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Good <br />Afternoon!<br />SYL Sat…<br />READING!<br />Jill Bromenschenkel 			jillbromen@gmail.com<br />
 Strategies!<br />(orange sheet)<br />Strategy, B/D/A, Description, i.e.<br />
From our wiki…<br />www.SSCreading.wikispaces.com<br />
Mix,<br />FREEZE<br />Group.<br />
3<br />STEP<br />Interview<br />
?<br />What is Comprehension<br />
Rally<br />Robin<br />
Team<br />Stand<br />& SHARE<br />
Think, pair, <br />Share.<br />
Developing a textbase: making connections within the text : Readers work with the information and ideas presented by the t...
Comprehension is the result of the interaction between the textbase and the mental model<br />Developing a textbase: makin...
  An understanding of the text, integrated with the reader’s knowledge, available to use again and again… <br />In short, ...
Show<br />Me<br />Cards<br />
  Students who are engaged and self-directed are more likely to be motivated to read than are those who have no clear purp...
Ashlee’s sticky note<br />AAHH! That’s not true! :0 I can’t believe they say that about Koreans! Anyway, we eat…<br />
Becoming a strong reader and an effective writer takes…Practice!<br />  Students need time to read texts, write texts, tal...
We must provide the time and experiences to develop our students’ habits and strengthen their literacy knowledge and skill...
Students are more likely to readpurposefully if they can<br />Choose texts that are rich in content and reflect their inte...
Select genres that help them shape their writings<br />Choose writing topics independently<br />Collaborate with other stu...
MN<br />NEW STANDARDS<br />Updated for 21st Century Learners<br />
Talking<br />Chips<br />
Accountable to the Community: listen, consider, build<br />Accountable to knowledge: grounded, evidence, reference<br />Ac...
What’s happening now?<br />What is the author trying to tell you?<br />Why is the author telling you that?<br />Does the a...
I wonder why the author says _____________<br />Right now, I think ______________ is happening<br />The words ____________...
The Case for Literary Texts<br />
The Case for Informational Texts<br />
Tier 1<br />Common words: learned in everyday talk with friends and family about everyday things, words which are typicall...
Sticky Notes<br />Notebook Entries<br />Two Column notes: Quote and My Thinking<br />Venns (or Double-Bubble Maps)<br />We...
From our wiki…<br />www.SSCreading.wikispaces.com<br />
Give one, <br />Get one <br />
Thanks for <br />joining me <br />For SYL Sat… <br />READING!<br />Jill Bromenschenkel 			jillbromen@gmail.com<br />
Additional Interactive <br />Structures…<br />
Placemat<br />Consensus<br />
Jot<br />Thoughts<br />
Everybody<br />STRAY<br />
One<br />STRAY<br />
OUTSIDE<br />Inside<br />Circle<br />
Centerpiece<br />Brainstorm<br />
Quiz Quiz…<br />
Photo credits<br />Slide 4, Kevin Saff, Flickr CC<br />Slide 5, istockphoto<br />Slide 7, David Friel, Flickr CC<br />Slid...
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SSC reading workshop

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Transcript of "SSC reading workshop "

