Reading Process Decoding and globalization Speed Reading for different purposes – skimming and scanning Reading for the main idea and supporting details Reading to unlock the sequence Reading to unlock the structure of the text Product Did you get it?

The Subskills of Reading Beginning Reading skills – Decoding – Syllabication – Global reading – automaticity Reading Speed Reading Skills Involving Vocabulary – Identifying vocabulary in context – Indentifying the structure of vocabulary to extract meaning – Using the dictionary Reading Skills That Involve the Structure of the Text – Genre – reading a specific text type to understand how it is formed and how to extract the meaning – Identification of specific text structures (within a narrative, descriptive or expository piece) – simple listing, time order, cause and effect, comparison/contrast – Extraction of sequence – often found in time order texts – Recognition of cohesive features(at and beyond the sentence level) – use of connectors, grammatical forms etc. this is at both – Reviewing and prediction as an aide to comprehension Reading Skills that Involve the Readers’ Interpretation of the Text – Reading for a specific purpose – specific information or gist (scanning and skimming) – Reading for the main idea and supporting details – when the ideas in the texts are of the utmost importance to you – Inferencing – Distinguishing facts and opinions Reading for Pleasure

Essence and Teachable Features TEXT DOLPHINS Dolphins live in the sea. They have teeth, a tail and a mouth shaped like a bottle. Dolphins love to swim in the deep, warm and salty water. A dolphin is not like a fish because it needs air to breathe. Dolphins are clever and friendly so it is easy to teach them tricks. They are always ready to show their tricks. They can hear very well and can dance to music. Dolphins like to play games, especially with balls. They can jump high out of the water, through gates or over them. They can swim straight and in circles. When dolphins are in the sea, they swim in groups. From Essential Vocabulary 3 by Hanna Koren THINKING Essence: what you might find in an encyclopedia Teachable Features: same as essence here – information in paragraph form - MI and SD – note: no topic sentences – First paragraph what they look like in the main and where they live – Second paragraph =- what they can do – Third paragraph – how they interact – totally bogus

Thinking through the lesson plan Objectives (from TF) TSWBAT read to extract the main ideas and supporting details. TSWBAT identify and reproduce the form of a simple encyclopedia entry Lead In (from Essence) If you were to look up the word dolphin in the encyclopedia, what information would you expect to find? Elicit and put on board in categories – what they look like and what they can do

Lesson Plan Continued While Reading Read text and tell me which paragraph you found the information you were looking for What information wasn’t there? Go over by emphasizing where the information came from - which paragraph. What sentence could we add to each paragraph to help readers understand what is there? Post Reading Write an entry about an animal you might know very well – a dog Write an entry about an imaginary animal Write another paragraph about dolphins with the information we didn’t see – you may reorganize the paragraphs that exist NOTE: mimic the form we know – paragraphs with main themes