Jennifer Evans
Assistant Director ELA
St. Clair County RESA
Evans.jennifer@sccresa.org
http://www.protopage.com/evans.jenn...
To gain background
knowledge for
strategies used in
reading

To provide
strategies you can
use with students
that will sup...
Likely Key Shifts in
ELA Assessments
Most Current Assessments

Next Generation Assessments

Measures ELA only

Measures EL...
One Word: Rigor

College and Career
Readiness
Requires RIGOR
4
Rigor: Reading
Inference
Evidence
Analyze
Summarize
Interpret
Integrate
Evaluate
Delineate

5
Grade
4
8
12

To
Persuade
30%
35%
40%

To Explain To Convey
Experience
35%
35%
35%
30%
40%
20%

Distribution of Writing in...


Chip’s In Activity:








What is reading comprehension?
Why is comprehension important?
What instructions help students develop
compre...
Comprehension

Vocabulary
Fluency


The NRP (2000) identified the following
comprehension strategies as most promising
and effective for helping students i...
1. Gradual Release Model (To-With-By):
https://www.teachingchannel.org/videos/improving
-teacher-practice
2. Explicit Inst...
Comprehensi
on
Strategies
Model!
Use prompts.
Use Graphic
Organizers.

Use questioning
and discussion to
monitor student
c...
Guided Highlighted Reading:
http://www.readingtothecore.com/ghr.html
15
Vocabulary
 In line #1, find and highlight the word that means
intentionally.
 In line #5, find and highlight the word t...
Frog and Locust
In line #1, find and highlight the length of time without rain
In line # 6, find and highlight what was le...
Select a book

Create your own
questioning plan for
Guided Highlighted
Reading with the
book

Share with a partner





Think Pair Share
Visualizing during read aloud

◦ How did you picture the part where it said, “The students
were s...
Bloom’s




Groups predict what they story will be about
using picture clues or story title.
Groups generate questions
◦...


Asking Questions:
Gives a purpose for reading
Focuses attention on what must be learned
Helps develop active thinking w...
http://www.youtube.com/watch?v=
U0o2jUFRpXc&desktop_uri=%2Fwat
ch%3Fv%3DU0o2jUFRpXc&app=des
ktop








Right There: ...
Select a book

Create your own
questioning plan for
QAR and/or Bloom’s
Reading with the
book

Share with a partner
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦

T-chart
Story Prediction
K-W-L
Question the Author
Story Sequence
Vocabulary Frame
Word Rating
...
Words to
describe topic

Details

Words to
describe topic

Details

Words to
describe topic

details

Words to
describe to...
Running
Records

Fluency
Repeated
Readings








Appropriate fluency is dependent on the
reading purpose.
Students loose meaning if reading is very
slow or fil...




Folding Directions:
http://www.youtube.com/watch?v=EP5SonqP
9Hk&desktop_uri=%2Fwatch%3Fv%3DEP5Sonq
P9Hk&app=desktop
...
Select a book

Create your own
plan for content
to place in a
foldable

Share with a
partner
1.
2.

3.

4.

Choral responses
Partner responses
Written responses

A. Focused prompts increase thinking,
accountability,...
Previewing
Text
Be specific!
Structure
Use the correct
names.
Model how to
use each part.
Titles
Sub-titles
Table of Conte...




Ask the student how the text looks the same
as or different than other material before
reading.
Point out the featur...
Word
Identification
and Context
Model!
Clues  Let me show

you!

Use prompts.
Don’t give the
words because
the object is ...
 Model

and teach strategies to help
students identify unknown words.
◦ “Fix-up” or “Repair” Strategies
◦ Cues on bookmar...


Model and teach students how to use clues in
the text to derive meaning of unfamiliar or
difficult words.
◦ analyze wor...










Previewing
Vocabulary
Questioning
Picking out details
Paraphrasing
Paragraph
Summaries
Rereading
Margina...


This will improve:

Comprehension
Vocabulary
Language Acquisition
Professional

45 Million Words

(In Millions)

Estimated Cumulative Words Addressed to Child

Language Experiences by
Grou...