  1. 1. Good <br />Afternoon!<br />SYL Sat…<br />READING!<br />Jill Bromenschenkel jillbromen@gmail.com<br />
  2. 2. Strategies!<br />(orange sheet)<br />Strategy, B/D/A, Description, i.e.<br />
  3. 3. From our wiki…<br />www.SSCreading.wikispaces.com<br />
  4. 4. Mix,<br />FREEZE<br />Group.<br />
  5. 5. 3<br />STEP<br />Interview<br />
  6. 6. ?<br />What is Comprehension<br />
  7. 7. Rally<br />Robin<br />
  8. 8. Team<br />Stand<br />& SHARE<br />
  9. 9. Think, pair, <br />Share.<br />
  10. 10. Developing a textbase: making connections within the text : Readers work with the information and ideas presented by the text. They develop a network of ideas that links the mean drawn from phrases, clauses, and sentences into larger ideas.<br />Building a mental model: making meaning from the text: Readers build a world or create an image in their minds of the situation described by the text, using related knowledge and experiences and purposes they already have. They build a mental model, which is a representative of the ideas in the text base that is enriched by the reader’s knowledge . <br />Hampton & Resnick<br />
  11. 11. Comprehension is the result of the interaction between the textbase and the mental model<br />Developing a textbase: making connections within the text: Vocabulary knowledge, Syntactic knowledge, Knowledge of the text structures<br />Building a mental model: making meaning from the text: Word knowledge, topic knowledge, discipline knowledge<br />
  12. 12. An understanding of the text, integrated with the reader’s knowledge, available to use again and again… <br />In short, comprehension is…<br />
  13. 13. Show<br />Me<br />Cards<br />
  14. 14. Students who are engaged and self-directed are more likely to be motivated to read than are those who have no clear purposes in mind. <br />
  15. 15. Ashlee’s sticky note<br />AAHH! That’s not true! :0 I can’t believe they say that about Koreans! Anyway, we eat…<br />
  16. 16. Becoming a strong reader and an effective writer takes…Practice!<br /> Students need time to read texts, write texts, talk about texts, and use technologies to read and write.<br />
  17. 17. We must provide the time and experiences to develop our students’ habits and strengthen their literacy knowledge and skills<br />*Read and write different kinds of texts<br />*Read and write purposefully<br />
  18. 18. Students are more likely to readpurposefully if they can<br />Choose texts that are rich in content and reflect their interests<br />Collaborate with other students<br />
  19. 19. Select genres that help them shape their writings<br />Choose writing topics independently<br />Collaborate with other students<br />Students are more likely to writepurposefully if they can<br />
  20. 20. MN<br />NEW STANDARDS<br />Updated for 21st Century Learners<br />
  21. 21. Talking<br />Chips<br />
  22. 22. Accountable to the Community: listen, consider, build<br />Accountable to knowledge: grounded, evidence, reference<br />Accountable to rigorous thinking: acceptable standards of reasoning,<br />Collaborating with Others: Ground Rules for Accountable Classroom Talk<br />
  23. 23. What’s happening now?<br />What is the author trying to tell you?<br />Why is the author telling you that?<br />Does the author say it clearly?<br />How does this connect with what the author told us earlier?<br />How does this fit with what we know (about an even, topic or character) in the text?<br />How could the author have said things more clearly?<br />What would you say instead?<br />What positions, interests or values are presented in the text?<br />How does the text do its work through specific language and text features?<br />Some questions to help initiate accountable talk…<br />
  24. 24. I wonder why the author says _____________<br />Right now, I think ______________ is happening<br />The words _____________ remind me of_____________________________<br />How do I feel?<br />I feel______________ because<br />I think_____________ because<br />K/1 : smiley faces, sad faces, puzzled faces  <br />I think _____________ is going to happen because ________________<br />Provide Sentence stems for Accountable talk<br />
  25. 25. The Case for Literary Texts<br />
  26. 26. The Case for Informational Texts<br />
  27. 27. Tier 1<br />Common words: learned in everyday talk with friends and family about everyday things, words which are typically learned informally<br />Tier 2<br />Literate words: typify written language and academic talk.; more sophisticated, abstract and useful for expression complicated ideas<br />Tier 3<br />Specialized words, encompass terms in a specific subject, low-frequency, technical, topical words<br />What words should students know?<br />
  28. 28. Sticky Notes<br />Notebook Entries<br />Two Column notes: Quote and My Thinking<br />Venns (or Double-Bubble Maps)<br />Webs: putting it all out on the table<br />Story Maps: understand how story elements work together to create meaning<br />D. Diller<br />Options for Responses:<br />
  29. 29. From our wiki…<br />www.SSCreading.wikispaces.com<br />
  30. 30. Give one, <br />Get one <br />
  31. 31. Thanks for <br />joining me <br />For SYL Sat… <br />READING!<br />Jill Bromenschenkel jillbromen@gmail.com<br />
  32. 32. Additional Interactive <br />Structures…<br />
  33. 33. Placemat<br />Consensus<br />
  34. 34. Jot<br />Thoughts<br />
  35. 35. Everybody<br />STRAY<br />
  36. 36. One<br />STRAY<br />
  37. 37. OUTSIDE<br />Inside<br />Circle<br />
  38. 38. Centerpiece<br />Brainstorm<br />
  39. 39. Quiz Quiz…<br />
  40. 40. Photo credits<br />Slide 4, Kevin Saff, Flickr CC<br />Slide 5, istockphoto<br />Slide 7, David Friel, Flickr CC<br />Slide 8, cabbit, Flickr CC<br />Slide 9, istockphoto<br />Slide 13, istockphoto<br />Slide 15, J_O_I_D, Flickr CC<br />Slide 21, istockphoto<br />Slide 30, istockphoto<br />Slide 33, bradjiward, Flickr CC<br />Slide 34, CR Artist, Flickr CC<br />Slide 35, Mshaes, Flickr CC<br />Slide 36, ChodHoud, Flickr CC<br />Slide 37, Sarah and Mike…probably, Flickr CC<br />Slide 38, mmlolekgift, Flickr CC<br />Slide 39, wdkindmeier, Flickr CC<br />Connect with me!<br />Connectivity Facebook Page for Educators: http://tiny.cc/FBConnect<br />Twitter:http://twitter.com/JillBromen<br />Email: JillBromen@gmail.com<br />Linkedin: http://www.linkedin.com/in/jillbromen<br />Connectivity Consulting: http://jillbromen.weebly.com/<br />

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