Reading Project Webinar 2 Hosted by Maddie Witter To differentiate between reading strategies and skills To analyze a schedule that allows students to master both in one year To spiral and re-teach both to ensure mastery In order for our readers to get on level, they need to master reading strategies, read for an extended period of time and love reading. In order to show that our readers are on level, we are tested according to state standards which do not assess strategies. Reading Strategies Good readers 1. Ask questions 2. Identify when they dont understand and find a strategy to fix it 3. Share books with their peers 4. Determine importance 5. Synthesize information 6. Infer Reading Skills Main Idea Cause and Effect Finding Details Literary Elements + Plot Context Clues Make Predictions Summarize Compare and Contrast Fact and Opinion Draw Conclusions and Make Inferences Sequence Use Graphic Organizers Identify Authors Purpose Interpret Figurative Language 5 TimingPart of Class 2 MinutesEntering Class, Initial Classroom Rituals 5 MinutesStudents Complete Do Now SKILL 2 MinutesTeacher Reviews Do Now SKILL 2 MinutesConnection 8-15 Minutes Mini Lesson STRATEGY Read-Aloud Think Aloud Guided Practice Minutes This time builds as their stamina builds Students do Independent Reading and Thinking STRATEGY Teacher Checks for Understanding 5 MinutesSummary and Assessment of the Aim STRATEGY Process Share Exit Slip HW: STRATEGY AND SKILL The Do Now should take about 5 minutes. If Do Nows are taking longer, shorten them. Do Nows spiral SKILL 80% and other stuff 20% As students do the Do Now, teacher walks around checking for understanding. Teacher goes over the tricky answers --- If this takes more than 2 minutes, then your mini lesson just turned into the do now review. Go to Click on passages Click on 3 rd Grade Double Fudge By Judy Blume Sample Text From Book When my brother Fudge was five, he discovered money in a big way. "Hey, Pete," he said one night as I was getting out of the shower. "How much would it cost to buy New York?" "The city or the state?" I asked, as if it were a serious question. "The state, but all the good stuff is in the city. People who don't live in the city might disagree, but I'm a city kind of guy." "We live in the city, right?" Fudge said. He was sitting on the open toilet seat in his pajamas. "You're not doing anything, are you?" I asked as I toweled myself dry. "What do you mean, Pete?" "I mean you're sitting on the toilet, and you haven't pulled down your pj's." He swung his feet and started laughing. "Don't worry, Pete. Only Tootsie still poops in her pants." Tootsie is our little sister. She'll be two in February. Fudge watched as I combed my wet hair. "Are you going someplace?" he asked. "Yeah, to bed." I got into clean boxers and pulled a T-shirt over my head. What a Great Short Passage!!! When my brother Fudge was five, he discovered money in a big way. "Hey, Pete," he said one night as I was getting out of the shower. "How much would it cost to buy New York?" "The city or the state?" I asked, as if it were a serious question. "The state, but all the good stuff is in the city. People who don't live in the city might disagree, but I'm a city kind of guy." "We live in the city, right?" Fudge said. He was sitting on the open toilet seat in his pajamas. "You're not doing anything, are you?" I asked as I toweled myself dry. "What do you mean, Pete?" "I mean you're sitting on the toilet, and you haven't pulled down your pj's." He swung his feet and started laughing. "Don't worry, Pete. Only Tootsie still poops in her pants." Tootsie is our little sister. She'll be two in February. Fudge watched as I combed my wet hair. "Are you going someplace?" he asked. "Yeah, to bed." I got into clean boxers and pulled a T-shirt over my head. 1.What is the purpose of the previous passage? a.To inform readers about New York b.To entertain readers about a story with two brothers c.To persuade readers to read a story 2.Where does this story take place? a.New York City b.In a bank c.In a bathroom I do up to 4 questions. I havent taught authors purpose explicitly, how are they supposed to answer it in the do now? After the students do the do now, spend a couple minutes reviewing how to get the answer. In this case, fiction = entertain. Include a chart. Then REPEAT that question for 5 days on the do now. 1.What is the purpose of the previous passage? a.To inform readers about New York b.To entertain readers about a story with two brothers c.To persuade readers to read a story Until 100% of the class has gotten the skill question correct, do not remove that question type from the do now even if there are students who habitually get many questions wrong, keep it on the do now. Less is more with the do now Once the students have shown mastery of that type of question, move onto a different question. Bring back that type of question in ONE MONTH. If the students start to slip with that type of question, then start the week long process all over again. Push to keep the teacher review to under 2-3 minutes. Daily exposure is what makes it stick--- not lengthy teacher explanation. Nope. We also include process questions such as: 1. What is your stamina goal today? 2. Which question was hardest on last nights homework? Or strategy questions such as 1. Write one text to self connection about the above passage. Or vocabulary questions such as 1. How is ________(word) similar to ________ (word)? Less = More. Keep it under 5 minutes. 13 The mini lesson models to the students what you want them to do. Its essential to model everything. Ive found that the biggest pattern of student error results from when I did not model. 