Transcript Reading Comprehension - TPS

Reading Comprehension
Focusing on Literacy Links
Follow Up
FOCUS on
READING
COMPREHENSION
Chapter 3
Pages 142-158
TG: page 169-173
My first day in an American school
started with good news: all
clocks were in Spanish! The bad
news was devastating: I did not
understand anything else. Years
later, I realized that numbers
and many other symbols were in
a "language" that I could
understand …
--Miriam A. Leiva, Ph. D.
Take the
following
Reading
TEST
The Montillation of Traxoline
It is very important that you learn about traxoline.
Traxoline is a new form of zionter. It is montilled in
Ceristanna. The Ceristannians gristeriate large amounts
of fevon and bracter it to quasel traxoline. Traxoline may
well be one of our most lukized snezlaus in the future
because of our zointer lescelidge.
1. What is traxoline?
2. Where is traxoline montilled?
3. How is traxoline quaselled?
4. Why is it important to know about traxoline?
From The Brain and Reading. ASCD Video Series
Getting at the Meaning
How to Help Students Unpack Difficult Text
Constructing meaning during reading means going back and
forth between reading relatively small segments of text and
discussing the ideas and making connections.
Ask students to “construct” meaning instead of
“barking at print.”
Focusing on Literacy Links
What do the 21st Century Skills
require?
*Digital Age Literacy
*Inventive Thinking-Intellectual
Capital
*Interactive CommunicationSocial/Personal Skills
*Quality, State of the Art
Results/Real World Applications
*www.21STCENTURYSKILLS.ORG
COMMON CORE STATE
STANDARDS INITIATIVE
{US Education initiative that follows
“standards-based education reform”}
Sponsored by:
* National Governors Association
*Council of the Chief State School
Officers
“Improve the difficulty of books
being read. Less emphasis on how
students “feel” about a book and
more on analyzing content.”
2009
Content Specific Information can be accessed:
http//corestandards.org
Reading Strands
LITERARY
Fiction
Nonfiction
Poetry
Drama
Read-a Loud
INFORMATIONAL
Expository
(main idea,
chronological order,
comparison/contrast,
cause/effect, whole to
part)
Northwest Regional Labs
Northwest Regional Labs
ACTIVATE YOUR PRIOR KNOWLEDGE:
READING COMPREHENSION
Progression of READING COMPREHENSION
21st Century Skills
Core Standards
Race to the Top
STEM
PP. 142-158
BEFORE
Previewing and
Predicting with
TEXT FEATURES
DURING
AFTER
Modeling
Text
Features
With
Teaching
students to
recognize the
text features an
author uses to
present
information on a
page will give
students
another tool to
understand the
text.
Text
Features
Text Features—Option #1
What is the
PURPOSE of
each
feature?
Page 148
Option #2 :Use a One-Sided Multi-Flow to determine
what caused the author to use a text feature.
Why did the author
use this text feature?
The author
uses bold
print.
Page 148
Option #2: Establishing WHY an author uses
a certain text feature
To extend their
thinking, students
can construct a
Multi-Flow Map to
discuss the
effects the author
hoped to achieve
by using specific
text features.
Page 148
Why did the
author use this
text feature?
The author
uses bold
print.
OPTION # 3
Use a Brace
Map to
“isolate”
those features
in order to
TITLE OF
PREVIEW
THE ARTICLE
a Text.
PAGE 149
What PREDICTIONS can be drawn about the
selection’s contents by examining these
text features?
Option #4:
Seeing the Relationship between
the Text Feature and its Purpose
Option #4: Seeing the Relationship
between the Text Feature and its
Purpose
“Red Alert” by Laura Giardi
illustration
Emphasizes
key information
In the article
Provides a
visual
representation
of the contents
Add 3 more text features and
state the purpose in the Frame.
