1. A Look at Book Club and Discussion Components: The Learning Process

2. Before Reading
Students gather information from the text by previewing and using text clues
With narrative, students may need to read 1st chapter or two to gather preliminary information
Students apply strategies
Preview (identify Introduction/Exposition elements)
Predict based on text clues and text structure (e.g., setting: characters, time, place, problem/conflict, solution/resolution, theme)
Ask questions
Connect to self, text, world
Question

3. Plan It Log Name __________________ Class __________________
P: Purpose - Why am I reading/writing this?
L: List Topics & Preview - What’s this topic about?
A: Activate Prior Knowledge – Connect to Self, Text World - What do I know?
Strategy Log to remind students of the strategies they use to get ready to read.
Plan-It Log has goals:
1. Setting purposes – Read for different purposes are plans that tell what you want to find out when you read [How: look at title, pictures, heading titles; Think what would like to find out; sometimes it helps to write down your purposes; Think about your purpose while you read]
2. Students must also learn how to preview text (study title, pictures; look at headings – glance at pictures, charts, graphs) …. Tell students WHERE; WHEN (before you read); WHY they scan and preview texts
To teach students how to activate prior knowledge (Think what you already know about the topic; sometimes it helps to write down what you know … WHEN: before you read to help you anticipate what the text will be about; and while you read to revise predictions; after reading to monitor comprehension)
3. To teach them how to activate and organize activated prior knowledge when new info is encountered. How – look at title, pictures, headings, or titles; Think what you already know.
When students preview --
They skim and scan to examine ….
Graphical devices convey information
Particular kinds of language and text structures
Technical and specialized vocabulary
Prior knowledge affects what is recalled from text
However, students hold misconceptions so it is essential for students to participate in social environments that provide opportunity to share their thoughts with others as meaning is constructed (Almasi, 2003). Peers are better able to recognize and resolve such incongruities when in peer discussion than teacher-led discussion environments. Alleviate comprehension difficulties
Goal: to teach them how to activate and use strategies on their own.
N: Note Your Questions – What do I Want/Need to Know?
Michigan State University/ACCEL Project
S: Structure – What text structure?
Concept Map
Venn Diagram
Sequence/Steps
ProblemSolution
Position
Check a box. How is text organized?
How will my text be organized?

4. PLAN-IT
PREVIEW
PREDICT

5. During Reading
Students use active reading comprehension strategies that have been taught
Students use Highlight-It/Mark-It strategies to interact with the text (active reading)
Students use strategy cuecard or bookmark with self-talk prompts
Students apply strategies to the text (post-it notes, annotated sections of the story)

6. Cuecards Strategy Strategy Highlight It! Mark It
Read section
Pause and Think
3. Highlight
4. Re-read Highlighting
5. Self-Check
Does it make sense?
Do I have the main idea(s)?
Do I have several key details?
Pair/Share/Compare
“I highlighted…”
“I highlighted this because…”
(Justify and Explain Thinking)
Discussion: How is our Highlighting
Similar and Different?
Community Share: Report Out
Mark It
Read and mark up the text
Write comments in margins
Re-read.
Self-Check:
Do my marks and comments make sense?
Pair/Share/Compare
“Here’s what I marked up” … because
“I used these strategies because…”
“Did you mark different things?”
“What strategies did you use …”
(Discuss and explain)
Discuss: How are We Different/Alike?
Give one/Take One.
Community Share
Mark-It Symbols
PK: Prior knowledge
Q: Question
CL: Clarify (idea or word)
P: Predict
S: Summarize
V: Visualize
I : Inference
C: Connect (self, text, or world)
D Detail
*** Key Point
? Confusing Part
 Notes
Front side of cuecard reminds students of the strategy steps.
Highlight-It and Mark-It Strategy
Cuecards

7. Students can Mark-up Text and discuss mark-ups
Have students interact with text using the comprehension strategies

8. Students (partner, small group) read and apply strategies (taught by teacher & prompted by cuecard) to interact with the text
Students stop at designated places (e.g., paragraph, page)
Students apply 1 or more taught strategies (e.g., using cuecard, bookmark)
Summarize story (story parts)
Connect to self, text, world
Ask Questions
Clarify
Visualize
Predict
Students interact with and mark up text (post-it notes)
Students note strategies

9. Predict
Question
Clarify
Summary
Provide a bookmark or cuecard with Key Active Reading Strategies and language to use
while reading
Reciprocal Teaching
Lori Ozkus

