The First 10 Days of School Reading

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The First 10 Days of SchoolReading

• MEAP Preparation
• Grade 6
• Adapt for Grades 7 and 8

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Lesson 1

• Assessing Prior Knowledge of Tests-
• Genre Exploration
• What do you know about taking a test?
• Discuss in groups then share.

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What are the supports and challenges in texts?

• What makes some texts easy or hard to read?
• Look at different examples.
• Discuss with the examples
• What text features make it easy to read?
• (bold print, black and white only, few
  pictures,
• graphics, headings, labels, captions,
  titles)
• What features make it hard to read?

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How can you cope with what makes text hard to
read?

• Read with a bright light
• Pay close attention-focus, concentrate on its
  meaning
• Read more slowly- take your time
• Use tools to help you
• Read again
• Others?

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Lesson 2

• Explore Prototype Test
• Discuss the easy and hard aspects of the
  prototype.
• Discuss adjustments to make as you read to
  overcome the hard parts.
• Create notes TEST READING STRATEGIES
  
• Read ALL text

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Lesson 3

• Discovering the Language of Test Questions
  
• in a Prototype
• Look at the language in the test. What is
  different about it?
• Class will discuss a question from the test.
  This question is really asking me _________.
• Example The question The author probably
  wrote this selection for which audience? is
  asking who the author was picturing would read
  the text as he wrote it.

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Question Translation

• Example The author uses dialogue to show
• Why did the author make the characters talk to
  each other?
• Using the prototype test, go over the questions
  following the first and second readings. Assign
  2-3 questions to each small group to put into
  everyday language. Share these as a class.

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Question Stems

• Discuss what each of the following is asking.
• According to this selection, which of these is a
  fact?
• Which one of the following is one central idea of
  this selection?
• What is a major theme of this story?
• Which of the following best describes the
  character?
• When (character does something), it tells us
  that
• Which sentence BEST reveals (characters)
  problem?
• Which mood is communicated by this sentence?
• Why did the author include conversation in this
  selection?
• The main conflict of the story is that

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More Question Stems

• The conversation between ___ and ___ showed that
• Which word BEST describes (character)?
• The following is true EXCEPT
• According to this selection, what was NOT a
  factor?
• What is one of the MAIN/MAJOR reasons that
  (something happens)?
• In this selection, (vocabulary word) means
• According to the author, (something happened)
  because
• The central purpose of this selection is to
• What is the best summary of this selection?
• What is an important lesson of this selection?
• How does the author of this selection feel
  about?

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Lesson 4

• Today you need to focus on thinking while reading
  and asking questions while reading. As you read
  the selection, I want you to think about what
  questions might be asked by a test on the
  selection.
• Read aloud the start of the selection and create
  2-3 questions as a class. Focus on NOT and EXCEPT
  type questions.
• Read the first of two paired reading selections.
• - Part 1A
• With partners write a NOT and an EXCEPT question.
  Share with the class.
• Notes
• Ask questions while you read.
• Wonder what questions will be asked.

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Lesson 5

• Anchor the Text in your Head- Learning why we
  reread selections on a test.
• We read a selection twice to get the idea of what
  the whole piece (first reading) is about and to
  remember important details (second reading).
  Model teacher thoughts for part of second
  reading what details were missed the first
  time.
• Read the first selection a second time. Share
  with class details and connections missed in the
  first reading.
• Notes
• Reread selection. (Read once, read questions,
  reread)

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Lesson 6

• Answering Test Questions- How to choose the right
  answer for the question.
• Using the questions after reading selection 1,
  practice as a class
• Ask what is the question asking (Translate
  Questions).
• Use Process of Elimination (POE).
• Eliminate distractors.
• Eliminate the Almost Right answer.
• Reread the selection to find the correct answer.
• Look at question and answer relationships (QAR).-
  Is the answer in the text (usually facts) or in
  your head (subjective, interpretive questions)?
• (Look back at stems and discuss their QAR.)
• Check your answer to make sure it really answers
  the question asked and it is the BEST answer.

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Question-Answering Strategies Chart

• Create Notes Question-Answering Strategies
  Chart
• Translate Questions
• Process of Elimination
• Eliminate Distractors
• Question and Answer Relationships
• Reread to Find an Answer
• Be sure your answer choice Answers the Question
  and is the BEST Answer.

