underline key words
Step 2: Translate question into your own words - What is it asking you to DO?
Step 3: Gather textual evidence - be specific!
Step 4: Organize your response using RACE 1. Review the CCSS

2. Discuss "important words"

3. Use learning objectives to find specific information in the text

4. Discuss your findings with the group 1. Remember: the practice you do in class is to prepare you to work independently!

2. Demonstrate your understanding of this week's material on the assessment Day 6
Full transcript