Reading Comp
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Focusing on Literacy Links
READING COMPREHENSION Chapter 3 Pages 148 - 158
Focusing on Reading Comprehension Objective: •To use Thinking Maps for Reading Comprehension Skills in both fiction and non-fiction (informational) texts Modeling One or More Reading Comprehension Skills
Welcome and Agenda
Planning time for classroom applications.
Closure and expectations for sharing student work
Guided Practice of Reading Comprehension Skills
A Language for Learning Chapter 3 Pages 148 - 158
Page 127
You Have Applied Thinking Maps to Literacy Skills CHAPTER 3 LITERACY LINKS
Your students are beginning to use Thinking Maps to deepen their understanding of academic vocabulary. You have modeled the use of Thinking Maps for writing across the curriculum. You have integrated the use of Thinking Maps with your students’ note taking strategies. Your students are beginning to use Thinking Maps as strategies to improve their reading comprehension.
READING COMPREHENSION • • • • • • •
TEXT FEATURES AUTHOR’S PURPOSE PREVIEWING THE TEXT PREDICTING BEFORE READING MAKING INFERENCES FACT VS. OPINION SUMMARIZATION
TEXT FEATURES
Teaching students to recognize the text features an author uses to present information on a page will give students another tool to understand the text.
Page 148
TEXT FEATURES To extend their thinking, students can construct a Multi-Flow Map to discuss the effects the author hoped to achieve by using specific text features.
Page 148
Why did the author use this text feature?
The author uses bold print
TEXT FEATURES Using the Text Features only, predict what you think the article will be about.
Page 149
TEXT FEATURES Before reading this article, have students create a Brace Map to identify the “parts” of the article.
What strategies and text features are a part of this whole article?
Using Text Features to preview a text.
TEXT FEATURES Choose one of the parts of the article and identify the effects of that text structure on the reader’s understandin g of the article.
Pre-Reading Strategy
The author uses a diagram of the parts of a volcano.
The effect the text feature has on the reader
Predict what the article will be about based on the pictures, illustrations, bold headings, etc.
Now You Try
Plan how you might use a Brace Map, a Circle Map and/or a Multi-Flow Map to identify and analyze Text Features.
Save your students’ work and be prepared to share their examples at our next follow-up session.
Page 150 Curriculum Guides
AUTHOR’S PURPOSE Why did the author write this passage?
Textbooks
State Tests
AUTHOR’S PURPOSE
HELEN LESTER WROTE
Page 150
AUTHOR’S PURPOSE
Page 150
Once students have begun to understand the concept of Author’s Purpose, create a bulletin board Tree Map to classify examples of each type of reading that you and your students identify.
AUTHOR’S PURPOSE
The author wrote
AUTHOR’S PURPOSE
Page 150
Once students have begun to understand the concept of Author ‘s Purpose, create a bulletin board Tree Map to classify examples of each type of reading that you and your students identify.
Now You Try
Plan how you might use a Circle Map, Tree Map and/or a Multi-Flow Map to identify and analyze Author’s Purpose.
Save your students’ work and be prepared to share their examples at our next follow-up session.
PREVIEWING THE TEXT PREDICTING BEFORE READING
Page 151
PREVIEWING THE TEXT PREDICTING BEFORE READING
A Volcano Erupts
A Volcano Erupts
Page 152
DURING READING
Pages 151-1522
Post all of the maps you make before reading and refer to them as you read through the informational text.
A Volcano Erupts
DURING READING
Page 152
Post all of the maps you make before reading and refer to them as you read through the story.
PREDICTING DURING READING
Page 153
Predictions Sequence of Events
PREDICTING DURING READING
Page 154
Predictions Sequence of Events
I made these predictions because…
PREDICTING DURING READING
I made this prediction because
Page 154
PREDICTING DURING READING Predictions Sequence of Events
I made this prediction because . . .
Page 154
Now You Try
Plan how you might use a Circle Map, Flow Map, and/or a Multi-Flow Map to Preview and Predict before and during reading.
Save your students’ work and be prepared to share their examples at our next follow-up session.
MAKING INFERENCES
Page 155
MAKING INFERENCES
“Thank You M’am” by Langston Hughes
Page 156
“Thank You M’am” by Langston Hughes
I infer that there is a cabinet in the kitchen area of her room because “she set the table.” She needed somewhere to keep the things she needed to set the table.