Only 4% of the school day is spent engaging
in student talk.
Only 2% of is spent discussing focal lesson
content (bu...
Previewi
ng
Make it fun! The
Vocabul
extra time spent
ary
on developing
vocabulary will
be well invested
in
comprehension....
Grade 2 Vocabulary Video
 https://www.teachingchannel.org/videos/imp
roving-student-vocabulary?fd=1



Dr. Anita Archer...
Pronounce the word – terrible -- kids repeat the word with you several times
Explain the meaning: Terrible means something...
1. Choose word (tier II)
2. Explain Meaning
3. Repeat word several times

Use
illustrations or
videos to
visualize the
wor...


Students fill in the statement using the
term: When something smells bad, we
might say that it smells ____ (terrible).
...
Students act out the term: Make a face that
shows me what you would look like if we
smelled something terrible, like rotte...


Engage students in a read aloud where
students identify the vocabulary words
as they are read.
terrible

Select one
term for the
concept
wheel –
terrible
Brainstorm
what kids
know about
the word
and its
meaning.
Write...
Vocabulary Word

Brief Definition

Picture of Word

Antonym/Nonexample

Create your personal sentence
Vocabulary Word

Picture of Word

silent

Brief Definition
Being very quiet

Antonym/Nonexample
noisy

Create your persona...




Create Anchor Charts or Posters
Have students present examples and non-examples for
the vocabulary word
Ask deep pr...


Least - - - - - - - - - - - - - - - - - - Most



How happy would you be if . . .

◦ your mother urged you to have a s...


Least - - - - - - - - - - - - - - - - - -Most



How much strength does it take to . . .
◦ pull a sprout out of the gr...


How precious
would something
be . . .



How reluctant
would you be . . .



if _____



if _____



if _____



i...


Based on what I read, I would connect _______
and _______ because ________________________
____________________________...




2.2 “Bad Dog, Dodger!”
Based on what I read, I would connect
practice and treat because when Sam took
time to practi...
. Select a book

1

2. Identify
one
academic
vocabulary
word from
the book

3. Create your plan to include:

a picture

de...


Review: Strategies we have covered to
improve reading comprehension and
vocabulary:
1.
Comprehension
Monitoring

2.
Coo...
1. Comprehension monitoring:
Guided Highlighted
Reading – Rereading

Written Responses

Individual Responses

Fluency/Accu...
2. Cooperative Learning:

Think Pair Share

Visualizing during
read aloud

Connect Discussion
comments made by
another rea...
3. Graphic and Semantic Organizers:

T-chart

Story
Prediction

K-W-L

Question
the Author

Story
Sequence

Vocabulary
Fra...
4. Story (text) structure and mapping:





* Foldables
* Vocabulary
* Text Structure activities
Titles
 Sub-titles
Ta...
5. Questioning:
Predict

Clarify

Focus

QAR

Picture
Prompts

Blooms

Discussions

Vocabulary
6. Summarization:

Questioning

Discussions

Marginalia

Sticky Notes

Note-taking

Bookmarks

Paragraph
summaries

Vocabu...
7. Multiple Strategy Approach:

