The First 10 Days of School Reading

1. The First 10 Days of SchoolReading MEAP Preparation Grade 6 Adapt for Grades 7 and 8 Presentation compiled by Jennifer Livingston, DeTour Area Schools

2. Lesson 1 Assessing Prior Knowledge of Tests- Genre Exploration • What do you know about taking a test? Discuss in groups then share. Presentation compiled by Jennifer Livingston, DeTour Area Schools

3. 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? Presentation compiled by Jennifer Livingston, DeTour Area Schools

4. 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? Presentation compiled by Jennifer Livingston, DeTour Area Schools

5. 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 Presentation compiled by Jennifer Livingston, DeTour Area Schools

6. 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. Presentation compiled by Jennifer Livingston, DeTour Area Schools

7. 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. Presentation compiled by Jennifer Livingston, DeTour Area Schools

8. 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 (character’s) 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… Presentation compiled by Jennifer Livingston, DeTour Area Schools

9. 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…? Presentation compiled by Jennifer Livingston, DeTour Area Schools

10. 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. Presentation compiled by Jennifer Livingston, DeTour Area Schools

11. 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) Presentation compiled by Jennifer Livingston, DeTour Area Schools

12. 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. Presentation compiled by Jennifer Livingston, DeTour Area Schools

13. 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. Presentation compiled by Jennifer Livingston, DeTour Area Schools

14. 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 Presentation compiled by Jennifer Livingston, DeTour Area Schools

15. 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. Presentation compiled by Jennifer Livingston, DeTour Area Schools

16. 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. Presentation compiled by Jennifer Livingston, DeTour Area Schools

17. 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. Presentation compiled by Jennifer Livingston, DeTour Area Schools

18. 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. Presentation compiled by Jennifer Livingston, DeTour Area Schools

19. 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.) Presentation compiled by Jennifer Livingston, DeTour Area Schools

20. Organization Suggestions Cont’d 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. Presentation compiled by Jennifer Livingston, DeTour Area Schools

21. 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 Presentation compiled by Jennifer Livingston, DeTour Area Schools

22. Final Reading Notes Remember: • Reading Strategies • Question-Answering Strategies • Writing Traits- Use checklists and rubrics • DO YOUR BEST! Presentation compiled by Jennifer Livingston, DeTour Area Schools

23. 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 Presentation compiled by Jennifer Livingston, DeTour Area Schools

24. 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. Presentation compiled by Jennifer Livingston, DeTour Area Schools

25. 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 I’ve 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. Presentation compiled by Jennifer Livingston, DeTour Area Schools

26. 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. Don’t lie and offer to work to pay for it.” Learning Lessons: Option 1 ExampleWrite about a lesson you learned because someone helped you or taught you how to do something Presentation compiled by Jennifer Livingston, DeTour Area Schools

27. 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 Presentation compiled by Jennifer Livingston, DeTour Area Schools

28. 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. Presentation compiled by Jennifer Livingston, DeTour Area Schools

29. 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 writer’s notebook, journal, etc. • Reread and choose the idea you remember or like best Presentation compiled by Jennifer Livingston, DeTour Area Schools

30. Add to Plan and Write Chart Notes: • Add “Memories” • I remember… the other day, last week, last year • In my writer’s notebook (journal, etc.) I wrote about… • Invent details I forgot Presentation compiled by Jennifer Livingston, DeTour Area Schools

31. 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 Presentation compiled by Jennifer Livingston, DeTour Area Schools

32. 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. Presentation compiled by Jennifer Livingston, DeTour Area Schools

33. 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. Presentation compiled by Jennifer Livingston, DeTour Area Schools

34. 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 character’s feelings and attitude. Students should work with partners to turn-and-talk and do the steps above on their own pieces. Presentation compiled by Jennifer Livingston, DeTour Area Schools

35. 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. Presentation compiled by Jennifer Livingston, DeTour Area Schools

36. 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 Presentation compiled by Jennifer Livingston, DeTour Area Schools

37. 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 reader’s 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. Presentation compiled by Jennifer Livingston, DeTour Area Schools

38. Plan and Write Chart • Notes: • Keep the Checklist in Mind • Write Slowly and Consciously • Plan your first draft • Insert words and details Presentation compiled by Jennifer Livingston, DeTour Area Schools

39. 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. Presentation compiled by Jennifer Livingston, DeTour Area Schools

40. 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 Presentation compiled by Jennifer Livingston, DeTour Area Schools

41. 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) Presentation compiled by Jennifer Livingston, DeTour Area Schools

42. 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 Presentation compiled by Jennifer Livingston, DeTour Area Schools

43. 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. Presentation compiled by Jennifer Livingston, DeTour Area Schools

44. Final Lessons Students will spend the final days creating practice written responses using what they have learned. Presentation compiled by Jennifer Livingston, DeTour Area Schools