Fundamentals of Reading Instruction<br />Thursday, February 18, 2010<br />READ 3204 <br />
Announcements<br />How is the LSS project with Voice Thread going?<br />Mary Lois Staton Conference: How was it? Submit yo...
Review<br />Debrief: Literature Circles for Listen to the Wind<br />Open-ended questions vs. explicit questions<br />Think...
Examine the evidence in order to make inferences about my mystery neighbors. Remember that each inference you make must be...
Next, make the connection to the kids’ reading. <br />Remember to be explicit and model.<br />“You can use inferring when ...
Model: Read AloudThe Three Pigs by David Wiesner<br />It is a good idea to begin with book covers when modeling inferring....
Independent Practice<br />Gradually release control and let students try it on their own with text.<br />Use examples of t...
Comics<br />
Comics<br />
He put down $20.00 at the window. The woman behind the window gave him $4.00. The next person gave him $8.00, but he gave ...
Wordless Picture Books<br />The Red Book<br />By Barbara Lehman<br />2004<br />
Keep practicing!<br />Provide lots of opportunities over time for kids to see you make inferences with various texts and f...
REVIEW<br />Comprehension Strategy instruction<br />*Gradual release of support: provide lots of support initially, follow...
Determine Roles for Lit. Circle Meeting #2<br />Henry and the Kite Dragon<br />Danielle Cooper <br />Kristin Gates <br />E...
Ticket Out the Door<br />Write down at least one of the following:<br />A personal connection to the article – be specific...
For Tuesday …<br />Group 1 LSS due<br />
Read Aloud<br />Science<br />Oscar and the Frogby Geoff Waring<br />A Seed is Sleepy by Dianna Hutts Aston and Sylvia Long...
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Read 3204 Feb. 18, 2010

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READ 3204 Feb. 18, 2010

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  • Consider what the text says. Consider what the illustration shows. Then make inferences based on text, illustrations, AND your own background knowledge and experience.
  • Consider what the text says. Consider what the illustration shows. Then make inferences based on text, illustrations, AND your own background knowledge and experience.
  • There are no illustrations here. Use the text and your background knowledge to infer what the author might be implying here.
  • There is no text to consider here. Consider what the illustration shows. Then make inferences based on the illustrations and your own background knowledge and experience.
  • Read 3204 Feb. 18, 2010

    1. 1. Fundamentals of Reading Instruction<br />Thursday, February 18, 2010<br />READ 3204 <br />
    2. 2. Announcements<br />How is the LSS project with Voice Thread going?<br />Mary Lois Staton Conference: How was it? Submit your paper within one week of attendance <br />Tar River Reading Council Meeting: Feb. 18th4:30 @ St. Timothy’s Episcopal Church<br />Scholastic Book Order - New brochures (Due date?)<br />February 23rd– Group 1 LSS Due<br />February 25th– Second literature circle meeting (complete role sheet with two discussion questions on the back AND response activity)<br />Practicum Placements are Available:<br />By Thursday, March 4th, submit a “Practicum Interview Protocol and Plan,” including your assigned school and teacher, an interview protocol (at least 4 interview questions about his/her beliefs about reading, how s/he teaches reading in her classroom, and what materials s/he typically uses when providing reading instruction), and the date(s)/time(s) you have arranged to complete your practicum experience.<br />VOTE? http://www.sandboxthreads.com/design-voting.html<br />
    3. 3. Review<br />Debrief: Literature Circles for Listen to the Wind<br />Open-ended questions vs. explicit questions<br />Think Alouds: Model your thinking about text<br />Comprehension strategy instruction: trash<br />
    4. 4. Examine the evidence in order to make inferences about my mystery neighbors. Remember that each inference you make must be directly supported by evidence!<br />Inferring Stems:<br /> My guess is …<br /> Maybe …<br /> Perhaps …<br /> It could be that …<br /> This could mean …<br /> I predict …<br /> I infer …<br />
    5. 5. Next, make the connection to the kids’ reading. <br />Remember to be explicit and model.<br />“You can use inferring when you read stories to help you understand what the author is suggesting.” <br />Authors imply and readers infer.<br />Looking carefully at the illustrations in picture books and combining them with words from the text, you can make inferences that can help you better comprehend the text.<br />
    6. 6. Model: Read AloudThe Three Pigs by David Wiesner<br />It is a good idea to begin with book covers when modeling inferring.<br />Record Inferences:<br />Quote or picture from text/Inference<br />When a student makes an inference, ask, <br /> “How do you know?” <br /> “Did the author tell you that?” or <br /> “Does the text say that?”<br />Encourage connections between the inference and evidence in the text.<br />Remember that when you make an inference you use your background knowledge/schema and the text to construct main idea, predict, hypothesize.<br />Inferring Stems:<br />My guess is …<br />Maybe …<br />Perhaps …<br />It could be that …<br />This could mean …<br />I predict …<br />I infer …<br />
    7. 7. Independent Practice<br />Gradually release control and let students try it on their own with text.<br />Use examples of text that are on their independent level (easy)<br />
    8. 8. Comics<br />
    9. 9. Comics<br />
    10. 10. He put down $20.00 at the window. The woman behind the window gave him $4.00. The next person gave him $8.00, but he gave it back to her. So, when they went inside, she bought him a large popcorn.<br />
    11. 11. Wordless Picture Books<br />The Red Book<br />By Barbara Lehman<br />2004<br />
    12. 12. Keep practicing!<br />Provide lots of opportunities over time for kids to see you make inferences with various texts and for kids to try to make inferences with various types of texts. <br />
    13. 13. REVIEW<br />Comprehension Strategy instruction<br />*Gradual release of support: provide lots of support initially, followed by more student independence.*<br />1. Introduction of strategy<br />2. Teacher demonstration of thinking<br />3. Strategy-in-use with text all kids can understand<br />4. Independent practice with text at kids’ independent level<br />5. Application of the strategy repeatedly across a number of different texts.<br />
    14. 14. Determine Roles for Lit. Circle Meeting #2<br />Henry and the Kite Dragon<br />Danielle Cooper <br />Kristin Gates <br />Emily Hinrichs<br />Kristy Morton <br />Katherine Stewart <br />Jessica Bullock <br />Wangari’s Trees of Peace: A True Story from Africa<br />Kelly Derby <br />Nic Orrison<br />Faith Sutton<br />Kathryn Allen<br />Elaina Essey <br />Katie McMahon <br />One Hen - How One Small Loan Made a Big Difference <br />Leigh Anna Tyson<br />Mary Shiflet <br />Nicole Craig <br />Mary Sweeney <br />Lindsey Faithful<br />Cortnee Bullock<br />Give a Goat <br />Katlin Cartwright <br />Nikki Tozzi<br />Taffy Repass-Jones <br />Rebecca Harrell <br />Morgan Heine <br />Lindsay Chapman<br />The Wall: Growing up Behind the Iron Curtain<br />Abby Fare <br />Lauren Seeman<br />Shannon Leonard <br />Andrea Wooten<br />Georgia Shafer <br />
    15. 15. Ticket Out the Door<br />Write down at least one of the following:<br />A personal connection to the article – be specific<br />A text-to-text connection to the article (another article or textbook) – be specific<br />An important passage of the article – tell why<br />
    16. 16. For Tuesday …<br />Group 1 LSS due<br />
    17. 17. Read Aloud<br />Science<br />Oscar and the Frogby Geoff Waring<br />A Seed is Sleepy by Dianna Hutts Aston and Sylvia Long<br />Actual Size by Steve Jenkins<br />

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