Choral
responses

Word
Identification

Context
Clues

Fix-up or
Repair charts

Vocabulary
...
1. Introduce
the word –
repeat

2. Explain the
meaning
(illustrate)

3. Fill in the
blank

6. Identify in
text

5. Share a...
Something new that I learned
today is…
Evans building literacy skills
Evans building literacy skills
Evans building literacy skills
Evans building literacy skills
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  • In the hopes that we’ll all be “smarter,” the new assessments will look different than those we are used to now. That means making sure our teachers and administrators understand how newer tests will look. That’s something we can help them with now – as SBAC has begun to provide samples of assessments that give us an idea of how the next generation of assessments mike look.
  • We care because the Common Core requires rigor. The standards support our shared goal of more rigorous instruction – which is core to our existing priorities.
  • Point out the Verbs & how they indicate a much higher level than the GLCEs -- the verbs show the rigor of these new standards
  • Balance of Common Core Writing Standards based off of the NAEP framework – National Assessment of Educational ProgressThe Standards aim to align instruction with this framework so that many more students than at present can meet the requirements of college and careerreadiness.
  • The attachment titled "Owen's Paper" was used as an opening (grounding) strategy. We read the first paragraph silently and then discussed how we felt about it. Most were frustrated & confused. We talked about that this is how our kids feel when they are asked to read material above their level on their own. I then walked them through some of the strategies (using root words, context clues, etc.) that we could use to figure out the gist of the first paragraph. That was the lead into the rest of the session.
  • Reciprocal Teaching learning steps1. Predict-purpose: to provide background knowledge and a focus for reading. Students predict what is likely to happen or to be learned.Have pairs of students work together. Pairs may share one copy of the text, or each student may use his or her own book. Preview the text. Look at illustrations and/or graphics that will give the student important information before and during the reading. Remind them of text-structure elements such as captions, headings, or pronunciation guides. Students read these elements together, discuss and make connections to the text they will be reading.Student pacing should be fast and all student-to-student interaction and discussion must keep to the topic.2. QuestionStudent poses a question about the content of the text to be answered by others.A good questionMay be answered directly from the textMay require making inferencesMay require evaluationMay involve all of the above3. SummarizeSummaries keep the same tone as the text being read.Summaries do not have an opinion.Summaries do not have a formal conclusion.A good summaryGives only the key points related to the story line or main ideasIs told in your own words4. Clarify Students tell the process he or she used to clear up confusing parts or unknown words in the text – by rereading, looking at illustrations, analyzing unknown words, etc.A good clarificationTells how you went about clearing up a problem you had with your readingMay focus on an idea, word meaning, or a word pronunciationPractice with group.
  • Click on this if you’re hooked up to the internet. Offer to show people how to find it on the swift site after the training.
  • Choose a non-fiction story to practice this.
  • To do running records as progress monitoring, seek help from Reading Recovery teachers in your building or me
  • Oral language is the foundation for written language.
  • 2 vs. 8 words a day between professional homes and welfare
  • These are the students who need the most practice using vocabulary in order to make those gains, but are being the least engaged. We can engage ELL and other low language students and scaffold their learning in non-threatening ways. The point is, they need to be engaged, not just have a partner that will do all the talking for them.
  • Pronounce the word – terrible -- kids repeat the word with you several timesExplain the meaning: Terrible means something unpleasant or very bad. For example, a bad storm that destroys many trees and homes is terrible. A rotten fish smells terrible. When we have a lot of snow and cold weather during the winter, some people say that the winter was terrible. Students fill in the statement using the term: When something smells bad, we might say that it smells ____ (terrible). When we watch a very bad movie, we might say that the movie was ______ (terrible). When our parents make us eat broccoli, some of us might say that it tastes _______ (terrible). When a storm is very strong and destroys trees and homes, we say that the storm was ______ (terrible). Students act out the term: Make a face that shows me what you would look like if we smelled something terrible, like rotten food. Kids make a face. Show me how you would look if you hurt your arm and it felt terrible. Ask a question using the word and have students share their responses: What is an example of something that is terrible? Turn and tell a partner or share out loud.
  • Select one term for the concept wheel – disasterBrainstorm what kids know about the word and its meaning (cart on paper)Write the word in the first quadrant – disasterThink of three more key ideas about the word to add to the graphic organizer
  • Switch to document camera and do an example together.
  • Show sentence strip example. Show thumbs up/down. I found my students loved doing this activity and it was very engaging.
  • Kids write one thing they learned today.Additional Resources: http://www.weatherwizkids.com/
  • Evans building literacy skills

