Gail E. Tompkins California State University, Fresno Literacy in the Middle Grades Teaching Reading and Writing to Fourth to Eighth Graders, 2e Second Edition Gail E. Tompkins California State University, Fresno Prepared by Helen Hoffner Holy Family University This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. © 2010 Pearson Education, Inc. All rights reserved.

Chapter 2 The Reading Process Reading is a constructive process of creating meaning that involves the reader, the text, and the purpose within social and cultural contexts. Reading involves the essential components of fluency, vocabulary, and comprehension.

The Reading Process Stage 1: Prereading Stage 2: Reading Chapter 2 The Reading Process Stage 1: Prereading Stage 2: Reading Stage 3: Responding Stage 4: Exploring Stage 5: Applying

The Reading Process Stage 1: Prereading Chapter 2 The Reading Process Stage 1: Prereading During the prereading stage, students: Activate Background Knowledge Set Purposes Plan for Reading

The Reading Process Stage 2: Reading Chapter 2 The Reading Process Stage 2: Reading Students use one of five types of reading: Independent Reading Partner Reading Guided Reading Shared Reading Read Alouds

The Reading Process Stage 3: Responding Chapter 2 The Reading Process Stage 3: Responding Students respond to what they have read and continue to negotiate their understanding by: Writing in Reading Logs Participating in Discussions

The Reading Process Stage 4: Exploring Chapter 2 The Reading Process Stage 4: Exploring The exploring stage focuses upon instruction as teachers teach mini-lessons on reading strategies and skills. During this stage, students: Study Vocabulary Words Collect Sentences Examine Genre & Other Text Factors Learn About the Author

The Reading Process Stage 5: Applying Chapter 2 The Reading Process Stage 5: Applying Students create projects to apply what they have learned. Visual Projects Writing Projects Reading & Inquiry Projects Talk & Drama Projects Internet Projects Social Action Projects

The Writing Process Stage 1: Prewriting Stage 2: Drafting Chapter 2 The Writing Process Stage 1: Prewriting Stage 2: Drafting Stage 3: Revising Stage 4: Editing Stage 5: Publishing

Strategies and Skills Strategies Skills Chapter 2 Strategies Strategies are deliberate, goal-directed actions. Example: Comprehension Strategies Students predict, draw inferences, and monitor comprehension. Skills Skills are quick, automatic behaviors that don’t require any thought. Example: Decoding Students use their knowledge of phonics, syllables, and root words and affixes to identify unfamiliar words.

Process Differentiation: Six Thinking Hats® DeBono, Edward. Six Thinking Hats. Strategies or activities through which students process, or make sense of, understandings and skill

Differentiate the Questions with Six Thinking Hats® + Content – Living in the United States

White Hat - FACTS facts data Information Who, what, when, where? What do you want to know? REMEMBERING – Bloom

Think White piece of paper where you write all of the facts. Talk about and write several facts that you know about living in the U.S. There may be facts that need to be researched for accuracy. Put an R to remind you to check out these facts.

Red Hat - FEELINGS feelings intuition emotions EVALUATING - Bloom

Think Red heart for feelings and passion Think of how you feel about living in the U.S.

Black Hat - CAUTION caution careful of risks words of wisdom ANALYZING - Bloom

Think Black judge’s robe representing caution, wisdom! Think of what things you should be cautious of if you live in the U.S.

Yellow Hat - BENEFITS benefits optimism value the good in it ANALYZING -Bloom

Think Yellow sun representing benefits of the sun! Think of the benefits of living in the U.S.

Green Hat - CREATIVITY creativity alternatives possibilities new ideas SYNTHESIS -Bloom

Think Green grass for constantly creating new ideas Think of a creative slogan, statue, song to entice people to live in the U.S. Or create a new compound word using forced association from the word bank! This will take a few minutes, so relax and enjoy imagining.

Blue Hat – THINKING summarizing organizing Thinking about thinking process another viewpoint summarizing concluding organizing UNDERSTANDING - Bloom

Think Blue sky for thinking from a new perspective, as if you were a bird in the air looking down at the earth. Explain WHY you live in the U.S.

Vary Questions with Six Hats® Let’s practice varying our question related to the fable, The Hare and the Tortoise. Questions move to three levels -- text, self, or world. Now let’s read The Hare and the Tortoise

The Hare and the Tortoise An Aesop Fable A hare was making fun of a tortoise one day for being so slow. "Do you ever get anywhere?" the hare asked with a mocking laugh. "Yes," replied the tortoise, "and I get there sooner than you think. Run a race against me and I'll prove it.“ The hare was very amused at the thought of running a race with the tortoise, and just for fun he decided to do it. So the fox, who agreed to act as judge marked the distance for the race on a path through the woods, and started the runners off. The hare was soon far out of sight. To let the tortoise know how silly it was for him to challenge a speedy hare, the hare decided to lie down beside the road to take a nap until the tortoise could catch up. The tortoise meanwhile kept going slowly but steadily. After a time, the tortoise Passed the place where the hare was sleeping. The hare slept on very peacefully. When at last he did wake up, the tortoise was already very near the finish line. The hare now ran his swiftest, but he could not overtake the tortoise in time.

Six Thinking Hats®

Effective teachers connect reading and writing by: Chapter 2 Effective teachers connect reading and writing by: Making the reading-writing connection explicit to students Emphasizing both the processes and products of reading and writing Setting clear purposes for reading and writing Teaching reading and writing through authentic literacy experiences