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Lesson 7

• Practicing the Test Reading Strategies and
  Question-Answering Strategies
• Today you will read the second reading twice and
  use your strategies as you read. You are reading
  for a test so be sure to read looking for the
  important ideas and focus on these as you read.
  Please read the selection once, then read the
  questions, then read the text a second time
  focusing again on the important ideas and
  information.
• Answer the questions that follow the second
  reading. We will grade these and discuss them.
• Notes for Test Reading Strategies Chart
• Determine and Focus on Important Aspects

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Cross Text Questions

• Learning How to Answer Questions that Refer to
  Two Selections
• Cross text questions refer to both selections.
  These questions may compare or contrast
  characters or issues in the texts. At least one
  question may refer to theme. You must think
  about BOTH selections to answer them correctly
  and use your question-answering strategies.
• Complete the cross text questions. We will grade
  and discuss them.

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Reading and Question Answering Practice

• The final Question-Answering Strategy
• Read the assigned selections and answer the
  questions using the strategies you have learned.
  These are for a grade.

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Writing in Response to Reading

• Turn to the Writing in Response to Reading
  Question in the Prototype Test.
• This question asks you about both selections like
  the cross text question, except you have to write
  out the answer. We will use a graphic organizer
  to help you be sure you are answering all parts
  of the question. It will then help you write
  your response as an essay.
• Use an organizer from the next slide and work
  with a partner to plan your essay response.

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Graphic Organizer Choices

• House Organizer 4 Square

Your opinion using words from the question- THESIS
Cite supporting details by using language from
the first selection.
Cite supporting details by using language from
the second selection.
Cite supporting details by using language from
the first selection.
Cite supporting details by using language from
the second selection.
Your opinion using words from the question- THESIS
Draw a connection between selections. This
statement usually will have to do with the theme
or big idea.
Plan your conclusion tying all of your ideas
together.
Draw a connection between selections. This
statement usually will have to do with the theme
or big idea.
Plan your conclusion tying all of your ideas
together.
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Writing in Response to Reading

• Share organizer samples as a class. Discuss how
  to turn ideas into paragraphs.
• Three Options
• I agree/disagree that
• In, title, ____________
• (Likewise, similarly, in addition) in, title,
  __________
• Therefore, in both selections ________________
• OR
• Take a stand on the issue posed in the scenario
  question. (Use language from the questions in
  the position.)
• In the first selection (title) it says, _____
  (Cite specific examples and details that support
  the position taken.)
• In the second selection (title) it says, _____
  (Cite specific examples and details that support
  the position taken.)
• Therefore, these two selections are alike because
  _____ (The connection may be centered around the
  theme of the two selections.)

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Organization Suggestions Contd

• Take a stand on the issue posed in the scenario
  question. (Use language from the question in the
  position.)
• One reason I have for this position is that in
  the selection (title of selection), ____ (Cite
  specific examples and details that support the
  position taken.)
• Another reason for my position (restate position)
  is that in the other selection (title of
  selection), _______ (Cite specific examples and
  details that support the position taken.)
• Therefore, these two selections were paired
  together because _____ (The connection may be
  centered around the theme of the two selections.)
• Discuss rubric and grading on next slide.

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Writing in Response to ReadingAssessment

• Your score for this paper is determined by
  meeting the checklist requirements and the rubric
  guidelines from the test. 25 points possible.
• Do you take a position? _____/3 points
• Do you tell why you took this position? _____/2
  points
• Do you use examples from the first selection as
  support? _____/5 points
• Do you use examples from the second selection as
  support? _____/5 points
• Do you show how the two reading selections are
  alike or connected? _____/5 points
• Do you use proper conventions? (paragraphs,
  spelling, complete sentences, etc.) _____/5 points

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Final Reading Notes

• Remember
• Reading Strategies
• Question-Answering Strategies
• Writing Traits- Use checklists and rubrics
• DO YOUR BEST!