    1. 1. Jennifer Evans Assistant Director ELA St. Clair County RESA Evans.jennifer@sccresa.org http://www.protopage.com/evans.jennifer#Untitled/Home
    2. 2. To gain background knowledge for strategies used in reading To provide strategies you can use with students that will support their classroom instruction To understand the fundamental concepts that are important for students to master
    3. 3. Likely Key Shifts in ELA Assessments Most Current Assessments Next Generation Assessments Measures ELA only Measures ELA, historical, scientific and technical literacy (informational text) Write to decontextualized prompts Respond in writing to authentic texts Write narratives Write arguments Assess one part of a standard Assess complex, integrated performances (e.g., research, multi-media) Paper-and-pencil Computerized assessments One yearly assessment Several Assessments in a year Measures academic vocabulary Adapted from the work Susan Pimental Measures text complexity 3
    4. 4. One Word: Rigor College and Career Readiness Requires RIGOR 4
    5. 5. Rigor: Reading Inference Evidence Analyze Summarize Interpret Integrate Evaluate Delineate 5
    6. 6. Grade 4 8 12 To Persuade 30% 35% 40% To Explain To Convey Experience 35% 35% 35% 30% 40% 20% Distribution of Writing in the 2011 NAEP Writing Framework, Common Core State Standards for ENGLISH LANGUAGE ART S & Literacy in History/Social Studies, Science, and Technical Subjects, pg. 5
    7. 7.  Chip’s In Activity:
    8. 8.      What is reading comprehension? Why is comprehension important? What instructions help students develop comprehension? How can we adopt instruction for students with special needs? How can we monitor students’ progress in comprehension?
    9. 9. Comprehension Vocabulary Fluency
    10. 10.  The NRP (2000) identified the following comprehension strategies as most promising and effective for helping students improve their comprehension: Comprehension Monitoring Cooperative Learning Graphic and Semantic Organizers Story (or Text) Structure and Mapping Questioning (Answering & Generating) Summarization Multiple Strategy Approach
    11. 11. 1. Gradual Release Model (To-With-By): https://www.teachingchannel.org/videos/improving -teacher-practice 2. Explicit Instruction 3. Engage in Discussion 4. Implement Suggested Strategies
    12. 12. Comprehensi on Strategies Model! Use prompts. Use Graphic Organizers. Use questioning and discussion to monitor student comprehension.  Let me show you! (To)  Let’s do it together! (With)  You show Monitoring Comprehension: (By) me! http://www.thinkport.org/microsites/readi ng/video/monitor.mpg
    13. 13. Guided Highlighted Reading: http://www.readingtothecore.com/ghr.html 15
    14. 14. Vocabulary  In line #1, find and highlight the word that means intentionally.  In line #5, find and highlight the word that means essence.  In line #7, find and highlight the word that means of little value.   In line #8, find and highlight the word that means magnificent. In line #10, find and highlight the phrase that means quickly decided without thought. (hastily concluded) Summary  In lines #1 and #2, find and highlight what Thoreau wants to find and what he wants to learn. 16
    15. 15. Frog and Locust In line #1, find and highlight the length of time without rain In line # 6, find and highlight what was left at the bottom of the canyon In line #7, find and highlight what happened to the puddles In line #13, find and highlight what would happened to the frog’s puddle and the frog if it didn’t rain soon In line #15, find and highlight what the frog did to bring rain In line #20, find and highlight what lived on the top of the mountain
    16. 16. Select a book Create your own questioning plan for Guided Highlighted Reading with the book Share with a partner
    17. 17.    Think Pair Share Visualizing during read aloud ◦ How did you picture the part where it said, “The students were squished on the bus.”? Who did you picture on slide? How is that person coming down the slide? Students connect discussion comments to those made by another reader: ◦ I agree with _______ because _________________. ◦ I disagree with ________ because _______________. ◦ In addition to what ________ said, I’d like to add __________________.  When talking with a partner, help them share more: ◦ Tell me more of your thinking about ________. ◦ Let’s talk a little more about ______________. ◦ Another way to think about it might be ____________.
