If you are here before 9:00, please read the questions on the 6 posted charts.

1. Welcome…Without looking, please take a cube from the bag and head to the table with a cube of that color… If you are here before 9:00, please read the questions on the 6 posted charts. Feel free to answer some questions using dark marker. Initial your answer.

2. Shefelbine Overlay

3. Goals • Experience lessons and share plans for comprehension: Determining Importance and Synthesizing • View and discuss some video clips on Guided Reading

4. Determining Importance

5. Proficient readers… • Are able to distinguish between what is merely interesting and what is important. • Can identify the topic, supporting details, identify or invent their own main idea or summary statement. • Can find the essence of the text. • Realize that not all of the text is of equal value. • Identify essential ideas and salient information in order to develop insight. • Look for text features that signal cues.

6. Determining Importance Prompts • What is essential? How did you know these details were more important than the others ones? • Look carefully at the first and last line of each paragraph. • Tell me about some of the important ideas that struck you. • Highlight only necessary words and phrases. • Locate and record only necessary words and phrases that support the conventions you can find in the text.

7. Somebody Wanted But So

8. Go for the Gold!

10. Go for the Gold! Word: habitatSupport words nests, high, keep

11. Go for the Gold! Word: Support words:

12. Discuss • What do students learn as a result of these activities? • What else are they learning? • How would you use them in the classroom?

13. Synthesizing

14. Synthesizing “Synthesizing is the most complex of the comprehension strategies. Synthesizing lies on a continuum of evolving thinking. Synthesizing runs the gamut from taking stock of meaning while reading to achieving new insight. Introducing the strategy of synthesizing in reading, then, primarily involves teaching the reader to stop every so often and think about what she has read. Each piece of additional information enhances the reader’s understanding and allows her to better construct meaning.” Harvey and Goudvis p. 144-45

15. Proficient readers… • Merge new information with prior knowledge to create an original idea • Stop periodically to digest what they have and what it means before continuing • Make judgments • Combine all the comprehension strategies to synthesize

16. Synthesizing Prompts • What new ideas or information do you have? • What parts of this text could you use to create a new idea? • How has your thinking changed since reading that part of the text? • What did you think at first? Now what are you thinking?

17. GIST

18. GIST • Teachermakesdeliberatetextchoice: supportwithsomechallenge. Briefinformalintroductionthroughestablishingpriorknowledgeandexposingtovocabulary .

19. GIST 1. Draw 20 word-sized blanks on the chalkboard. • Read a short section of text . • Engage in a shared writing of a 20 word summary. • Read additional sections of text (one-two paragraphs). • Information from both sections must be incorporated into a new 20 word summary. • Repeat with additional sections.

20. Discuss • What do students learn as a result of GIST? • What else are they learning? • How would you use it in the classroom?

21. Sharing Lesson Plans

22. Questions about GR

23. K-W-L

24. Guided Reading • Introducing the Text • Reading the Text • Revising and Discussing the Meaning of the Text • Teaching for Processing Strategies • Extending the Meaning of the Text • Working with Words

25. Guided Reading Video How do these teachers support students during guided reading?How do they determine which cueing systems and strategies students are using?

26. Guided Reading: Video

27. K-W-L Look at the K column; was any of your prior knowledge inaccurate? Make additions to revise. Go to the W column; check any questions that were answered. At the bottom/on the back of your paper, record any unanswered questions that remain.

28. Bibliography • Snapshots by Linda Hoyt • Reflect, Revisit, Retell by Linda Hoyt • Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop by Keene & Zimmerman • Nonfiction Matters: Reading, Writing and Researching in Grades 3-8 by Stephanie Harvey • Smoky Night by Eve Bunting • http://www.cde.ca.gov/ci/rl/ll/ • www.reading.org/resources/tools/choices.html

29. Next time Language Arts Assignment 2 Select and bring in a piece of nonfiction text that is appropriate for students at your grade level. Reflect on… What ideas do you have for addressing 1-3 of the feature of the text you have chosen? Be ready to hand in a reflection that includes annotated bibliography, an analysis of text features, and tentative ideas for addressing some of them. ► Become familiar with the Standards and Instruction, Curriculular and Instructional Profile and Content Standards for your grade level. ► In preparation for RICA: Become familiar with the 13 content areas. Familiarize yourself with the various testing formats used. Bring questions.