Richmond Public Schools – October 2012

Reading – 6th Grade6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.

• a) Use text structures such as type, headings, and graphics to predict and categorize information in both print and digital texts.

• b) Use prior knowledge and build additional background knowledge as context for new learning. • c) Identify questions to be answered. • d) Make, confirm, or revise predictions. • e) Draw conclusions and make inferences based on explicit and implied information. • f) Differentiate between fact and opinion. • g) Identify main idea.• h) Summarize supporting details.• i) Compare and contrast information about one topic, which may be contained in different

selections.• j) Identify the author’s organizational pattern.• k) Identify cause and effect relationships.• l) Use reading strategies to monitor comprehension throughout the reading process.

Reading – 7th Grade7.6 The student will read and demonstrate comprehension of a variety of nonfiction

texts.• a) Use prior and background knowledge as a context for new learning. • b) Use text structures to aid comprehension. • c) Identify an author’s organizational pattern using textual clues, such as transitional

words and phrases. • d) Draw conclusions and make inferences on explicit and implied information. • e) Differentiate between fact and opinion. • f) Identify the source, viewpoint, and purpose of texts. • g) Describe how word choice and language structure convey an author’s viewpoint. • h) Identify the main idea. • i) Summarize text identifying supporting details. • j) Identify cause and effect relationships. • k) Organize and synthesize information for use in written formats. • l) Use reading strategies to monitor comprehension throughout the reading process.

Reading – 8th grade8.6 The student will read, comprehend, and analyze a variety of nonfiction texts. a) Draw on background knowledge and knowledge of text structure to understand selections. b) Make inferences and draw conclusions based on explicit and implied information using

evidence from text as support. c) Analyze the author’s qualifications, viewpoint, and impact. d) Analyze the author’s use of text structure and word choice. e) Analyze details for relevance and accuracy. f) Differentiate between fact and opinion. g) Identify the main idea. h) Summarize the text identifying supporting details. i) Identify an author’s organizational pattern using textual clues, such as transitional words

and phrases. j) Identify cause and effect relationships. k) Evaluate, organize, and synthesize information for use in written and oral formats. l) Use reading strategies to monitor comprehension throughout the reading process.

Help History Students Understand Non-Fiction TextIn USI, history students must identify and interpret primary and secondary source

documents to increase understanding of events and life in U.S. history to 1865;

Quote from the Virginia Statute of Religious Freedom

“Be it enacted by the General Assembly, That no manshall be compelled to frequent or support any religious

worship, place or ministry whatsoever, nor shall be enforced,restrained, molested or burthened, in his body or

goods, nor shall otherwise suffer on account of his religiousopinions or belief; but that all men shall be free to

profess, and by argument to maintain, their opinions inmatters of religion, and that the same shall in no wise

diminish, enlarge or affect their civil capacities.

Modeled Instruction: TEACHER DRIVING WHILE EXPLAINING DRIVING DECISIONS

Shared Instruction: SHARING NAVIGATION W/ TEACHER “AT THE WHEEL”

Guided PracticeSTUDENT AT THE WHEEL-TEACHER COACHING

BESIDE”

Independent Practice:

“Driving Solo!”

Where do I want to take kids?

What does independence look like?

How do I as a reader arrive there?

How do I explain that process to students by thinking aloud my“Road to Meaning”?

What task must be shared?

What do I need to do WITH kids to support them toward independence?

What can we work on together to build their confidence and proficiency?

What are/could be bumps in the road?

Where do I need to step in ?

Where/When do Iguide their practice?

Are we there yet?How will I know?

THE ROAD TO INDEPENDENCE

Nonfiction

Personal or Primary Sources

Based on fact but includes subjective, personal

interpretations, perspectives, or biases

References or Informational Text

Factual, with verifiable accuracy; intended to

be objective and reliable

NonfictionPersonal or Primary Sources• Diaries• Journals• Memoirs• Essays• Letters/emails• Interviews• Autobiographies• Editorials• Podcasts• Blogs• Social Network Posts

References or Informational Text• Textbooks• User Manuals• Encyclopedias• Dictionaries• Research Papers• Informational Books• Newspapers/Newscasts• Magazine Articles• Biographies/Histories• Almanacs/Atlases• Documentaries (film)• Websites

“Text-Wiseness”Teaching students how to recognize and represent the

organizational patterns commonly used by authors can significantly influence students’

learning and comprehension. Palinstar, Ogle, Carr, 97

Signal Words Point the Way…

Text Structure & Signal Words

Description/ Hierarchical List

Cause & Effect

Compare/Contrast

Problem/Solution

Question &Answer Sequence

For instanceFor exampleFurthermore

Such asAlso

To begin withMost important

AlsoIn fact

In additionAnd to

illustrate

SinceBecause

This led toOn account of

Due toAs a result of

For this reasonConsequentially

Then…so…Therefore

thus

In like mannerLikewiseSimilar to

The difference between

As opposed toAfter allHoweverAnd yet

ButNeverthelessOn the other

hand

One reason for the…

A solutionA problem

WhereThe question isOne answer is

Recommendations include

HowWhenWhatNextWhyWho

How manyThe best estimate

It could be thatOne may conclude

UntilBeforeAfter

FinallyLastly

First…last…Now…thenOn (date)At (time)

First, secondMeanwhile

Not long afterinitially

Content Specific Understanding• Careful reading or skimming• Scanning• Assessing the text through the index• Using heading ,captions, pictures,…• Determining what to read, order of reading• Noting organizational pattern• Determining what to pay attention to• Determining what to ignore• What information fits with schema, what is

new: how to sort it

Things Readers of History Know…• History is about the human condition• Must relate to life today!• Reading visual information-critical• Focus on causes and outcomes• Connecting prior understandings and using them for

future problems• Inferring concepts/words in sentences and

paragraphs…• Special knowledge of dates, symbols, and

terminology needed to read, write, and discuss understandings of history in language of historians

Effective vs. Ineffective Navigation

Activate background knowledge on the subject through reflection and prereading.

Start reading without thinking about the subject or looking over the selection.

Establish a realistic reading plan after examining the assignment length and difficulty through prereading.

Have not assessed the difficulty level or length of the assignment and simply begin reading, attempting to finish in one session.

Understand the reading task and set a clear purpose for reading.

Do not have a reading purpose other than trying to get through some pages.

Create a productive study environment and mind set to accomplish the task.

Don’t necessarily acknowledge the challenges of academic reading and often approach tasks with an unproductive mind set and study environment.

Before Reading the Selection

Effective vs. Ineffective Navigation

Give complete attention to the task. Interrupt the reading process regularly with mental or environment distractions.

Are familiar with text structure and know how to identify main ideas, terms, concepts.

Are not very “text-wise” and have no clear sense of text organization and therefore have difficulty identifying important information.

Keep a constant check on understanding.

Does not monitor comprehension.

Monitor reading comprehension and do it so often it becomes automatic.

Seldom use fix-up strategies when are uncertain or confused.

Make note of problematic material to later question the teacher and/or other sources.

Rarely or never takes the initiative to seek clarification from the teacher.

While Reading the Selection

Effective vs. Ineffective Strategies

Decide if they have achieved their reading goal.

Are not entirely certain what they have read.

Evaluate comprehension of what was read.

Do not follow with any form of comprehension self-check.

Identify, highlight and annotate main ideas within the text.

Do not identify and organize the main ideas for study purposes.

Synthesize and organize the main ideas for review and study purposes.

Simply glance over or reread pages of the assigned reading before a test.

After Reading the Selection

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