10. Summarize – what story parts did I find?
Question
Story Structure - Summarize 1 2
Summarize – what story parts did I find?
Discuss the supporting details I found that support the story parts? What are the Events?
Retell the story in my own words.
Ask a question about the story ideas (right there)
Ask a question about meaning
Ask a text structure question (C/C, P/S, C/E, Story part)
Ask questions that make others think
Read – It & Mark-It Strategies: Cuecard with Four Strategies I can use while reading
Clarify 4
Connect and Predict 3
Connect ideas to self, text, world
Think what you know about the story (experience, TV, movies, books, friends, family)
Predict what the author will discuss next
Words? Vocabulary? Ideas?
FIX-Up strategies
Think what makes sense
Look for parts, suffixes, affixes
Read the sentence before & after. Reread
Use context clues (definition, example, explanation)

11. Expanded Marks-It Bookmark
Before
During
During
Predict Cuecard
Visualize CueCard: RIDER
Connect Cuecard –
Connect to self, text, world: BK
SELF:
What do I know about ____.
Has anything like this happened to me? Have I been in a situation like this?
How did I feel? What would I do?
Connect my experience to the story.
TEXT:
Does this remind me of other books, movies, characters.. (This reminds me)
What do I already know?
WORLD:
What does this remind me of?
Would this happen in the real world?
Read
• Read the paragraph
Image
• Make an image or picture in my mind of the story.. (I picture ….)
• Use my senses . What do I see? hear? feel?
Make a movie in my mind to record the story
Describe
• Describe what I see. (I see …. )
Evaluate
• Evaluate …. (I like/dislike ….)
• Check – Does my picture contain everything.
Repeat
• Repeat the steps as I read the next paragraph
Preview and Predict (“What’s this going to be about?” Make a prediction)
Connect … to self, to text, to world. What do I know about ____? What can I predict?
Use Story Structure – Preview /Predict ….
Setting: When? Where?
Characters (Who)
What’s the Problem?
What does the MC want to do? (goal)
What happens (1st? 2nd? 3rd?
Predict while reading: “What will happen next? (I predict that the next part will be about …)
Check my predictions. Read. Monitor.
Expanded Marks-It Bookmark
After
During
RAP the Story Parts
During
Clarify Cuecard
Stop and think about what you have read.
Does it make sense? If not…
Clarify the meaning.
Reread.
Decode. Sound out. Look for patterns.
Adjust your reading rate: slow down.
Read ahead. Then come back.
Clarify words, ideas, or questions.
Connect the text to something you know (self, text, world).
Visualize.
Use print conventions (key words, bold print, italicized words, and punctuation).
Notice patterns in the text structure.
Question Cuecard
Question the Author. The Text. Myself.
Why is the author saying this?
What do I have questions about?
What doesn’t make sense?
Ask Wh- Questions (Who, where, where, what, why, how)
Does this make sense with what the author told us before?
How does this connect to what the author told us here?
What would happen if ….
What does this mean? (question author/text)
Ask Text structure Questions (compare/contrast, sequence, problem/solution, cause/effect, description)
Read
Read a paragraph
Ask
Ask yourself what parts you found:
Where or when?
Who? (who are the characters?)
What is the problem? What does the main character want to do?
what happened? What are the events - 1st? 2nd? 3rd?
How does the story end?
How does the main character feel?
Paraphrase.
Put the ideas in your own words in 10 words or less (I learned about …. )

12. Students can Write a Summary
At conclusion
Of Read-It,
Students can Write a Summary

13. After Reading Segments of Text: Getting the Meaning of the Text
Students extend active reading comprehension strategies that have been taught
Students use MAPS-It strategies to interpret and monitor their understanding of the text (active reading)
Students organize their ideas and information from the strategies that they applied to the text (post-it notes, annotated sections of the story)

14. SKIN ….. Story (surface) level: MAP-It
Self-talk
I thought the character…
I liked the part … (why)
I didn’t get it when….
Read/Jot. Ask myself the story questions: Who? When? Where? What Happened? How? Why?
Retell…
Relate (to self, text, readings)
Respond (Write your thoughts about text, dilemma, or topic)
Story Map
Setting (who, when, where, what)
Plot (problem, goal, response, events)
Climax
Falling action
Resolution (ending)
Interpret or Map with Other Text Structures
Problem-solution
Cause-effect
Timeline/
Sequence
Compare-contrast

15. Select/Model Expository Text Structures to Map-It
Keep text
structure organizers
in the classroom. Teach students how to read and write using text structures.
Students choose
text structure to help
them discuss or write a response to a topic or text. They should explain why that text structure can be used with that content.
Compare-Contrast
Problem Solution
Timeline
Story Map
Categories & Details
Cause-Effect

16. Select/Model Text Structure: Expository Text structure that students need to know
Decide what type of text structure you will teach.
Then choose a graphic organizer that best represents that text structure
Story
Expert
Character
Text Structure Organizer Includes Question Words & Keywords

17. Select/Model Text Structure: Expository Text structure that students need to know
Effect
Cause
Effect
Effect
Decide what type of text structure you will teach.
Then choose a graphic organizer that best represents that text structure
Compare-Contrast
Cause-Effect
Text Structure Organizer Includes Question Words & Keywords

