1. Teacher and Teaching B-D-A

2. Comprehension Problem Solving Process Why? Remember: process and product Remember: leads to big ideas (important understandings about people and the world; explanations about life; themes; morals; core truths; see pg. 73)

3. Before Reading…students need to The mantra: “Activate prior knowledge and set a purpose for reading” Activate prior knowledge (schema theory): Call up relevant schema (a mental organizational structure; conceptual framework; organization of categories of information and relationships among them) about The topic (what I already know?) The text (how is this text organized?) Use PK to make predictions Set a purpose/goal of comprehension: Create motivation, ask questions, why am I reading this text?

4. During Reading…students need to Determine important concepts (What are important concepts in a narrative story?) Make inferences (text clues+background knowledge) Visualize/image the text Ask questions while reading (five W+H questions) Monitor (Am I understanding?) Analyze/critique (zoom in-zoom out on important details/features) Incubate—take time out to consider/reconsider; increase connections Synthesize—pull ideas/big idea(s) together, themes, generalizations

5. Percy Jackson Sea of Monsters A paragraph and local coherence Ship tour Boilers, engine It might explode cannons starboard port Rifled guns fore aft All refitted with Celestial bronze cannon balls pilothouse Gunnery deck Coal bunker Dark rooms Dead sailors Clarisses’ favorite Back to book one Nonmortals and cannon balls Dahlgren Brooke

6. After Reading … students need to Organize and shape: Transform big ideas (how can I show my understanding of the most important big ideas?) Reflect and revise (What is my comprehension product? What words make sense?) (Publish—not always necessary)

7. Before Reading…teachers need to The mantra: “Activate prior knowledge and set a purpose for reading” Activate prior knowledge (schema theory): Help students call up relevant schema about The topic (what do students already know?) The text (how is this text organized?) Help students use PK to make predictions Help students set a purpose: Motivation, questions, why are students reading?

8. During Reading…teachers need to Help students: Determine important concepts Make inferences Visualize the text Ask questions Monitor Analyze/critique Incubate—take time out to consider/reconsider Synthesize—pull ideas together

9. After Reading … teachers need to Help students organize and shape their ideas: How can they transform big ideas to show what they know? Help student reflect on the reading Revise prior ideas Respond to reading (Publish—not always necessary)

10. Before Reading Instruction Preview the text Pre-teach vocabulary Discuss prior knowledge (activate) Teach knowledge necessary if no prior knowledge exists Set questions/help students generate questions that will be answered by the text

11. During Reading Instruction Use of discussion to focus on understanding important concepts, inferring, etc. Use of realia to help students understand difficult concepts Zoom in/zoom out from details to big ideas Graphic organizers—active tasks that keep students thinking and engaged T Charts Compare/contrast charts

12. After Reading Instruction Discussion From details/main idea to big idea How does that help us in life? Ways of “publishing”/demonstrating what we know Drama Diorama Writing/drawing Projects Responding to text Taking on the persona of a character Journal writing Creating text based on text read (stories, informational brochures, etc.)

13. Activities that Span BDA K-W-L Charts Story Impressions Anticipation Guides Graphic organizers

14. K-W-L Chart What I KNOWWhat I WANT to knowWhat I LEARNED

15. Anticipation Guide

16. Graphic Organizers Compare/Contrast Description Story Map Character Map Time line

17. Text Structure Story Grammar: Story Form

19. Cause/Effect

20. Compare/Contrast Brian’s First ShelterBrian’s Second Shelter

21. Prediction Chart What I predict will happenWhat actually happened Chapter 1 Chapter 2 Chapter 3 Chapter 4

22. Feelings Chart Event #1 Describe the character at the beginning Describe the character at the end The character feels…

23. Character Web Brian CourageousStrongObservantSmart

24. Questioning Use of sticky notes Ask a Question, Find an Answer Q________________A___________________

25. Imagery 1. _________________________________________ 2. _________________________________________ 3. _______________________________________________ 4.

26. Use Research How does research support CPS? National Reading Panel: Good Readers are… Purposeful and actively think while reading Research-based instruction… Monitor comprehension Use graphic/semantic organizers Answer questions Generate questions Know story structure Summarize