Transcript Happy New Year!!!

Happy New Year!!!
Don’t get too comfortable…
We will be changing desks after all
have arrived…
Goals
• Methods “business”
– www.rica.nesinc.com
– Feb. 11, April 22
• Experience activities that focus on the
comprehension strategies of visualization
and inferring
• A continued look at guided reading
A synthesis of research (Pearson, Dole,
Duffy and Roehler, 1992) reveals that active,
proficient readers construct meaning by…
• Activating prior knowledge before, during and after reading (Anderson
and Pearson, 1984)
• Asking questions of themselves, the authors, and the texts they read
(Raphael, 1984)
• Creating visual and other sensory images from text during and after
reading (Pressley, 1976)
• Drawing inferences from text to form conclusions, make critical
judgments, and create unique interpretations (Hansen, 1981)
• Determining the most important ideas and themes in text (Palinscar
and Brown, 1984)
• Synthesizing what they read (Brown, Day, and Jones, 1983)
Gradual Release of Responsibility
There are, in the end, only two main ways
human beings learn: by observing others
(directly or vicariously) and by trying things
out for themselves. Novices learn from
experts and from experience. That’s all
there is to it. Everything else is in the
details.
--Deborah Meier
Think Aloud
(from Opitz, M. & Rasinski, T. (1998). Goodbye round robin: 25 effective oral
reading strategies. Portsmouth, NH: Heinemann.)
1. Select a passage to read aloud.
2. Begin reading the passage aloud as the
students follow along. When you come to a
trouble spot, stop and think it through aloud
while students listen.
3. When you have completed the reading in this
way, invite students to add their own thoughts.
4. Pair students had have them practice the
procedure with each other.
Visualizing and Inferring
• What ideas did you get from chapter 8?
Visualizing
“Visualizing personalizes reading, keeps us engaged,
and often prevents us from abandoning a book.”
Harvey and Goudvis
p. 97
Picture yourself
in a boat
on a river,
with tangerine trees
and marmalade skies.
John Lennon
Proficient readers…
• Are aware of and can communicate the
pictures that form in their minds
• Form images as active, self-regulated,
learners
• Create images during and after reading.
• Make visual, auditory, other sensory, as well
as emotional connections
Visualization Prompts
– Try to imagine the setting.
– What pictures came to mind as you read this page?
– As you listen, create a picture in your mind of what you think is
happening.
– What sensory details did the author use to help create a picture of the
story in your mind?
– What images did you see in your mind as your read?
– What sounds did you hear as you read?
– What words or phrases did the author use to help you create an image
in your mind?
– Did you create a movie in your mind? Describe it.
– Try to picture in your mind someone who would remind you of a
character in the story.
– In my mind’s eye, I imagine _____.
– In my head, I can see _____ .
– I have a picture of _____ .
– I imagine _____ .
– I can imagine what it is like to _____ .
Visualizing Sensory Details:
Tar Beach by Faith Ringgold
Visualizing:
Sketch to Stretch
1. Explain the strategy.
2. Demonstrate the strategy. Be sure to
explain to students that they need not be
concerned with their artwork.
3. Guide students to apply the strategy.
4. Practice individually or in small groups.
5. Reflect.
Visualization: Open Mind
To discuss…
• What is important to remember about
visualization experiences?
• What activities would you consider using
with students?
• How would you scaffold these activities?
Inferencing
“Inferencing is the bedrock of
comprehension…it is about reading faces,
reading body language, reading
expressions, and reading tone, as well as
reading text.”
Harvey and Goudvis
p. 105
Proficient readers…
• Make simple and complex inferences, even with
out being aware of it.
• Make original meaning out of an intersection of
background knowledge and the text.
• Go beyond the literal.
• Revise, enrich and sometimes abandon
meaning.
• Make predictions, confirm predictions, and test
meaning while reading.
Inferencing Prompts
– What evidence does the author provide to support
_____ ?
– What does the author want you to realize?
– What facts can you derive based on the following
clues?
– What clues did the author give that led to your
conclusion?
– What is the story beneath the story?
– What would happen if _____ ?
– Try to read between the lines.
– How do you know that?
– I wonder…
Drawing Inferences:
Borreguita and the Coyote by Verna Aardema
Character Report Card:
Borreguita and the Coyote
Subject
Survival skills
Cleverness
Courage
Cunning
Physical strength
Strategic thinking
Grade
Comments
Drawing Inferences: Hot Seat
•
Consider the characters in the story.
•
Think of questions for which the text does not
supply a literal answer but requires you to infer.
•
When you are in the hot seat, answer as if you
were the character. If you are asked a question
that could be answered in a word, be sure to
provide the rationale for your answer you are
giving.
To discuss…
• What did you like about Hot Seat and Character
Report Card?
• How would you scaffold use with students?
• How might you use them in your classroom?
• What do they have to with drawing inferences?
Bibliography
• Snaphots by Linda Hoyt
• Reflect, Revisit, Retell by Linda Hoyt
• Mosaic of Thought: Teaching Comprehension in
a Reader’s Workshop by Keene & Zimmerman
• Nonfiction Matters: Reading, Writing and
Researching in Grades 3-8 by Stephanie Harvey
• Tar Beach by Faith Ringgold
• Borreguita and the Coyote by Verna Aardema
• http://www.cde.ca.gov/ci/rl/ll/
• www.reading.org/resources/tools/choices.html
Next time: Determining Importance
and Synthesizing
• Read: Harvey and Goudvis, Ch. 9-11
• Due: Language Arts Assignment #1
– Choose a piece of fiction or nonfiction that
would be appropriate for use in teaching the
comprehension strategy of determining
importance or synthesizing. Write a lesson
plan that incorporates both ELA and ELD
standards.