Text Features
AND NOW…
IT IS
YOUR TURN
USING TEXT FEATURES FOR
PREVIEWING AND PREDICTING
SELECT AN ARTICLE FROM A NATIONAL GEOGRAPHIC
USE A CIRCLE, MULTI-FLOW, BRACE , OR BRIDGE MAP TO
IDENTIFY THE TEXT FEATURES THE AUTHOR USES TO ENHANCE
UNDERSTANDING
ADD A FRAME OF REFERENCE AND PREDICT THE CONTENTS OF
THE ARTICLE
Focusing on Literacy Links
ORGANIZATIONAL
PATTERNS
TEXT STRUCTURES
Chapter 3
Pages 142 - 147
Progression of READING COMPREHENSION
21st Century Skills
Core Standards
Race to the Top
STEM
PP. 142-158
DURING
BEFORE
Previewing and
Predicting with
TEXT FEATURES
Determine the
Organizational
Pattern/Text
Structure, Author’s
Purpose, and
Vocabulary Words
AFTER
Peregoy and Boyle. Reading, Writing, and Learning in ESL
Page 142
“Text structure provides a
conceptual net for keeping
information in mind.”
“Text organization has a profound
effect on comprehension and
memory.”
Extraction of
worthy ideas,
like mining for
gold, requires
searching skills.
CREATIVE NOTETAKING
Copying is copying.
Underlining is underlining.
“Creative note-taking requires extraction and reaction. The
students’ ability to extract and explain core ideas, concepts,
and factual details is revealed in their notes. (All Maps)
The students’ ability to sort and classify these extractions is
central to their comprehension of the texts’ meaning. (Tree
Map)
Their competence at commenting and responding to the notes
is a sign of interaction and ownership of the material.” (The
Frame of Reference)
Organizational Patterns
“In order to remember, the mind
must sort through information and
store what is important and discard
what is not important.
In order to remember the important
parts of text, the mind needs to sort
against the structure of the text.”
“Building Learning Structures Inside the Head” Ruby Payne, Ph.D.
Page 142
Organizational Patterns
AND NOW…
IT IS
YOUR TURN
What Is the Organizational Pattern/
Page 144
Text Structure?
Sample Passage
The water is cleaned at the water treatment plant. This cleaning is done in
steps. First, the water is poured into a large tank. Then, it is mixed with a
substance that causes sticky clumps to form. The clumps settle on the
bottom of the tank and the cleaner water moves on. The water still needs
more cleaning. In the second step, water is poured through a layer of
gravel.
Breaking the Code
On (date), not long
after, now, as, before,
after, when, first,
second, then, finally,
during, until.
Author’s Purpose: to sequence
the steps in cleaning water
at the water treatment plant
What Is the Organizational Pattern/
Page 145
Text Structure?
Sample Passage
Lewis and Clark were both strong leaders but different from
each other. Lewis liked to walk on the riverbank ahead of
everyone. Clark guided the boat along the river.
Breaking the Code
However; but, as well
as, on the other hand,
not only…but also,
either…or, while,
although, similarly, yet
unless, meanwhile,
nevertheless,
otherwise, compared
to, and despite.
Author’s Purpose: to compare and
contrast Lewis and Clark
Page 145
What Is the Organizational Pattern?
Sample Passage
Scientists come to the Antarctic to study the weather and the
ice. Scientists also want to learn more about how animals live
in this harsh climate.
Breaking the Code
because, cause, since
therefore,
consequently, as a
result, this led to, so,
so that, nevertheless,
accordingly, if…then,
and thus.
Author’s Purpose: to explain why
scientists come to Antarctica
What is the Organizational Pattern
Sample Summary
The hippo’s head is huge. It has a big mouth, with teeth
so long they are like tusks. The hippo’s body is shaped
like a barrel. It has very short legs and each foot has four
toes with very thick toenails. The hippos has nostrils
high up on its muzzle. Each of these parts of the Hippo
enable him to survive in his habitat.
Author’s Purpose: to
explain the parts of
the hippo’s body.
Breaking the Code
Parts of, take apart,
show structure,
physical
components,anatomy
Author’s Purpose: to
explain the parts of
the hippo’s body
Page 150
AUTHOR’S
PURPOSE
Curriculum
Guides
Why did
the author
write this
passage?
Textbooks
State
Tests
AUTHOR’S PURPOSE
Page 150
Once students have begun to understand the concept of Author’s
Purpose, create a bulletin board Tree Map to classify examples of
each type of reading that you and your students identify.