18. Example 2: Provide Maps in log that correspond to Individual Literary Elements (Story Parts) [4 options shown below that might be used to allow deeper study of story parts]
Looks
What is the problem/conflict
Actions
Why does conflict occur
How does conflict affect MC?
Reactions
what does the MC do? First?
Where
Teach and model these types of maps and ways of responding
What happens second? 3rd? 4th?
When
Event
Map
How does the story end?
Describe
Students fill out the literary elements over course of the book

19. Respond-to-It or Map-It
Timeline
I can interpret this section with a timeline of events.
My evidence for thinking I can use a timeline is….
Some of the key events or people are….
The sequence or dates of the events are ….
Do others think this is a timeline?
I think this timeline is important because….
Other discussion or structures for this section?
Sequence/Steps
I can interpret this section with sequence.
My evidence for thinking it is a sequence is….
Some of the steps in the sequence are ….
(first, second, third, then, next, last)
Other discussion or structures for this section?
Cause(s)/Effect(s)
I can interpret this section with cause and effect.
My reason for thinking I can use cause and effect is…
I think the causes are ….
I think the effects are….
Other discussion about causes and effects?
Categories and Details
I can interpret this section with main ideas and details.
The main ideas are …
The details that support the main idea(s) are...
Does anyone have a different main idea?
Are there other details we should consider?
Other discussion or structures for this section?
Problem/Solution
I can interpret this section with problem/solution.
My reason for thinking it is problem/solution is…
I think the main problem(s) are…..
I think the main solution(s) are ..
Other discussion or structures for this section?
Text Structure Cuecard
Compare/Contrast
I can interpret this section with compare and contrast….
My reason for thinking it is compare/contrast is…
How the two concepts are alike or different is …
Does anyone have a different idea about what is
being compared and contrasted? likenesses or differences?
Other discussion or structures for this section?

20. After Reading: Personal Interpretation and Author’s Craft – Author and Me
Students deepen understanding of the book by considering the author’s craft
Students extend understanding by interpreting the text based on self

21. FRUIT … Writer’s Level Author’s Craft Tone Mood If I was the author ….
Details
Dialogue
Illustrations
Imagery
Suspense
Figurative language
Exaggeration
Symbolism
Hyperbole
Irony
Oxymoron
Sarcasm
Allusion
Foreshadowing
Personification
Protagonist
Satire
Setting
If I was the author ….
The author made me feel….
I was surprised at how the author …
I wonder why the author did ….
I liked how the author …
I noticed the special way the author did ….
The special technique that the author used to draw in the reader was ….
The author made things vivid/exciting/sad/moving when s/he ….
I didn’t like how the author ….
I think the author is trying to ….

22. Core … Personal (heart) level - ME
The story made me feel…. (why)
I can relate to …. (how)
I think the characters felt ….
When something like this happens, you feel ….
I wonder why ….
I learned that ….
I feel that ….
It makes me sad when ….
It makes me happy when ….
Author meets reader
Change of attitude
Change of beliefs
Change of heart

23. Things I can do in my Log Story Map Visualize Self-In-Situation
I can look for the story parts and map/retell the story:
Where, when, who
Problem
Goal - What does the MC want to do?
Action - what happened 1st? 2nd? 3rd?
How does the story end?
Visualize
I can visualize the setting, character or events when I read. I can write or draw a picture of what I visualize. I can include traits, descriptions, actions, and anything else I think is interesting about that picture
POINT OF VIEW
Sometimes as I read, I think about 2 characters and their different poinst of view. I can write from one or both character’s points of view, and explain my ideas.
Theme
When I read, I think about what the author is saying to me, what he or she hopes I’ll take away from the story. I can write down what I think the author’s purpose was for writing this story.
Feelings
Sometimes a book makes me feel a certain way. I can write about that feeling and tell why the book makes me feel that way. I can also write about what the characters in the book might be feeling or their goals.
Things I can do
in my Log
Example #2 of a Log
Teacher selects the focal strategies based on what has been taught and introduced in the reading curriculum, and based on students’ needs.
Add and substitute strategies as the year progresses. Keep prior logs in the folder.
AUTHOR’S CRAFT
Sometimes authors use special words, paint pictures with words, use funny language, write really good dialogue, etc. I can give examples of special things the author does to make me like the story.
Self-In-Situation
Sometimes when I’m reading, I think to myself, “Something like this happened to me!” Or I put myself in the situation and I think what I’d do. I can write down what I’d do if I was in the situation, or how I would feel.
WONDERFUL WORDS
I can find some really wonderful words – words that are new, or crazy, descriptive, confusing, or I want to know. I can write them down with a sentence or two telling why I picked them, and the page number so I can find them again.