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The First 10 Days of SchoolWritingBased on the
program created by Oakland Writing Project,
Eastern Michigan Writing Project, National
Writing Projects of Michigan, and Oakland
Intermediate School District

• MEAP Preparation
• Grade 6
• Adapt for 7th and 8th

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Lesson 1- Writing from Experience

• Students need a handout of a Writing from
  Knowledge and Experience prompt sheet- (can be
  found in binder).
• Discuss the prompts one at a time.
• What makes some easy and some hard?
• Which one(s) would you prefer to write about?
• Why?
• Which one(s) would you avoid? Why?
• Discuss the key words in the first three. Work
  with a partner to identify the key words in the
  rest of the prompts.

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Lesson 2- Writing on Demand

• The last lesson had us looking at the format of
  writing prompts. This lesson shows you how to
  make lists to help you use that prompt to develop
  ideas and decide what you will write about.
• Choose the first option on the prompt list
• Start a list using the key word in the option
• -stories about me
• -stories about people I know
• -stories about people Ive read about
• Extend some list items with specific talk,
  actions, or details
• Reread and choose the idea you remember or like
  best
• Practice this on your own with another option,
  share your list with a partner, tell him or her
  which one you picked as the best and why it is
  the best.

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Learning Lessons Option 1 ExampleWrite about a
lesson you learned because someone helped you or
taught you how to do something

• Create a list
• Key words Someone helped or taught me
• My friend Betty
• My sister
• My grandma Jean

• Extend the list
• Strategy Remember specific words or details
  that helped me
• My friend Betty helped me with my stage fright-
  she told me two ways to avoid fear 1. look at
  the conductor not the audience 2. just enjoy
  singing and smile
• My sister taught me to face up to mistakes She
  said, Go to the neighbors and tell them you
  broke their window. Dont lie and offer to work
  to pay for it.

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Writing from Experience

• Notes Plan and Write
• Make and Extend Lists
• Stories about me
• Stories about people I know
• Stories about people I have read about
• Extend with specifics talk, actions, and
• details

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Lesson 3 Use Prompt 1 from Day 1

• Yesterday we learned that writers can quickly
  develop and extend a list of stories to respond
  to the test prompt. This strategy helps you
  remember and get specific. Today, you will be
  using a second strategy to help you think quickly
  and decide what you will write about- Memory.
• Discuss memories in general, move on to a think
  aloud using the next slide to develop ideas for
  writing.

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Think Aloud Demonstration

• Demonstrate HOW to
• Choose the option on the test
• Start a list using the key words in the option
• Access your memory by creating (select 1 option)
• the words, I remember the other day, last week,
  last year
• I have tools to help me to remember in my
  writers notebook, journal, etc.
• Reread and choose the idea you remember or like
  best

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Add to Plan and Write Chart

• Notes
• Add Memories
• I remember the other day, last week, last year
• In my writers notebook (journal, etc.) I wrote
  about
• Invent details I forgot

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Active Engagement

• Using one of the remaining prompt options from
  day 1, students will
• Identify the key word
• List ordinary or extraordinary stories from
  today, the other day, last week
• Reread and choose a story from the list
• Write the story

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Lesson 4 Thinking and Writing Inquiry

• Model teacher writing- include common predictable
  problems students will find in their own pieces.
  Students will revise writing from lesson 2 or 3.
• Focus Considering a reader and identifying an
  essential moment to focus on the inner story
• You have learned to create lists and use your
  memories to find a story to write about. These
  strategies help us get started. Today, we will
  look closely at our writing to understand how our
  stories.

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Model Sample Piece

• Discuss how to
• Identify story elements main characters,
  setting, problem, solution
• Identify what is the central idea of your story.
  Underline the words that tell the reader what the
  story means, the lesson learned.
• Identify the essential moment in the story that
  illustrates the central idea. How does the
  character feel?
• Working in partners, students read one of the
  stories they wrote on day 2 or 3 and
  turn-and-talk to do the 3 steps above.

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Focus on the Essential Moment

• Model how to identify and assess the qualities of
  the following things in the essential moment
• Find actions. Underline action verbs. Change
  verbs to action verbs as you go.
• Find places characters talk. Put a in the
  margin to indicate where characters talk. Do you
  have dialogue? Quotation marks? Dialogue is
  like detail it gives the reader a sense of how
  the character is feeling.
• Find thoughts. Bracket sentences that state
  thoughts. Thoughts give the reader a sense of
  the characters feelings and attitude.
• Students should work with partners to
  turn-and-talk and do the steps above on their own
  pieces.