AUTHOR’S PURPOSE
Software Generated
Page 150
AUTHOR’S PURPOSE
HELEN LESTER
WROTE
Page 150
AUTHOR’S PURPOSE
The
author
wrote
this
passage.
Student
Generated
Organizational Patterns
AND NOW…
IT’S
YOUR TURN!
PART 1
National Geographic articles
“TITLE OF THE ARTICLE"
WRITE THE TITLE AT THE TOP OF
THE CHART PAPER
IDENTIFY THE TEXT STRUCTURES
IN YOUR ARTICLE
TAKE NOTES USING THE
APPROPRIATE MAPS
30 minutes to complete your maps
PART 2
National Geographic articles
“TITLE OF THE ARTICLE"
CREATE ONE ADDITONAL MAP
FOR AN ACADEMIC VOCABULARY
WORD
ALIKE/DIFFERENT
PARTS
WRITE THE AUTHOR’S PUPROSE
IN THE RIGHT HAND CORNER
TYPES, KINDS,SORT
ADD 3 TRANSITION WORDS
(SAT) KEY WORDS (77) IN THE
FRAME AROUND EACH MAP
AUTHOR’S
PUPROSE
MORE….
READING COMPREHENSION
STRATEGIES
for
Literary/Informational
Strands
DURING READING continued …
• PREDICT
• INFER
• FACT VS. OPINION
• Page 153-157
PREDICTING DURING READING
Page 153
Predictions
Sequence of Events
PREDICTING DURING READING
Predictions
Sequence of Events
Page 154
PREDICTING DURING READING
I made this
prediction
because…
Page 154
PREDICTING DURING READING
Page 154
Predictions
Sequence of Events
I made these predictions because…
What conclusion can be drawn about the hunters’ adjectives to
describe Tacky?
They had an
Hunters’
idea about
POV
penguins and
confusing
Tacky does not
fit that idea, so
they are
confused.
loud
annoying
Unpenguin like
MAKING INFERENCES
Any map
can be
used to
help
students
make
inferences.
What evidence can you use to prove each adjective?
Page 157
FACT VS. OPINION
FACT VS. OPINION
Sample Passage
North Carolina is the
most beautiful state.
It has mountains and
beaches that
everyone can enjoy.
The average
temperature during
the summer is a
warm 88 degrees.
This state is the best
place to live.
Page 157
Organizational Patterns
AND NOW…
IT’S
YOUR TURN!
PART 3
National Geographic articles
“TITLE OF THE ARTICLE"
FOR ONE OF YOUR MAPS, MAKE A
PREDICTION, INFERENCE, OR STATE
WHETHER A SPECIFIC PIECE OF
INFORMATION IS A FACT OR AN
OPINION
AUTHOR’S
PUPROSE
Progression of READING COMPREHENSION
21st Century Skills
Core Standards
Race to the Top
STEM
P.158
DURING
BEFORE
Previewing and
Predicting with
TEXT FEATURES
Determine the
Organizational
Pattern/Text
Structure, Author’s
Purpose, and Code
Words
AFTER
Summarization
SUMMARIZATION
Page 158
Literary
Text
Informational Text
Literary Text
What do you understand now that you have read
and summarized this story?
What are some of the BIG ideas you are
learning from this story?
Informational Text
The Mayon and Pacaya Volcanos
erupted and caused a lot of damage to
lives and property
The Mayon
Volcano erupted
17 times and
people fled
The Pacaya Volcano
in Guatemala
erupted and people
fled.
Organizational Patterns
AND NOW…
IT’S
YOUR TURN!
PART 4
“TITLE OF THE ARTICLE"
Frame the Frame around each Map
And write Summary Statement.
Now Frame all of your Maps and
write SO WHAT …
SUMMARY
SO WHY…
STATEMENTS
SO WHAT I NOW UNDERSTAND…
THIS IS IMPORTANT BECAUSE…
Now… take it off your Maps
and
Write a Summary Paragraph
SUMMARY
So What… is your topic sentence, then add the
one sentence from each of your Maps as detail
statements.
So Why… is your concluding statement that
tells why this information is important.