    18. 18. Bloom’s   Groups predict what they story will be about using picture clues or story title. Groups generate questions ◦ Who will the story focus on? ◦ Where will it take place? ◦ What problems might occur?   Groups summarize the main parts of the story Groups determine if there predictions were correct and clarify answers to the questions they generated. Reciprocal Teaching: http://www.doe.virginia.gov/instruction/english/elementary/readi ng/reading_vocabulary_strategies.shtml
    19. 19.  Asking Questions: Gives a purpose for reading Focuses attention on what must be learned Helps develop active thinking while reading Helps monitor comprehension Helps review content Relates what is learned to what is already known (connections!) ◦ Requires students to make inferences ◦ ◦ ◦ ◦ ◦ ◦  (Armbruster, Lear, & Osborn, 2001)
    20. 20. http://www.youtube.com/watch?v= U0o2jUFRpXc&desktop_uri=%2Fwat ch%3Fv%3DU0o2jUFRpXc&app=des ktop     Right There: You can put your finger on it. (What was the score at the end of the game?) Think and Search: You can put your finger on 2 or more answers from 2 or more paragraphs. (What are some of the things T.J. did?) Author and you: Information from the story and you. You must think about what you already know, what the author is telling you, and how both fit together. (What are some other ways Jake could have solved the problem?). On your own: Information just from you. (Have you ever been the new student and what did it feel like?)
    21. 21. Select a book Create your own questioning plan for QAR and/or Bloom’s Reading with the book Share with a partner
    22. 22. ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ T-chart Story Prediction K-W-L Question the Author Story Sequence Vocabulary Frame Word Rating Story Comparison Story Elements Main Idea Venn Diagram Cause and Effect Time Line & Steps in a Process Link to Graphic Organizers: https://www.google.com/search?q=graphic+organizers&tbm=isch&tbo=u&source=univ&sa=X&e i=O6M8UuOxBYnN2wXxsIHIBQ&ved=0CEEQsAQ&biw=1440&bih=785&dpr=1
    23. 23. Words to describe topic Details Words to describe topic Details Words to describe topic details Words to describe topic Details Main Idea
    24. 24. Running Records Fluency Repeated Readings
    25. 25.     Appropriate fluency is dependent on the reading purpose. Students loose meaning if reading is very slow or filled with miscues When reading non-fiction text for meaning fluency rate (wpm) should be slower. Rereading material several times allows students to gain additional information. Why Fluency? Video: http://www.readnaturally.com/howto/videos_rn.htm Reading Rockets Fluency: http://www.readingrockets.org/teaching/reading101/fluency/
    26. 26.   Folding Directions: http://www.youtube.com/watch?v=EP5SonqP 9Hk&desktop_uri=%2Fwatch%3Fv%3DEP5Sonq P9Hk&app=desktop Example use of a foldable: http://www.youtube.com/watch?v=YQHcau2 5nZ0
    27. 27. Select a book Create your own plan for content to place in a foldable Share with a partner
    28. 28. 1. 2. 3. 4. Choral responses Partner responses Written responses A. Focused prompts increase thinking, accountability, focus B. Structured academic language Individual responses “We can’t narrow the gap unless we dramatically increase student response to instruction.” Dr. Kevin Feldman – Director of Reading and Early Intervention with Sonoma County Office of Education, CA – February, 2009
    29. 29. Previewing Text Be specific! Structure Use the correct names. Model how to use each part. Titles Sub-titles Table of Contents Graphics Captions Glossary Index  Let me show you!  Let’s do it together!  You show me! Text Talk Time: https://www.teachingchannel.org/vide os/analyzing-text-as-a-group
    30. 30.   Ask the student how the text looks the same as or different than other material before reading. Point out the features of the text and how they are important. ◦ ◦ ◦ ◦ ◦ Titles Sub-titles Illustrations, photographs, and captions Bold or italicized words/phrases Timelines, maps, or other graphics
    31. 31. Word Identification and Context Model! Clues  Let me show you! Use prompts. Don’t give the words because the object is to teach students how to do it on their own.  Let’s do it together!  You show me!
    32. 32.  Model and teach strategies to help students identify unknown words. ◦ “Fix-up” or “Repair” Strategies ◦ Cues on bookmarks, charts, etc. ◦ Using context clues and text structure ◦ Use the glossary Modeling Fix-Up Strategies: http://teachershare.scholastic.com/resources/11559