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Connect to Theme

• Model by pointing out sentences in the sample
  paper that clarify the central idea and connect
  the moment to the theme.
• Students should revise or rewrite their essential
  moments
• Plan using a story map
• Expand the essential moment- add actions,
  dialogue, and thoughts
• Cut the unessential moments
• Add sentences to clarify the central idea and
  connect to the theme
• Students share expanded writings. Use the Many
  Moment Stories- Finding the Essential Moment
  chart from binder.

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Plan and Write Chart

• Notes
• Expand the Essential Moment
• Add actions, dialogue, and thoughts to the
  essential moment
• Add sentences to clarify the central idea and
  connect to the theme

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Lesson 5- Thinking and Writing Inquiry

• Focus Writing on demand, considering a reader,
  the checklist
• (Students will need a copy of a writing sample
  from the binder and a copy of The Checklist)
• The checklist helps us consider a reader.
  Readers are expecting to see evidence of these
  things in the story. Knowing a readers
  expectations will help us plan and write
  consciously from the beginning. Today we will
  use a checklist to assess a student sample and
  use this knowledge to write a first draft.
• As a class go through the student sample and find
  evidence of the items on the checklist.
  Underline sentences that state the central idea.
  Star details that seem connected to the theme
  (look for words from the question). Count the
  details that show how the central moment
  illustrates the theme. Put an X in the margin
  where irrelevant details need to be cut.
• Distribute the prototype and model how you will
  plan your work. Take 5 to 7 minutes.
• Identify a story to tell using lists or memory.
• Identify the characters, setting, problem, and
  solution.
• Identify an essential moment.
• State the central idea and how it connects to
  the theme.
• Create an engaging lead to get you started and
  explain how you will proceed.

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Plan and Write Chart

• Notes
• Keep the Checklist in Mind
• Write Slowly and Consciously
• Plan your first draft
• Insert words and details

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Independent Writing

• Students work in a testing situation to write a
  first draft of a Writing from Knowledge and
  Experience paper from the OISD ELA Prototype.
  Allow 5 to 7 minutes to plan and 25 minutes to
  write.
• After 15 minutes of writing discuss how students
  can revise as they writing by inserting ideas
  they have left out using a caret mark.

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Lesson 6Use the ELA MEAP Peer Response to
Student Writing Prompt from Fall 2005

• Writers are careful readers of their own writing
  and the writing of others. Writers do two things
  when they read look for craft and structural
  decision and look for editing repairs. The
  Multiple Choice test on peer response to student
  writing will ask you to do both kinds of reading.
• Looking at test format
• Review directions and emphasize the options
  students may use such as highlighting and writing
  notes in the booklet. They can even write the
  question in the margin by the indicated
  sentences.
• Notice the two parts of this test section.
  Multiple choice and then writing
• Review a student writing sample and identify with
  a partner specific paragraphs, line numbers,
  complete sentences across multiple lines
• Review and sort the questions decisions of a
  writer and editing- create a t-chart to help this
  process

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Strategies to Understand Question Format- see
charts p. 22 in binder

• Understand the format of the question.
• Know common decisions or errors.
• Read complete sentence in text to decide.
• In partners, students use these strategies to
  answer questions from the sample test (Fall 2005
  MEAP released item)

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Lesson 7 Writing Peer Response to Student
Writing

• The question asks you to carefully read a student
  sample to answer the question. You will have to
  do the following.
• Read
• Use the question to focus your reading of the
  student writing sample that contains grammar
  errors. Look for key words in the question to
  help you focus your reading.
• Select a question from the overhead pg. 26
• Identify what the question is asking the reader
  to pay attention to. What do we need to know
  about writing so we can find evidence to answer
  it?
• Use Look, Label, and Decide as you read
• Identify evidence in the student sample that
  helps you decide on your answer to the question

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• Write
• First, answer the question. Restate the question
  as you answer it. Use key words from the
  question in the first sentence of your answer.
• Use Look, Label, and Decide as you write
• Use evidence from the text to explain your answer
• Explain how the evidence supports your thinking
• Use transition words to organize your evidence
  and help a reader understand your answer
• Practice with a partner.

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Final Lessons

• Students will spend the final days creating
  practice written responses using what they have
  learned.