Good Morning

1. Good Morning Find a place to sit with people who have a grade level placement within one grade of your own, no more than 6 at a table. Discuss your understanding of what is involved with the Literacy CAT. Write down and post the questions you have on a post it. As you come up to post your question, please try to categorize the post its in some way.

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

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

4. A Week with a Big BookDonna Gerardi • Before reading • Select book • Day 1 • Predict • Construct meaning • Parts of a book • Day 2 • Movement • Language development • Oral cloze • Echo • Questioning

5. Day 3 and 4 • Previous day’s activities • New additions • Participation • Conventions • Masking • Cueing Questions (“If ___ fits, what letters/sounds would you find there?”; “Does that make sense?” “Would ____ begin/end that way?”) • Day 5 • Culminating Activity • Drama • Art • Class book • Innovation • Integration • Related literature

6. Goals • Experience shared reading and discuss how it fits into a balanced reading program • Experience some activities that focus on the comprehension strategies of questioning and determining importance. • Examine some purposes for using nonfiction text in the elementary classroom. • Ask questions about the Literacy CAT. • Process the readings

7. Peter Rabbit • Get out the text and organizers from last week. • Collaborate with tablemates to quickly retell The Tale of Peter Rabbit. • Scan the text for vocabulary that could be difficult for students to understand.

8. Predicting at the Word Level • What words fit in these sentences? • But Pete, who was very _______ , ran straight away to Mr. McGregor’s garden and squeezed under the garden gate! • First he ate some lettuces and French beans, and then he ate some _________. • Mr. McGregor came up with a sieve, which he ________ to pop upon the top of Peter… • …his sobs were overheard by some sparrows, who flew to him in great excitement and _________ for him to exert himself.

9. Inferring at the Word Level • What do you infer about these word meanings? • But Pete, who was very naughty, ran straight away to Mr. McGregor’s garden and squeezed under the garden gate! • First he ate some lettuces and French beans, and then he ate some radishes. • Mr. McGregor came up with a sieve, which he intended to pop upon the top of Peter… • …his sobs were overheard by some sparrows, who flew to him in great excitement and implored for him to exert himself.

10. Four Corners: Visual Imaging and Vocabulary example opposite naughty personal connection meaning

11. Four Corners • Draw lines to divide a paper into fourths. • In the center, write the vocabulary word. • Top left: draw a picture that represents the opposite meaning. X it out. • Top right: draw a picture that demonstrates an example (e.g., “What is the word ____ like? How does this picture remind you of that word?”) • Bottom left: draw/write a personal connection to the word (e.g., “What word goes with ____? Why?”) • Bottom right: draw, using the letters in the word, a picture that shows the meaning of the word. • Go back to the text; highlight the word(s) studied.

12. Drawing Inferences: Hot Seat • Consider the characters in the story. • Think of questions for which the text does not supply a literal answer but requires you to infer. • When you are in the hot seat, answer as if you were the character. If you are asked a question that could be answered in a word, be sure to provide the rationale for your answer you are giving.

13. Character Report Card: Peter Rabbit

14. To discuss… • What did you like about Hot Seat and Character Report Card? • How would you scaffold their use with students? • How might you use them in your classroom? • What do these experiences have to do with drawing inferences?

15. Proficient readers… • Draw conclusions from text • Make simple and complex inferences, even without being aware of it. • Make original meaning out of an intersection of background knowledge and the text. • Go beyond the literal. • Revise, enrich and sometimes abandon meaning. • Make predictions, confirm predictions, and test meaning while reading. • Make critical or analytical judgments about what they read.

16. Inferencing Prompts • What evidence does the author provide to support _____ ? • What does the author want you to realize? • What facts can you derive based on the following clues? • What clues did the author give that led to your conclusion? • What is the story beneath the story? • What would happen if _____ ? • Try to read between the lines. • How do you know that? • I wonder…

17. Bibliography • Creating Strategic Readers by Valerie Ellery

18. Next time: Summarizing and synthesizing • Read: --Goudvis and Harvey, Read Chapter 4 and skim Chapter 11 --Yopp & Yopp (2004), Preview-predict-confirm: Thinking about the language and content of informational text, The Reading Teacher 58(1) --Investigate the R.I.C.A. website (http://www.rica.nesinc.com/). Be ready to talk about the content specifications related to Domain V. • Due: Language Arts Assignment 4 Design a method for gathering information from both your cooperating teacher and your students about the comprehension reading strategies the students in your placement classroom are currently using. Discuss your plan for gathering this information, a draft of your measure (survey, interview, etc.), and ideas for displaying this information (e.g., a graph, table, narrative) with a partner. Submit your plan and feedback provided from your conversation with a partner at our next class.