    33. 33.  Model and teach students how to use clues in the text to derive meaning of unfamiliar or difficult words. ◦ analyze word parts (prefix, suffix, roots, inflectional/derivational endings) ◦ use word id. skills to figure out multisyllabic words ◦ use graphics, pictures, and other parts of text to derive meaning for difficult words and phrases Context Clues Song Video: :http://www.youtube.com/watch?v=IaDfmjs2sWI&feature=fvwrel&app=d esktop Using Comic Books to teach Context Clues: http://www.teachertube.com/viewVideo.php?video_id=91484
    34. 34.         Previewing Vocabulary Questioning Picking out details Paraphrasing Paragraph Summaries Rereading Marginalia Note taking         Graphic Organizers Picture Prompts Fix-up or Repair charts Bookmarks Self-monitoring charts Vocabulary sorts Sticky Notes Highlighters
    35. 35.  This will improve: Comprehension Vocabulary Language Acquisition
    36. 36. Professional 45 Million Words (In Millions) Estimated Cumulative Words Addressed to Child Language Experiences by Group Workingclass 26 Million Words Welfare 13 Million Words 12 48 24 36 (Age Child in Months) Meaningful Differences in the Everyday Experience of Young American Children by Betty Hart & Todd R. Risley. Paul H. Brookes Publishing Co. (1995).
    37. 37.   Only 4% of the school day is spent engaging in student talk. Only 2% of is spent discussing focal lesson content (but not necessarily using relevant academic language). ◦ Arreaga-Mayer & Perdomo-Rivera, 1996
    38. 38. Previewi ng Make it fun! The Vocabul extra time spent ary on developing vocabulary will be well invested in comprehension. Word sorts Vocabulary Webs Guess My Word Picture matches Tier II word emphasis  Let me show you!  Let’s do it together!  You show me!
    39. 39. Grade 2 Vocabulary Video  https://www.teachingchannel.org/videos/imp roving-student-vocabulary?fd=1   Dr. Anita Archer Podcasts http://www.scoe.org/pub/htdocs/archervideos.html
    40. 40. Pronounce the word – terrible -- kids repeat the word with you several times Explain the meaning: Terrible means something unpleasant or very bad. For example, a bad storm that destroys many trees and homes is terrible. A rotten fish smells terrible. When we have a lot of snow and cold weather during the winter, some people say that the winter was terrible. Students fill in the statement using the term: When something smells bad, we might say that it smells ____ (terrible). When we watch a very bad movie, we might say that the movie was ______ (terrible). When our parents make us eat broccoli, some of us might say that it tastes _______ (terrible). When a storm is very strong and destroys trees and homes, we say that the storm was ______ (terrible). Students act out the term: Make a face that shows me what you would look like if we smelled something terrible, like rotten food. Kids make a face. Show me how you would look if you hurt your arm and it felt terrible. Engage students in a read aloud where students identify the vocabulary words as they are read. Ask a question using the word and have students share their responses: What is an example of something that is terrible? Turn and tell a partner or share out loud. Be sure to include pictures, video, text, a graphic organizer, sharing, and an exit ticket.
    41. 41. 1. Choose word (tier II) 2. Explain Meaning 3. Repeat word several times Use illustrations or videos to visualize the word
    42. 42.  Students fill in the statement using the term: When something smells bad, we might say that it smells ____ (terrible). When we watch a very bad movie, we might say that the movie was ______ (terrible). When our parents make us eat broccoli, some of us might say that it tastes _______ (terrible). When a storm is very strong and destroys trees and homes, we say that the storm was ______ (terrible).
    43. 43. Students act out the term: Make a face that shows me what you would look like if we smelled something terrible, like rotten food. Kids make a face. Show me how you would look if you hurt your arm and it felt terrible.
    44. 44.  Engage students in a read aloud where students identify the vocabulary words as they are read.
    45. 45. terrible Select one term for the concept wheel – terrible Brainstorm what kids know about the word and its meaning. Write the word in the first quadrant. Think of three more key ideas about the word to add to the graphic organizer
    46. 46. Vocabulary Word Brief Definition Picture of Word Antonym/Nonexample Create your personal sentence
