Happy Halloween!

1. Happy Halloween! Locate your assignment from up front (I will need it back). Find a seat at a table with materials and people with whom you don’t normally sit. Enjoy some treats…

2. Shared Reading 1 Cats sleep anywhere, 2 any table, any chair. 1 Top of piano, window-ledge, 2 in the middle, on the edge. 1 Open draw, empty shoe, 2 anybody’s lap will do. 1 Fitted in a cardboard box, 2 in the cupboard, with your frocks. 1 Anywhere! They don’t care! 2 Cats sleep anywhere. Eleanor Farjeon

3. A Balanced Reading Program • Read Aloud • Shared Reading • Guided Reading • Independent Reading

4. Shared Reading • Text difficulty • Control of text • Model reading strategies • Variety of genres • Oral language development • Text structure

5. An Innovation ____________ ____________ anywhere, any ____________, any chair. ____________, window-ledge, ____________, on the edge. ____________, empty shoe, anybody’s ____________ will do. Fitted in a cardboard box, in the cupboard, with your frocks. Anywhere! They don’t care! ____________ ____________anywhere. Eleanor Farjeon

6. Goals • Consider the why there is an explicit focus on the use of nonfiction text. • Experience activities to focus on the comprehension strategies of questioning determining importance, summarizing, and synthesizing. • Prepare for upcoming assessments (R.I.C.A and the Literacy CAT/Reading Comprehension Teaching Project)

7. QAR’s: Question Answer RelationshipsIn the Book vs. In my Head RT Right There Literal TS Think and Search Inferential AM: Author and Me Inferential +Background Knowledge OMO: On my own Applicative

9. QARs for Peter Rabbit • Read your question. • Determine which category of question it fits into. 3. Be ready to explain the rationale for the category.

10. QARs: A lesson sequence(developed by Taffy Raphael ) • Introduce the four question-answer relationships. • Explain that there are two main ways that readers derive answers: In the Book and In My Head. • Groups of students practice answering questions and giving explanations for the relationship of the question to the answer. • Groups generate their own questions for each other to answer.

11. Proficient readers… • …review content and relate what they have learned to what they already know. • …can generate and ask questions to identify issues and ideas in the text, construct meaning, enhance understanding, discover information, clarify confusion and solve problems. • …ask questions before reading to set a purpose for reading. They determine what they want to learn while reading. • …move from general to specific questions while they interact with the text, integrating information from different segments. • …are active readers through this process of asking and answering questions.

12. Prompts for questioning • What questions did you have while you were reading? • What questions do you have after reading? • Where do you find answers to your questions? • Can find the exact words? • What differences of opinion do you notice? • What different kinds of questions are there? • Before you start reading, ask three questions you would like to answer. • While reading, try to find the answers • What information do you hope this text will include? • How does asking questions help the reader? • How do readers figure out the answers to their questions? • How does using a graphic organizer help you reflect on the question(s) you have? • How does asking a question help you comprehend the text? • Try to think of a question that will support what read.

13. Why nonfiction? Common Core Standards for ELA calls out informational texts “The great preponderance of what writers now write and sell, what book and magazine publishers publish, and what readers demand is nonfiction.” William ZinsserOn Writing Well

14. …while the literacy needs of the adult center primarily on obtaining information from non-fictional texts, literacy instruction in the schools concentrates almost exclusively on fictional texts and literary appreciation.--Richard L. VenezkyScientific Studies of Reading2000

15. At the primary levels, little informational text is used for instruction. N.K. Duke Reading Research Quarterly 2000 At the middle and secondary levels, at which students are confronted with difficult content-area textbooks and requirements to do much independent research and writing, there is very little support provided students in learning how to ask questions, use resources, and organize and present ideas to others. Alverman et al. Reading Research Quarterly 1991

16. Recipes

17. Direction Manual

18. Food Label

19. What nonfiction text have you read in the last 24 hours?

20. Tour the Nonfiction Texts • How is nonfiction text laid out differently than narrative? • As a group, look at the examples at your table. • Make a list of features you notice.

21. What features do we address?Which strategies should students acquire?

22. How do we teach it? • Attention to text organization and structure…

23. …external text features • Pictures, visuals, and graphics • Table of contents, index, glossary • Chapter titles, headings, subheadings • Italics, boldface, marginal notes

24. …and internal text features • compare and contrast • description • sequence of events • problem and solution • cause and effect • directions

25. Sharing Lessons When sharing your lesson… • Tell your goal. • Tell your objective. • Explain your intro. • Briefly explain the procedure. • Explain the closure and how it ties back to the objective.

26. Getting the Most from Graphics

27. You try… • Find a text at the table. Choose a page with graphics to use for a think aloud. • Consider: how will you help students to recognize and comprehend these particular graphics? • Practice with partner: think aloud about how you recognize and interpret these graphics. • At your table, choose one text to share with the whole group, using the document camera.

28. Lesson Plan: Getting the Most from Graphics CCS Nonfiction: 5. Know and use various text features (e.g.,captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently . Comprehension and analysis of Grade level-appropriate Text, 2.7: Interpret information from diagrams, charts and graphs. Goal: Content Objective:Given teacher modeling and think aloud, students will locate and explain the purpose of text features in graphics as measured by teacher observation and independent work that illustrates some examples. Language Objective: Lesson intro: What kind of book is this: nonfiction or fiction? How do you know? What kinds of text and pictures do you see on this page? What is the purpose of each type of text/picture? Lesson procedure: Lesson closure: What new information did you learn about how nonfiction books are laid out? What did you learn about spiders?

29. Bibliography • Snapshots by Linda Hoyt • Creating Strategic Readers by Valerie Ellery • Revisit, Reflect, Retell by Linda Hoyt • Teaching for Comprehension in Reading Grades K-2 by Pinnell & Scharer • Starting with Comprehension by Andie Cunningham and Ruth Shagoury • Reading with Meaning by Debbie Miller • Mosaic of Thought by Keene & Zimmerman • Conversations by Regie Routman

30. R.I.C.A. • What did you find out from investigating the R.I.C.A. website? • What did you find out about Domain V? • http://www.rica.nesinc.com/RC_preparation_materials.asp

31. Planning for the LA Reading Comprehension Teaching Project (Literacy CAT) • Will you ask them about their familiarity with a strategy by naming it (e.g., "Have you ever heard of 'predicting'?  What do you do when you 'predict'?")  OR • Will you ask them more directly (e.g., "Do ever think about what is going to happen next in the story?") OR • You can read them a short snippet of a story and see if they actually use the strategy and how "spot on" they are (e.g., "What do you think is going to happen next?"  "What do you think the character is feeling? Why do you think so?”) • How will you find out what comprehension strategies already know and can use? • Interview • Survey • Questionnaire • On paper? Aloud

32. How will you communicate/display the information you find? • Narrative • Bar graph • Circle graph • Something else?

33. For November 5 Read: Sign up for and read one of the readings. Be ready to meet with your group during the next class meeting so that you can discuss your understanding of the article. Do: Language Arts Assignment 5 Implement your measure for gathering information about the comprehension strategies students in your classroom are currently using. Compile, analyze and write up this information. A final draft is due November 19.