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 deforestation equinox 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. IN THE BOOK Right There: answer in text, easy to find; words used in question and used in answer are in same sentence 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) Question/Answer Relationship (QAR) • 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

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

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. Definition Characteristics word Examples Non-Examples The Frayer Model

37. Definition A member of a class of higher vertebrates Characteristics • warm-blooded • have fur • produce milk Mammal Examples Non-examples • human • squirrel • dog • bat • horse • whale • cow • rabbit • frog • snake • turtle • butterfly • spider • lizard • shark • chicken The Frayer Model

38. Visualize...

39. Change Over Time: Life Cycle of a Tree

42. Structued Note Taking

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. Paragraph written from Concept Definition Map 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.

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