I infer that there is a dresser because she has to keep her clothes in something. I keep my clothes in a dresser.
They had an idea about penguins and Tacky does not fit that idea, so they are confused.
Hunters’ POV confusing
loud
annoying
Unpenguin like
MAKING INFERENCES Any map can be used to help students make inferences.
Now You Try
Plan how you might use a Brace Map, a Bubble Map and/or any other map to Make Inferences.
Save your students’ work and be prepared to share their examples at our next follow-up session.
Page 157
FACT VS. OPINION
FACT VS. OPINION Sample Passage North Carolina is the most beautiful state. It has mountains and beaches that everyone can enjoy. The average temperature during the summer is a warm 88 degrees. This state is the best place to live.
Page 157
FACT and OPINION MEET THE BEETLES
1. Scientists have identified more than 350,000 beetle species. 2. The elytra are the most interesting part of a beetle’s body. 3. Entomologists are scientists who study insects. 4. Beetles live on every continent. 5. Beetles are the coolest of all insects. 6. Many leaf beetles eat poisonous plants. 7. Beetles are ugly and creepy. 8. The habits of dung beetles are disgusting. 9. Ladybugs protect plants from aphids. 10. All beetles have wings.
Now You Try
Plan how you might use a Tree Map and a Circle Map to identify and differentiate between Fact and Opinion.
Save your students’ work and be prepared to share their examples at our next follow-up session.
SUMMARIZATION
Page 158
Informational Text
Fiction
Sorting and Classifying
Sorting
Classifying
SUMMARIZING INFORMATIONAL TEXTS Using Classification
Page 158
Page 158
SUMMARIZING FICTION
What do you understand now that you have read and summarized this story?
What are some of the BIG ideas you are learning from this story?
Now You Try
Plan how you might use a Tree Map and/or a Flow Map to Summarize.
Save your students’ work and be prepared to share their examples at our next follow-up session.
CLOSURE Take some time to meet by grade level or department in order to plan how you might use these Reading Comprehension strategies in your own classroom. Save your students’ work and be prepared to share their examples at our next follow-up session.
READING COMPREHENSION Chapter 3 Pages 148 - 158
Focusing on Reading Comprehension Objective: •To use Thinking Maps for Reading Comprehension Skills in both fiction and non-fiction (informational) texts Modeling One or More Reading Comprehension Skills
Welcome and Agenda
Planning time for classroom applications.
Closure and expectations for sharing student work
Guided Practice of Reading Comprehension Skills
A Language for Learning Chapter 3 Pages 148 - 158
Page 127
You Have Applied Thinking Maps to Literacy Skills CHAPTER 3 LITERACY LINKS
Your students are beginning to use Thinking Maps to deepen their understanding of academic vocabulary. You have modeled the use of Thinking Maps for writing across the curriculum. You have integrated the use of Thinking Maps with your students’ note taking strategies. Your students are beginning to use Thinking Maps as strategies to improve their reading comprehension.
READING COMPREHENSION • • • • • • •
TEXT FEATURES AUTHOR’S PURPOSE PREVIEWING THE TEXT PREDICTING BEFORE READING MAKING INFERENCES FACT VS. OPINION SUMMARIZATION
TEXT FEATURES
Teaching students to recognize the text features an author uses to present information on a page will give students another tool to understand the text.
Page 148
TEXT FEATURES To extend their thinking, students can construct a Multi-Flow Map to discuss the effects the author hoped to achieve by using specific text features.
Page 148
Why did the author use this text feature?
The author uses bold print
TEXT FEATURES Using the Text Features only, predict what you think the article will be about.
Page 149
TEXT FEATURES Before reading this article, have students create a Brace Map to identify the “parts” of the article.
What strategies and text features are a part of this whole article?
Using Text Features to preview a text.
TEXT FEATURES Choose one of the parts of the article and identify the effects of that text structure on the reader’s understandin g of the article.
Pre-Reading Strategy
The author uses a diagram of the parts of a volcano.
The effect the text feature has on the reader
Predict what the article will be about based on the pictures, illustrations, bold headings, etc.
Now You Try
Plan how you might use a Brace Map, a Circle Map and/or a Multi-Flow Map to identify and analyze Text Features.
