GOOD MONDAY MORNING WELCOME TO ACADEMIC REVIEW
MONDAY September 25th, 2014
WMDMS MORNING ANNOUNCMENTS
Lunch menu
Upcoming events at MDSM
CHANNEL ONE NEWS Current Events
Students will engage in active listening – no talking during morning announcements and news cast. We will conduct academic conversations following these presentations. Please Record on paper question that you may have while viewing
I am available to provide assistance with Social Studies, Science, or Language Arts assignments/homework. Please ask for my assistance and we can sit and work together.
INTRODUCTION OF OURDAILY READING PASSAGES FOR COMPREHENSION PRACTICEA unique integration of instruction and practice of 8th Grade Reading Strategies and ELA Skills
ESSENTIAL QUESTION Do you agree or disagree
with the quote “Knowledge is power!”. Explain the reasoning behind your thinking.
Today you will: Understand how you are to work on the copies of Daily Reading Comprehension Passages that you will receive and are expected to complete in your groups. These are 8th grade level appropriate non-fiction text for reading comprehension practice. Based on your performance on these passages, I will be better able to help you by identifying your strengths and weaknesses in the application of strategies to understand skills. I will offer you additional practice, reinforce how to apply the skill/strategy, or teach or re teach a lesson on a specific skill/strategy. The passages are short (chunking information into digestible bites)Each passage has 4 Multiple Choice Questions 20pts Constructed Response Question(s) 10 ptsCreating a complete sentence response to multiple choice questions 100pts Weekly Total Points Possible 100pts assessment (45% of grade)Monthly Assessments on topics within passages 100pts (every 4wks)
COMPREHENSION INSTRUCTION SEQUENCE (CIS) 1. Preview the text (read and discuss
pictures, captions, title, headings) 2. Number the paragraphs 3. Read the passage aloud (softly) and
mark up the text – Member #1 (Group Leader) reads aloud paragraph 1– Other members mark up text
Highlight key words or phrases Circle confusing words Star important information
– Member #2 re reads paragraph 1 (P1) Other members mark up text – Member #3 re reads paragraph 2 (P2) Other members mark up text
If there is a Member#4 he/she reads paragraph 4 etc.
CIS cont.5. Read the questions: 6. Re read the passage to determine important information and locate textual support from the passage.
–Member #1 reads question #1, Member #2 reads ?#2, Member #3 reads question #3: Group decides who reads #4 and #5–Come to a consensus on which is the BEST answer
7. Select the BEST answer from the choices8. Come to a group consensus on the BEST answer –agree to disagree (you all do NOT have to have same)9. Generate questions based on the text (2 column notes) 1 per paragraph 10. Check with your teacher to determine accuracy of your groups’ responses Home Prep/Practice Constructing Responses: Write/Type answers to MC in complete sentences
–Be sure they are completed and in your binder for our next binder check (usually in the following week)
TO DEEPEN YOUR COMPREHENSION
You will be able to apply the following strategies:– Monitor Comprehension – Pre Test– Make Connections to the text– Visualization of text – Organization of text– Determine Important Information– Ask Questions– Main Idea and Details, Sequence,
Monitor Comprehension, Visualization
SKILLS TO DEEPEN YOUR COMPREHENSION
You will be able to determine : Main Idea and Details Sequence of events Author Purpose Evaluate Evidence Compare and Contrast Make Inferences (SIM) Character and Setting Theme Cause and Effect Make Predictions (how a story ends, Non-fiction text features Visual Information
COMPREHENSION STRATEGIES
MAKE CONNECTIONS You will make connections to the text to help your
comprehension.
Connections can be made to your personal experiences or to things you have seen or read.
MONITOR COMPREHENSION You will learn to pay attention to your own
reading process and notice when you are losing focus or when comprehension is breaking down.
You can then use another strategy to help you overcome your difficulty.
VISUALIZATION Students make mental images of what they are
reading.
You will learn to look for vivid language, including concrete nouns, active verbs, and strong adjectives.
ORGANIZATION
You will learn to find the organizational pattern of a text.
This allows you to anticipate what you are reading and helps you to focus on the author’s central message or important ideas.
DETERMINE IMPORTANT INFORMATION You will learn to categorize information based
on whether or not it supports an author’s central message or is important for a specific purpose.
ASK QUESTIONS
You will learn to ask questions before reading to set a purpose for reading, during reading to identify when your comprehension breaks down, and after reading as a way to check you understanding of a passage.
COMPREHENSION SKILLS
MAIN IDEA AND DETAILS
You will be expected to identify what a passage is mostly about and find important details that support the main idea (TS).
TS = (P#L#)
SEQUENCE
You will be expected to look for the order in which things happen or identify the steps in a process.
CAUSE AND EFFECT
You will be expected to identify what happens (effect) and why it happens (cause).
EVALUATE EVIDENCE
You will be expected to study an author’s claims and the evidence that the author gives to support those claims.
COMPARE AND CONTRAST
You will be expected to note how two or more people or things are alike and different.
MAKE INFERENCES
You will be expected to use your background knowledge and clues from the text to infer information.
PREDICTION
You will be expected to use your background knowledge and clues from the text to figure out what will happen next.
CHARACTER AND SETTING
You will be expected to identify who or what a story is about and where and when the story takes place.
THEME
You will be expected to look for the moral or lesson in a fiction story or an author’s view about the world in nonfiction.
AUTHOR’S PURPOSE
You will be expected to determine why an author wrote a passage and whether the purpose is to entertain, to inform, to persuade, or to teach.
NONFICTION TEXT FEATURES
You will be expected to study features that are not part of the main body of text, including subheadings, captions, entry words, and titles.
VISUAL INFORMATION
You will be expected to study pictures, charts, graphs, and other forms of visual information.
QUESTION AND ANSWER TIME
Are you only to use these strategies on the Daily Reading Passages? Why or why not?
Create an acronym for the reading skills
Create an acronym for the reading strategies
YOUR TURN
What questions do you have that can benefit the class as we learn about skills and strategies that you will learn and be expected to apply when reading for understanding (comprehension).
REVIEW
Where are you on the performance scale if you were asked to name and explain 2 skills and 2 strategies you find most challenging?
COMPREHENSION INSTRUCTION SEQUENCE (CIS)
Preview the text (read and discuss pictures, captions, title, headings) Number the paragraphs Read the passage aloud (softly) and mark up the text
– Member #1 (Group Leader) reads aloud paragraph 1– Other members mark up text
Highlight key words or phrases Circle confusing words Start important information
– Member #2 re reads paragraph 1 (P1) Other members mark up text – Member #3 re reads paragraph 2 (P2) Other members mark up text
If there is a Member#4 he/she reads paragraph 4 etc. Read the questions: Determine important information and locate
textuap support from the passage. – Member #1 reads question #1, Member #2 reads ?#1, Member #3 reads question #3: Group decides who reads
#4 and #5– Come to a consensus on which is the BEST answer
Generate questions based on the text (2 column notes) 1 per paragraph or topic
Check with your teacher to determine accuracy of your groups’ responses
Homework: Write corrected responses in complete sentences – Be sure they are completed and in your binder for our next binder check (usually in the following week)