    47. 47. Vocabulary Word Picture of Word silent Brief Definition Being very quiet Antonym/Nonexample noisy Create your personal sentence The classroom was silent on the weekend.
    48. 48.    Create Anchor Charts or Posters Have students present examples and non-examples for the vocabulary word Ask deep processing questions ◦ Answer questions  “Would you prefer to have a festive day or an ordinary day?” ◦ Create Examples  What is something that a good citizen might do? ◦ Make Choices  If any of the things I name can hatch, say hatch; if not, say nothing: a train, a chicken, a jar of jam, a snake, a tadpole, a horse. ◦ Pantomime  Show me how an eagle soars, a rocket, an airplane. ◦ Personal Context  Some people are fond of fishing. Tell about something you are fond of. Use the word fond when you tell about it. ◦ Synonyms and Antonyms  Name a word that means the opposite of genuine; name a word that means about the same as genuine.
    49. 49.  Least - - - - - - - - - - - - - - - - - - Most  How happy would you be if . . . ◦ your mother urged you to have a second piece of candy? ◦ least happy - - - - - - - - - - - most happy ◦ everyone in your class looked glum? ◦ least happy - - - - - - - - - - - most happy ◦ there was a downpour on your class picnic? ◦ Least happy - - - - - - - - - - - most happy
    50. 50.  Least - - - - - - - - - - - - - - - - - -Most  How much strength does it take to . . . ◦ pull a sprout out of the ground? ◦ least strength - - - - - - - - - most strength ◦ lift an enormous refrigerator? ◦ least strength - - - - - - - - - most strength ◦ kick a football a significant distance? ◦ least strength - - - - - - - - - most strength 
    51. 51.  How precious would something be . . .  How reluctant would you be . . .  if _____  if _____  if _____  if _____  if _____  if _____
    52. 52.  Based on what I read, I would connect _______ and _______ because ________________________ ____________________________________________.  Example from Brave Irene:   Based on what I read, I would connect reluctant and insisted because although her mother insisted she leave the closing laundromat, Lisa was very reluctant to listen until she found Corduroy.
    53. 53.   2.2 “Bad Dog, Dodger!” Based on what I read, I would connect practice and treat because when Sam took time to practice good behavior with Dodger and reward Dodger with a treat, Dodger finally started behaving better.
    54. 54. . Select a book 1 2. Identify one academic vocabulary word from the book 3. Create your plan to include: a picture definition fill-inthe-blank repeating action read aloud concept map exit ticket
    55. 55.  Review: Strategies we have covered to improve reading comprehension and vocabulary: 1. Comprehension Monitoring 2. Cooperative Learning 3. Graphic and Semantic Organizers 4. Story (or Text) Structure and Mapping 5. Questioning (Answering & Generating) 6. Summarization 7. Multiple Strategy Approach
    56. 56. 1. Comprehension monitoring: Guided Highlighted Reading – Rereading Written Responses Individual Responses Fluency/Accuracy (Running Records, etc.) Self-monitoring charts Picking out details Discussions Vocabulary
    57. 57. 2. Cooperative Learning: Think Pair Share Visualizing during read aloud Connect Discussion comments made by another reader Help partners share more Partner Responses Vocabulary Activities
    58. 58. 3. Graphic and Semantic Organizers: T-chart Story Prediction K-W-L Question the Author Story Sequence Vocabulary Frame Word Rating Story Comparison Story Elements Main Idea Think Links Venn Diagram Cause and Effect Time Line Vocabulary sorts
    59. 59. 4. Story (text) structure and mapping:    * Foldables * Vocabulary * Text Structure activities Titles  Sub-titles Table of Contents  Graphics  Captions  Glossary  Index  
    60. 60. 5. Questioning: Predict Clarify Focus QAR Picture Prompts Blooms Discussions Vocabulary
    61. 61. 6. Summarization: Questioning Discussions Marginalia Sticky Notes Note-taking Bookmarks Paragraph summaries Vocabulary Paraphrasing
    62. 62. 7. Multiple Strategy Approach: Choral responses Word Identification Context Clues Fix-up or Repair charts Vocabulary Discussions
    63. 63. 1. Introduce the word – repeat 2. Explain the meaning (illustrate) 3. Fill in the blank 6. Identify in text 5. Share an example 4. Act it out 7. Graphic Organizer 8. Exit Ticket Assessment
    64. 64. Something new that I learned today is…
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