Reading Strategy Guide

1
Reading Strategy Guide
2
Making Connections

• Post Its (T/S, T/W, T/T)
• Open Sort/Closed Sort (Words or Pictures)
• Connect Two
• Tracking Words
• Word Splash
• Anticipation Guides
• Reflection Journals
• Response logs
• Book Bits

3
Beavers by Helen H. Moore

• Read about beaver features, p. 24-27
• Use post it notes and write

t/s text to self
t/w text to world
t/t text to text
T/W
T/T
T/S
4
Open Word Sort
beliefs latitude carrying capacity
architecture soil arable consumption
demographics agglomeration
longitude land use population
die-off clothing government
industries language homes climate
education overshoot crash
collapse drawdown
5
1
3
2
5
4
6
9
7
8
10
11
14
13
12
6
Closed Word Sort
beliefs latitude carrying capacity
architecture soil arable consumption
demographics agglomeration
longitude land use population die-off
clothing government industries language
homes climate education
overshoot crash collapse drawdown

• Categories
• Location and Place
• Human Interactions
• Sustainability
• no clue

7
Group 1
Birds Zoo Animals Farm Animals
Group 3
Group 2
8
Closed Word Sort

latitude longitude soil arable
demographics climate land use population
architecture
clothing government industries agglomeration
language homes beliefs education
Location and Place
Human Interactions

• Categories
• Location and Place
• Human Interactions
• Sustainability
• no clue

consumption drawdown overshoot carrying
capacity crash die-off collapse

Sustainability
9
Making Connections With Words
Connect Two
latitude longitude soil arable
demographics climate land use population
architecture
consumption drawdown overshoot carrying
capacity crash die-off collapse
clothing government industries agglomeration
language homes beliefs education
Climate and architecture are connected because
the climate helps to determine the type of
architecture that will evolve.
10
Making Connections With Words
Word Splash
More About Beavers, Page 28, 29
cheeks
ticks
first grader
excrete
nibbling
11
Lessons of Easter Island culture
equinox
deforestation
quarry
degradation
peasant
vegetation woods cut down
clans
labor
competition
collapse
obisdian
stone
statues
tons
transport
12
List and Track Words
13
Continuing Word Connections
14
Response Logs

• reflecting on content

• encourage the use of evidence
• and examples that build meaning
• and limit irrelevant responses

15
Connecting Through Journal Topics
Explain how _________(topic of the day) plays a
part in your life. Write a sentence telling how
knowing about ________(new topic) might be useful
to you personally. How do you think your
feelings about ________(new topic) is different
from your teachers (or friends or parents)?
16
Book Bits

• Give each student a short excerpt from a piece of
  text that everyone will be reading.
• Each child reads his/her excerpt silently.
• Each child then writes a prediction/questions
  about the entire article.
• Students are placed in groups of 3-4 to share
  excerpts with other students. Each child reads
  to and listens to 2-3 other students. They must
  read their excerpts exactly as written.
• Students now return to their seats to make new
  predictions or ask questions concerning the text
  they will read.

17
Anticipation Guides
Me Text
Mosquitoes eat plant nectar and pollinate plants.
Mosquitoes make great food for fish.
Honeydew is a favorite food of the male mosquito.
The larvae do not breed successfully in water
that has fish or frogs.
Mosquitoes are the most dangerous Animal in the
world.
18
Asking Questions

• I Wonder
• QAR (Text or Art)
• Question Trackers
• Hot Lists

19

• I wonder...
• what horses eat?
• where horses live?
• how horses help people?

20
Question/Answer Relationship (QAR)

• IN MY HEAD
• Author and You answer not in text must think
  about what is known, what text is saying and how
  it fits together (inferring)

• IN THE BOOK
• Right There answer in text,
  easy to find words used in question and used in
  answer are in same sentence

• Think and Search
• words and answers
• come from different
• parts of text (or
• books)

• On My Own
• using experiences (schema) to answer
  question

21
QAR and Art

• Look at a picture
• Write 4 questions about the picture you should
  have one question for each of the four types of
  QAR Right There Think and Search Author
  and You On your Own

22
(No Transcript)
23
(No Transcript)
24
(No Transcript)
25
Determining Importance

• The Structures of Nonfiction Text
• The Features of Nonfiction Text
• Taking Notes
• Graphic Organizers
• IWAC, Frayer Model, Concept Definition Map
• Visualization
• GIST
• Readers Theatre-Teacher created

26
Readers Theatre

• Teacher read the text on which script is based
  and did lessons on fluency.
• Day 2-3 students met in small groups and read the
  script several times taking a different role
  with each reading.
• Day 4 students practice their roles
• Day 5 students perform

27
The Features of Nonfiction Text

• Table of Contents
• Index
• Titles, Headings
• Font Size
• Font Style
• Tables, Graphs, Charts, Diagrams, Labels, Captions

28
Nonfiction Text Structures

• Cause-Effect
• Problem-Solution
• Compare/Contrast
• Description
• Chronological Sequence
• Episodic
• Definition

