Richmond Public Schools – October 2012

1. Richmond Public Schools – October 2012

2. Reading – 6th Grade 6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. • a) Use text structures such as type, headings, and graphics to predict and categorize information in both print and digital texts. • b) Use prior knowledge and build additional background knowledge as context for new learning. • c) Identify questions to be answered. • d) Make, confirm, or revise predictions. • e) Draw conclusions and make inferences based on explicit and implied information. • f) Differentiate between fact and opinion. • g) Identify main idea. • h) Summarize supporting details. • i) Compare and contrast information about one topic, which may be contained in different selections. • j) Identify the author’s organizational pattern. • k) Identify cause and effect relationships. • l) Use reading strategies to monitor comprehension throughout the reading process.

3. Reading – 7th Grade 7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. • a) Use prior and background knowledge as a context for new learning. • b) Use text structures to aid comprehension. • c) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. • d) Draw conclusions and make inferences on explicit and implied information. • e) Differentiate between fact and opinion. • f) Identify the source, viewpoint, and purpose of texts. • g) Describe how word choice and language structure convey an author’s viewpoint. • h) Identify the main idea. • i) Summarize text identifying supporting details. • j) Identify cause and effect relationships. • k) Organize and synthesize information for use in written formats. • l) Use reading strategies to monitor comprehension throughout the reading process.

4. Reading – 8th grade 8.6 The student will read, comprehend, and analyze a variety of nonfiction texts. a) Draw on background knowledge and knowledge of text structure to understand selections. b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support. c) Analyze the author’s qualifications, viewpoint, and impact. d) Analyze the author’s use of text structure and word choice. e) Analyze details for relevance and accuracy. f) Differentiate between fact and opinion. g) Identify the main idea. h) Summarize the text identifying supporting details. i) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. j) Identify cause and effect relationships. k) Evaluate, organize, and synthesize information for use in written and oral formats. l) Use reading strategies to monitor comprehension throughout the reading process.

5. Help History Students UnderstandNon-Fiction Text In USI, history students must identify and interpret primary and secondary source documents to increase understanding of events and life in U.S. history to 1865; Quote from the Virginia Statute of Religious Freedom “Be it enacted by the General Assembly, That no man shall be compelled to frequent or support any religious worship, place or ministry whatsoever, nor shall be enforced, restrained, molested or burthened, in his body or goods, nor shall otherwise suffer on account of his religious opinions or belief; but that all men shall be free to profess, and by argument to maintain, their opinions in matters of religion, and that the same shall in no wise diminish, enlarge or affect their civil capacities.

6. THE ROAD TO INDEPENDENCE • Where do I want to take kids? • What does independence look like? • How do I as a reader arrive there? • How do I explain that process to students by thinking aloud my “Road to Meaning”? • What task must be shared? • What do I need to do WITH kids to support them toward independence? • What can we work on together to build their confidence and proficiency? • What are/could be bumps in the road? • Where do I need to step in ? • Where/When do I guide their practice? Are we there yet? How will I know? Independent Practice: “Driving Solo!” Guided Practice STUDENT AT THE WHEEL-TEACHER COACHING BESIDE” Shared Instruction: SHARING NAVIGATION W/ TEACHER “AT THE WHEEL” Modeled Instruction: TEACHER DRIVING WHILE EXPLAINING DRIVING DECISIONS

10. Nonfiction Personal or Primary Sources Based on fact but includes subjective, personal interpretations, perspectives, or biases References or Informational Text Factual, with verifiable accuracy; intended to be objective and reliable

11. Nonfiction Personal or Primary Sources • Diaries • Journals • Memoirs • Essays • Letters/emails • Interviews • Autobiographies • Editorials • Podcasts • Blogs • Social Network Posts References or Informational Text • Textbooks • User Manuals • Encyclopedias • Dictionaries • Research Papers • Informational Books • Newspapers/Newscasts • Magazine Articles • Biographies/Histories • Almanacs/Atlases • Documentaries (film) • Websites

13. “Text-Wiseness” Teaching students how to recognize and represent the organizational patterns commonly used by authors can significantly influence students’ learning and comprehension. Palinstar, Ogle, Carr, 97

15. Signal Words Point the Way… Text Structure & Signal Words Description/ Hierarchical List Cause & Effect Compare/ Contrast Problem/ Solution Question & Answer Sequence For instance For example Furthermore Such as Also To begin with Most important Also In fact In addition And to illustrate Since Because This led to On account of Due to As a result of For this reason Consequentially Then…so… Therefore thus In like manner Likewise Similar to The difference between As opposed to After all However And yet But Nevertheless On the other hand One reason for the… A solution A problem Where The question is One answer is Recommendations include How When What Next Why Who How many The best estimate It could be that One may conclude Until Before After Finally Lastly First…last… Now…then On (date) At (time) First, second Meanwhile Not long after initially

18. Content Specific Understanding • Careful reading or skimming • Scanning • Assessing the text through the index • Using heading ,captions, pictures,… • Determining what to read, order of reading • Noting organizational pattern • Determining what to pay attention to • Determining what to ignore • What information fits with schema, what is new: how to sort it

19. Things Readers of History Know… • History is about the human condition • Must relate to life today! • Reading visual information-critical • Focus on causes and outcomes • Connecting prior understandings and using them for future problems • Inferring concepts/words in sentences and paragraphs… • Special knowledge of dates, symbols, and terminology needed to read, write, and discuss understandings of history in language of historians

20. Effective vs. Ineffective Navigation Before Reading the Selection

21. Effective vs. Ineffective Navigation While Reading the Selection

22. Effective vs. Ineffective Strategies After Reading the Selection

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