Academic Habits/7th Grade Ms. Buffington Wednesday, August 9, 2017 Warm-up: Come in sit down quietly and read your independent reading book the 1st 5 minutes of class each day. Opening /Activator: Think/Pair Share: What do you do when you do not understand what you are reading? Work Session: We will start the “What Good Readers Do” unit -View PPT slides of “What a Good Reader Does” -Correct column 1 of the “Good Reading Comparison Chart” Closing: Students talk to a shoulder partner about one thing they have learned what good readers do. LEARNING TARGET What I will learn: I will learn what a good reader does when he/she reads. How I will learn it: Completion/Discussion of notes How I will show you that I learned it: Responses to collaborative conversations Successfully completing column 1 of the “Good Reading Comparison Chart” Ask students to write on an index card individually. Next, pair with one other person and share response. Then, share out whole class. Ask students: Have you ever read every page of a chapter and still had no idea what you read?

Do they do more than read black letters on a white page? What Good Readers Do Do they do more than read black letters on a white page? As you begin, instill the need for ALL readers—even adults– to tackle different pieces of text in different ways. Reading is a life-long skills is not simply about reading black letters on white piece of paper. There is so much more THINKING and QUESTIONING that should take place. Have fun with students talking about listening to the voices in your head! That is what good reader’s do! And it all begins with . . . . A PURPOSE for reading.

Good readers . . . Have Purpose for Reading Read to get meaning Read to “find” something Read with a pencil and interact with the text Story to set up the learning: What if one of your parents asked you to go search for something in your bedroom. All they said to you was “go find it!” How easy would it be to find “it” when you don’t know what “it” really is?? That is exactly why you need a purpose for your reading in your classes. You need to know what it is teachers want you to find, look for, or answer. Helps you determine WHAT is important.

Good readers . . . Think about what they already know (prior knowledge) Relate ideas in text to ideas in the world and own beliefs Relate what they are reading to own life

Good readers . . . Make sure they understand what they read Recognize when what they read is difficult Recognize when they “stop paying attention” Identify when vocabulary is a problem Identify parts of a text that confuse them (self-monitoring)

Good readers . . . Always look at the pictures, charts, and graphs To help understand the text better To learn additional information, not stated in the text

Good readers . . . Predict often as to what will happen next in the text -helps the reader interact actively with the text -keeps the reader excited about what they are reading

Good readers . . . Form pictures in their minds and make inferences By using examples in the text to explain your understanding Connect to something similar you read or saw before

Good readers . . . Draw conclusions: Question Author’s Purpose Determine “why” author is writing passage Think about point of view Think about the intended audience

Good readers . . . Do NOT skip word they do not know -They use context clues when they don’t know meaning -They use root words or affixes to gather meaning

Good readers . . . Do several things when they are no longer understanding what they are reading… -They slow down their pace -They re-read what they didn’t understand (a difficult text) or they start back at the part of the text where they stopped paying attention

Good readers . . . Practice reading! -At home -At school

Good readers . . . Evaluate Enjoyment Know why book does or does not appeal to them Know whether or not they would recommend book

Good Reading Comparison Chart Column 1: What Good Readers Do What Good Readers Do Notes: We are going to correct some of the statements that are not correct in column 1 of the “Good Reading Comparison Chart”