29
Nonfiction Text Structures
30
Nonfiction Text Structures
Sexy Fuel Sippers, Discover, April 2000
31
(No Transcript)
32
Text Structures Compare/Contrast
Topic _________________
Economy
North
South
Alike
Different
labor
goods services
working conditions
resources
33
Text Structures Description
34
Cutting Up With Facts
Cows have four stomachs. They eat grass
Ostriches can run 40 miles an hour. It can kick
its enemies.
Ostriches have long nails.
Frogs pushes their stomach out of their body when
if it eats something bad.
Baboons live together in troups.
Rabbits eat their droppings. Rabbits eat grass.
Chameleons change colors to hide.
Cobras puff out their necks to look bigger.
Whales can talk to each other.
The starfish stomach goes out of its body and
into the shellfish
Meercats stand guard to warn of danger.
35
Cutting Up With Facts
Features
Cows have four stomachs. They eat grass
Ostriches have long nails.
Frogs pushes their stomach out of their body if
it eats something bad.
Rabbits eat their droppings. Rabbits eat grass.
Baboons live together in troups.
The starfish stomach goes out of its body and
into the shellfish
Behaviors
Cobras puff out their necks to look bigger.
Whales can talk to each other.
Chameleons change colors to hide.
Meercats stand guard to warn of danger.
Ostriches can run 40 miles an hour. It can kick
its enemies.
36
The Frayer Model
37
The Frayer Model
38
Visualize...
39
Change Over Time Life Cycle of a Tree
40
(No Transcript)
41
(No Transcript)
42
Structued Note Taking
43
(No Transcript)
44
(No Transcript)
45
(No Transcript)
46
Semantic Features Chart
47
Finding Important Information
Important Words And Concepts (IWAC) A
B C D E F G H
I J K L M N O
P Q R S T U V
W X Y Z Reading Strategy
Determining Importance
48
Category What is it?
Properties Describe it.
shelter
Compare/Contrast What is it like?
Navajo sandstone
Pueblo

apartment
cliff dwellings
Four Corners
Navajo National Monument
multi-level
New Mexico
Illustrations What are some examples?
49
A pueblo is a shelter similar to an apartment.
These multi-level cliff dwellings are made of
Navajo sandstone. Pueblos can still be found in
New Mexico, the Four Corners region, and the
Navajo National Monument located in Black Mesa,
Arizona.
Paragraph written from Concept Definition Map
50
Drawing Inferences

• Poetry Reconstruction
• Concept Circles
• Mystery Bubbles
• Fact/Inference T Chart
• Inferring from Lists of Related Facts

51
Poetry Reconstruction

• Record a poem on sentence strips
• Record the same poem on stiff paper for students
• Cut the poem into phrases
• Distribute strips randomly to students
• Students work in teams to reconstruct the poem
• Check their work against poem in pocket chart
• Activity Seed, Sprout, Flower reconstruction

52
Seed, Sprout, Flowerby Helen H. Moore

• A seed is planted
• First a sprout,
• then stem,
• and leaves,
• and buds
• come out.
• Buds grow bigger,
• smelling sweet,
• bees and birds come
• round to eat.
• Bees and birds
• help flowers spread
• their new seeds on
• the garden bed . .
• A seed is planted.

53
Concept Circles

• View a completed circle and name the concept
• Provide a concept and one word/picture add
  other words/pictures that fit
• Identify the word or picture that does not belong

54
Concept CircleWhat concepts are represented?
Explain your choice __________________ _________
_________ __________________
55
Concept CircleWhat other examples fit?
insects
Explain your choices ____________________ ______
______________ ____________________
56
Concept Circle Which one does not belong?
Explain why ____________________ _______________
_____ ____________________
57
Mystery Bubbles

• Select key concepts
• Provide one clue related to the concept
• Provide a list of vocabulary words including
  the concept words
• Students must now complete the mystery bubbles
• As students develop proficiency you may want to
  eliminate the word list
• Students complete the bubbles on their own

58
Mystery Bubbles
body hair
snake
mammals 3 middle ear bones reptiles scales
horse lay eggs
59
DESERT
mid-America
Biomes / Habitats strata extreme
temperatures prairie equator temperate rainforest
little rainfall Sahara plains of grass
dense warm
60
Mystery Bubbles without vocabulary list
MAYOR
brings bills
People in our Community
keepsus safe
61
Making Inferences
Facts
Inferences
Somewhere between AD 1250 and AD 1400 the
Anasazi moved out of San Juan county and
dispersed to larger pueblos scattered throughout
the drainages of the Colorado and Rio Grande
Rivers in Colorado and New Mexico. They left
behind many of their large personal belongings
such as cooking pots and baskets.

• Water is important to their culture
• because they always live near a river.

• They were peaceful because they were
• accepted by other Pueblo Indians .

• Because they left behind personal
• belongings, I can infer they left
• quickly.

62
What can we infer?
Cows have four stomachs. They eat grass
Rabbits eat their droppings. Rabbits eat grass.
What can we infer about grass?
Ostriches have long nails.
The starfish stomach goes out of its body and
into the shellfish
The cheeta has a spotted coat.
Frogs pushes their stomach out of their body when
if it eats something bad.
Animal features
Considering all of the facts about animal
features, what can we infer?
63
Synthesizing

• Student Created Readers Theatre
• Note Taking Formats
• FTP

64
Student-Produced Readers Theatre

• In teams review texts and notes to create script.
  
• Small groups meet and read the script several
  times taking a different role with each
  reading.
• Students practice their roles
• Readers Theatre is performed

65
Note taking formats
John Smith and other English settlers established
Jamestown
Event
Year(s)
1607
Description
An expedition was financed to Chesapeake Bay
with more than 100 colonists. They found a spot
on the James River and named it Jamestown.
Jamestown colonists had many hardships. They
spent time searching for gold instead of finding
food.
Graphic
Jamestown
Colonists realized they need to grow crops for
food instead of just searching for gold.
Significance