2 MinutesEntering Class, Initial Classroom Rituals 5 MinutesStudents Complete Do Now SKILL 2 MinutesTeacher Reviews Do Now SKILL 2 MinutesConnection 8-15 Minutes Mini Lesson STRATEGY Read-Aloud Think Aloud Guided Practice Minutes This time builds as their stamina builds Students do Independent Reading and Thinking STRATEGY Teacher Checks for Understanding After the do now is completed, transition to the strategy part of the class. MODEL what you want the students to be doing. Then, they practice for minutes. This will allow your readers to be able to read the state test passage when that time comes AND (more importantly) become life-long readers. Aim: to ask questions that have multiple possible answers as you read Reading Mania Training 15 Reading Mania Training 16 I dont have much work to do around the house like some girls. My mother does that. And I dont have to earn my pocket money by hustling; George runs errands for the big boys and sells Christmas cards. And anything else thats got to get done, my father does. All I have to do in my life is mind my brother Raymond, which is enough. ? : I wonder why the narrator feels that being responsible for her brother is such a huge responsibility. Reading Mania Training 17 Sometimes I slip and say my little brother Raymond. But as any fool can see hes much bigger and hes older too. But a lot of people call him my little brother cause he needs looking after cause hes not quite right. And a lot of smart mouths got lots to say about that too, especially when George was minding him. But now, if anybody has anything to say to Raymond, anything to say about his big head, they have to come to me. And I dont play the dozens or believe in standing around with somebody in my face doing a lot of talking. I much rather just knock you down and take my chances even if Im a little girl with skinny arms and a squeaky voice, which is how I got the name Squeaky. And if things get too rough, I run. And as anyone can tell you, Im the fastest thing on two feet. ?: To what extent does Squeaky get her feelings hurt when people put down her brother? Reading Mania Training 18 There is not a track meet that I dont win the first-place medal. I used to win the twenty yard dash when I was a little kid in kindergarten. Nowadays, its the fifty-yard dash. And tomorrow Im subject to run the quarter-meter relay all by myself and come in first, second and third. The big kids call me Mercury cause Im the swiftest thing in the neighborhood. Everybody knows that- except two people who know better, my father and me. He can beat me to Amsterdam Avenue with me having a two-fire-hydrant headstart and him running with his hands in his pockets and whistling. But thats private information. Cause can you imagine some thirty five year old man stuffing himself into PAL shorts to race little kids? So as far as everyones concerned, Im the fastest and that goes for Gretchen, too, who has put out the tale that she is going to win the first-place medal this year. Ridiculous. In the second place, shes got short legs. In the third place, shes got freckles. In the first place, no one can beat me and thats all there is to it. Why is the narrator bragging? Reading Mania Training 19 Im standing on the corner admiring the weather and about to take a stroll down Broadway so I can practice my breathing exercises, and Ive got Raymond walking on the inside close to the buildings, cause hes subject to fits of fantasy and starts thinking hes a circus performer and that the curb is a tightrope strung high in the air. ?: Is the narrator older or younger than her brother Raymond? Im standing on the corner admiring the weather and about to take a stroll down Broadway so I can practice my breathing exercises, and Ive got Raymond walking on the inside close to the buildings, cause hes subject to fits of fantasy and starts thinking hes a circus performer and that the curb is a tightrope strung high in the air. ?: Is the narrator older or younger than her brother Raymond? Reading Mania Training 20 Continue reading from your own independent novel. As you read, ask questions that have more than one possible answer. Write your thinking on your sticky notes. You need to generate at least 3 sticky notes by the time you are finished with the story. If you write more than 3, thats great! Ill be around to check your progress. Dont show me your work, I can see over your shoulder. Reading Mania Training 21 Checking for understanding the clipboard Potential pitfall: The Reading/Thinking Balance Building Stamina and 100% Uh, oh- they arent getting it. Now what? Ask questionsAnswer questionsAsk questionsthat dont have aright thereanswerMake t-sconnectionsRe-read andread -on when confused S.Almanzar J. Baldara A. Cantwell I. Gonzalez Thats okay 1. How many students didnt show mastery? If its more than 25% of the class, re-teach the next day. 2. Spiral the lesson in a couple of daysre-teaching is essential (I would do this even if 100% of the class showed mastery- but, in a couple of weeks) 3. If its less than 25% of the class, you can either 1. Pull them for a small group later in the day or during the next class 2. For the next days lesson, have them do two different aims 1. The previous days aim (1-2 examples) 2. That days aim (1-2 examples) Reading Mania Training 22 Re-Teaching is vital for reading your students to become independent. Reading Mania Training What to do when you get distracted Creating at home reading goals The reading : thinking ratio how to keep a balance 23 Reading Mania Training 24 Ask: What made todays strategy tricky for you? 2-3 students share out something that was hard for them. Teacher generates new lessons based on what the students shared. Today we made text to self connections as we read. Did anyone struggle with todays strategy? A student responds, In Charlottes Web, the characters are all animals. Its hard for me to make a text to self connection when the characters arent human. Teacher generates a text to self mini lesson that shows how themes span a variety of texts, regardless of the type of character based on share. 1. Book Log Students read at home for minutes (or whatever you prefer) The book log also SPIRALS strategies taught! Some from recently, some from WAY back. Monday 12/1/08 Title: ______________________ Genre: _________ Start page: _________ End page: _______ Total pages:________ Write down two questions that you can ask yourself to deepen your thinking about your book (this works for nonfiction or fiction): __________________________________________________________ Using the same strategy with thepassages, create a do now type sheet that should take the students five minutes. Then, create a short answer question that emulates your process share from the lesson. Lastly, spiral OLD content (vocabulary + strategies). Often this part goes ignored, but it is so essential. 5 MinutesSummary and Assessment of the Aim STRATEGY Process Share Exit Slip HW: STRATEGY AND SKILL Totally. The documents Ied out earlier have lots of things that you can just cut and paste The adage why re-invent the wheel is a bit of a paradox. We need to re-invent the wheel in order to spiral effectively. But, we totally can copy and paste as we go.