Save your students’ work and be prepared to share their examples at our next follow-up session.
Page 150 Curriculum Guides
AUTHOR’S PURPOSE Why did the author write this passage?
Textbooks
State Tests
AUTHOR’S PURPOSE
HELEN LESTER WROTE
Page 150
AUTHOR’S PURPOSE
Page 150
Once students have begun to understand the concept of Author’s Purpose, create a bulletin board Tree Map to classify examples of each type of reading that you and your students identify.
AUTHOR’S PURPOSE
The author wrote
AUTHOR’S PURPOSE
Page 150
Once students have begun to understand the concept of Author ‘s Purpose, create a bulletin board Tree Map to classify examples of each type of reading that you and your students identify.
Now You Try
Plan how you might use a Circle Map, Tree Map and/or a Multi-Flow Map to identify and analyze Author’s Purpose.
Save your students’ work and be prepared to share their examples at our next follow-up session.
PREVIEWING THE TEXT PREDICTING BEFORE READING
Page 151
PREVIEWING THE TEXT PREDICTING BEFORE READING
A Volcano Erupts
A Volcano Erupts
Page 152
DURING READING
Pages 151-1522
Post all of the maps you make before reading and refer to them as you read through the informational text.
A Volcano Erupts
DURING READING
Page 152
Post all of the maps you make before reading and refer to them as you read through the story.
PREDICTING DURING READING
Page 153
Predictions Sequence of Events
PREDICTING DURING READING
Page 154
Predictions Sequence of Events
I made these predictions because…
PREDICTING DURING READING
I made this prediction because
Page 154
PREDICTING DURING READING Predictions Sequence of Events
I made this prediction because . . .
Page 154
Now You Try
Plan how you might use a Circle Map, Flow Map, and/or a Multi-Flow Map to Preview and Predict before and during reading.
Save your students’ work and be prepared to share their examples at our next follow-up session.
MAKING INFERENCES
Page 155
MAKING INFERENCES
“Thank You M’am” by Langston Hughes
Page 156
“Thank You M’am” by Langston Hughes
I infer that there is a cabinet in the kitchen area of her room because “she set the table.” She needed somewhere to keep the things she needed to set the table.
I infer that there is a dresser because she has to keep her clothes in something. I keep my clothes in a dresser.
They had an idea about penguins and Tacky does not fit that idea, so they are confused.
Hunters’ POV confusing
loud
annoying
Unpenguin like
MAKING INFERENCES Any map can be used to help students make inferences.
Now You Try
Plan how you might use a Brace Map, a Bubble Map and/or any other map to Make Inferences.
Save your students’ work and be prepared to share their examples at our next follow-up session.
Page 157
FACT VS. OPINION
FACT VS. OPINION Sample Passage North Carolina is the most beautiful state. It has mountains and beaches that everyone can enjoy. The average temperature during the summer is a warm 88 degrees. This state is the best place to live.
Page 157
FACT and OPINION MEET THE BEETLES
1. Scientists have identified more than 350,000 beetle species. 2. The elytra are the most interesting part of a beetle’s body. 3. Entomologists are scientists who study insects. 4. Beetles live on every continent. 5. Beetles are the coolest of all insects. 6. Many leaf beetles eat poisonous plants. 7. Beetles are ugly and creepy. 8. The habits of dung beetles are disgusting. 9. Ladybugs protect plants from aphids. 10. All beetles have wings.
Now You Try
Plan how you might use a Tree Map and a Circle Map to identify and differentiate between Fact and Opinion.
Save your students’ work and be prepared to share their examples at our next follow-up session.
SUMMARIZATION
Page 158
Informational Text
Fiction
Sorting and Classifying
Sorting
Classifying
SUMMARIZING INFORMATIONAL TEXTS Using Classification
Page 158
Page 158
SUMMARIZING FICTION
What do you understand now that you have read and summarized this story?
What are some of the BIG ideas you are learning from this story?
Now You Try
Plan how you might use a Tree Map and/or a Flow Map to Summarize.
Save your students’ work and be prepared to share their examples at our next follow-up session.
CLOSURE Take some time to meet by grade level or department in order to plan how you might use these Reading Comprehension strategies in your own classroom. Save your students’ work and be prepared to share their examples at our next follow-up session.
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