Reading Comprehension

Reading Comprehension

Focusing on Literacy Links

Follow Up FOCUS on

READING COMPREHENSION

Chapter 3Pages 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

ReadingTEST

The Montillation of TraxolineIt 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 MeaningHow 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.”


What do the 21st Century Skills require?

*Digital Age Literacy*Inventive Thinking-Intellectual

Capital*Interactive Communication-

Social/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

LITERARYFictionNonfictionPoetryDramaRead-a Loud

INFORMATIONAL

Expository

(main idea, chronological order,comparison/contrast,cause/effect, whole to part)

Reading StrandsContent Specific Information can be accessed:

http//corestandards.org

Northwest Regional Labs

Northwest Regional Labs

ACTIVATE YOUR PRIOR KNOWLEDGE:

READING COMPREHENSION

BEFOREPreviewing andPredicting withTEXT FEATURES

DURING AFTER

Progression of READING COMPREHENSION

PP. 142-158

21st Century SkillsCore StandardsRace to the Top

STEM

Modeling Text

FeaturesWith

Text Feature

s

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—Option #1 Page 148

What is thePURPOSE of eachfeature?

Option #2 :Use a One-Sided Multi-Flow to determine what caused the author to use a text feature.

The author uses bold

print.

Why did the author use this text feature?

Page 148

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.

The author uses bold

print.

Why did the author use this text feature?

Page 148 Option #2: Establishing WHY an author uses a certain text feature

OPTION # 3 Use a Brace Map to “isolate” those features in order to PREVIEW a Text.

TITLE OF THE ARTICLE

PAGE 149

What PREDICTIONS can be drawn about theselection’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

Provides a visual representationof the contents

Add 3 more text features andstate the purpose in the Frame.

Emphasizes key informationIn the article

Text Features

AND NOW… IT IS YOUR TURN

SELECT AN ARTICLE FROM A NATIONAL GEOGRAPHIC

ADD A FRAME OF REFERENCE AND PREDICT THE CONTENTS OF THE ARTICLE

USING TEXT FEATURES FOR PREVIEWING AND PREDICTING

USE A CIRCLE, MULTI-FLOW, BRACE , OR BRIDGE MAP TO IDENTIFY THE TEXT FEATURES THE AUTHOR USES TO ENHANCE

UNDERSTANDING


ORGANIZATIONAL PATTERNS

TEXT STRUCTURES Chapter 3Pages 142 - 147


DURINGDetermine theOrganizational Pattern/Text

Structure, Author’s Purpose, and

Vocabulary Words

AFTER


PP. 142-158


STEM

“Text structure provides a conceptual net for keeping

information in mind.”

“Text organization has a profound effect on comprehension and

memory.”

Peregoy and Boyle. Reading, Writing, and Learning in ESL Page 142

Extraction of worthy ideas, like mining for gold, requires searching skills.

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)

CREATIVE NOTETAKING

“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

Sample PassageThe 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.

Page 144

Breaking the CodeOn (date), not long after, now, as, before, after, when, first, second, then, finally, during, until.

What Is the Organizational Pattern/Text Structure?

Author’s Purpose: to sequence the steps in cleaning waterat the water treatment plant

Sample PassageLewis 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 CodeHowever; 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.

Page 145What Is the Organizational Pattern/Text Structure?

Author’s Purpose: to compare andcontrast Lewis and Clark

Sample PassageScientists 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 Codebecause, cause, since therefore, consequently, as a result, this led to, so, so that, nevertheless, accordingly, if…then, and thus.

Page 145

What Is the Organizational Pattern?

Author’s Purpose: to explain whyscientists come to Antarctica

Sample SummaryThe 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.

What is the Organizational Pattern

Breaking the CodeParts of, take apart, show structure, physical components,anatomy

Author’s Purpose: to explain the parts of the hippo’s body.

Author’s Purpose: to explain the parts of the hippo’s body

AUTHOR’S PURPOSE

Why did the author write this passage?

State Tests

Curriculum Guides

Textbooks

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 Page 150

Software Generated



HELEN LESTER WROTE

AUTHOR’S PURPOSE

The author wrotethis

passage.

Student Generated


AND NOW… IT’S YOUR TURN!

“TITLE OF THE ARTICLE"

PART 1 National Geographic articles

30 minutes to complete your maps

WRITE THE TITLE AT THE TOP OF THE CHART PAPER

IDENTIFY THE TEXT STRUCTURES IN YOUR ARTICLE

TAKE NOTES USING THE APPROPRIATE MAPS



CREATE ONE ADDITONAL MAP

FOR AN ACADEMIC VOCABULARY WORD

WRITE THE AUTHOR’S PUPROSE IN THE RIGHT HAND CORNER

ADD 3 TRANSITION WORDS (SAT) KEY WORDS (77) IN THE FRAME AROUND EACH MAP AUTHOR’S

PUPROSE

PARTSALIKE/DIFFERENT

TYPES, KINDS,SORT

MORE….READING COMPREHENSION

STRATEGIES for

Literary/InformationalStrands

DURING READING continued …• PREDICT• INFER• FACT VS. OPINION

• Page 153-157

Sequence of Events

Predictions

PREDICTING DURING READING Page 153

Sequence of Events

Predictions


I made this prediction because…

PREDICTING DURING READINGPage 154

Sequence of Events

Predictions

I made these predictions because…


Hunters’ POV

Un-penguin -

like

loud

confusing

annoying

They had an idea about

penguins and Tacky does not fit that idea, so

they are confused.

What conclusion can be drawn about the hunters’ adjectives to describe Tacky?

MAKING INFERENCESAny map can be used to

help students

make inferences.

What evidence can you use to prove each adjective?

FACT VS. OPINIONPage 157

FACT VS. OPINION Page 157

Sample PassageNorth 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.





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


DURINGDetermine theOrganizational Pattern/Text

Structure, Author’s Purpose, and Code

Words

AFTERSummarization



STEMP.158

SUMMARIZATION Page 158

Informational Text

LiteraryText

Literary Text

What are some of the BIG ideas you are learning from this story?

What do you understand now that you have read and summarized this story?

Informational Text

The Mayon Volcano erupted 17 times and people fled

The Pacaya Volcano in Guatemala erupted and people fled.

The Mayon and Pacaya Volcanos erupted and caused a lot of damage to lives and property




SUMMARY

PART 4

SO WHAT I NOW UNDERSTAND…THIS IS IMPORTANT BECAUSE…

Frame the Frame around each Map

And write Summary Statement.

Now Frame all of your Maps and write SO WHAT …

SO WHY…

STATEMENTS

Now… take it off your Maps and

Write a Summary ParagraphSUMMARY

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.

Documents

Reading Comprehension