Camp Under the Stars at the Comprehension Campgrounds Whitney Imhoff June 2, 2009

Child Activity Pick Book  Write down unknown words

Reflections Journals – Fluency Daily Entry (Parent = Left Side) Strategy Tried (at least 3 days) Amount of Time Personal Response (questions, concerns) Response / Feelings (Child = Right Side)

Introduction - OAT OAT  Literary Compare/Contrast Main Idea/Characters/Setting This paragraph is from the selection...What is the main idea of this paragraph? (MAY 2008) Genres The reading selection is a: poem, fairy tale, story (MAY 2008) Author’s Word Choice This is a sentence from the selection. “I had butterflies in my stomach all morning. Now, it was almost my turn. My palms got sweaty as I waited.” How do you think Rob is feeling? (MARCH 2008) Theme

Introduction - OAT OAT  Informational Text Features “They did not know these changes were evidence of tiny plants and animals growing all around them.” What does the word evidence mean? (text feature – word bank) (MAY 2008) Essential Elements “For thousands of years people did not know microbes existed. They were too small for them to see.” Which question does this paragraph answer? Why couldn’t people see microbes? Why did people want to see microbes? Why are microbes so small? (MAY 2008) Central Ideas and Details An important idea from the reading selection is that monkeys “talk” to each other. What detail from the selection supports this idea? (MARCH 2005)

Introduction - OAT OAT  Reading Process Author’s Purpose Entertain, Inform, Direct, Persuade Predictions Give another title for this reading selection. Use three examples from the selection to support your title (MARCH 2005) Conclusions Why does Joey take her pail with her in the car? (MARCH 2005) Summarize Respond to Questions

Discussion Comprehension Adler, C.R. (2004). Seven strategies to teach students text comprehension. Readingrockets. Retrieved March 10, 2009, from article/3479?theme=print  Monitor comprehension Reread if doesn’t make sense  Metacognition Think about reading before, during, after  Graphic Organizers  Answering questions Understand what was read  Generating questions Higher-level thinking while reading  Recognize story structure Characters, setting, events, problem, resolution  Summarize Major parts – break into smaller sections

Discussion Strategies  Who, What, Where Dice  Graphic Organizers  Comprehension Questions  Bloom’s Taxonomy of Questioning  Keyword Strategy  Hangman

Parent – Child Activity Journals  Weekly Triangle 3 Things Learned 2 Strategies to Try 1 Self-Challenge Discuss Strategies  Choose 2 Campout and Read!  Child – Choose book (keep), write unknown words  Parent – Use Strategies Previous strategies for phonics, vocabulary, fluency Choose where to sit and read Keep the book – and schedule a testing time!