Quote of the Day "So please, oh PLEASE, we beg, we pray, Go throw your TV set away, And in its place you can install, A lovely bookshelf on the wall.”

Quote of the Day "So please, oh PLEASE, we beg, we pray, Go throw your TV set away, And in its place you can install, A lovely bookshelf on the wall.” — Roald Dahl, Charlie and the Chocolate Factory

Week Eight Reading Comprehension/Book Club March 16, 2009

Objectives We will be able to :  Identify factors that affect comprehension  Identify and evaluate different instructional strategies used to teach aspects of comprehension  Analyze texts to use in comprehension instruction  Describe the purposes of book clubs and how they can be used to teach comprehension  Participate in a book club We will be able to :  Identify factors that affect comprehension  Identify and evaluate different instructional strategies used to teach aspects of comprehension  Analyze texts to use in comprehension instruction  Describe the purposes of book clubs and how they can be used to teach comprehension  Participate in a book club

Agenda  Agenda Overview (3 min)  Housekeeping (17 min)  Announcements  Lesson plan assignment, participation logs  Coming Attractions  Comprehension Discussion(65 min)  Mini-lecture (10 min)  Profiles in Comprehension (20 min)  Exploring Instructional Strategies (30 min)  Book Club (60 min)  More housekeeping (25 min)  Participation rubrics, Field integration, Lesson plan discussion  Agenda Overview (3 min)  Housekeeping (17 min)  Announcements  Lesson plan assignment, participation logs  Coming Attractions  Comprehension Discussion(65 min)  Mini-lecture (10 min)  Profiles in Comprehension (20 min)  Exploring Instructional Strategies (30 min)  Book Club (60 min)  More housekeeping (25 min)  Participation rubrics, Field integration, Lesson plan discussion

Lesson Plan Assignment  Final assignment due April 13:  Final draft of lesson plan (with peer review and any other drafts if you have them)  Any other materials you think would be helpful (feedback from your CT, copies of your assessment, etc.)  Completed Lesson Plan Reflection  Anything that can be submitted soft copy, turn in on Angel; Anything else bring to class on April 13  DON’T FORGET TO AUDIO RECORD YOUR LESSON Announcements

 New Literacies Project  Will workshop next week in new technology groups  Virtual Class:  Monday, March 30th  Review of the person listed below you on Wiki page (“Spring 2009 New Literacies Projects”) due by NOON ON MARCH 30TH  Encourage you to use that time to work on your blog about the project (see Wiki) - blog is due by 5:00 pm on Friday, April 3  Write a response to your blog group (whole group or individual) by Monday, April 6 Announcements

 Participation Logs  Pick one focus (for the week or the semester):  One aspect of literacy: writing, comprehension, vocabulary, phonological awareness  A student or group of students of interest  Organization or management  One of Cambourne’s conditions  Differentiation  Anything else of interest  Write just a paragraph a week on that focus only  Coming up: Small group teaching Announcements

Coming Attractions - Week 9: Fluency  Everyone reads:  Tompkins, Chapter 5, Developing Fluent Readers, pp. 150-181  View the Tompkins DVD (about 10 min each): Interactive Writing; word wall (high frequency)  On ANGEL: Hudson, et. al. (2005). Reading fluency and assessment instruction: What, why and how?  Book club books: Decide on a stopping point as a group  In the Field:  Continue your participation log - concentrate on one aspect and write about that  Due Friday, March 20, 5pm  Your Mid-Semester Notebook entry (see assignment description on Angel) - use the Angel drop box  Bring to class:  Questions you have about your new technology  Due Monday, March 23 by the start of class  Where I’m From poem - bring a hard copy to class to share and turn in  Noteblog: How is comprehension taught in your classroom? Are those comprehension strategies effective? How would you characterize the readers in your classroom as comprehenders? Strong? Struggling? Are they stronger at listening comprehension? Do they comprehend better when they read independently? In small groups? Are there certain profiles (Applegate, et. al., 2006) that are more present?

 What does it take to comprehend this poem? "Of Tough and Bough and Cough and Dough"  What does it take to comprehend this poem? "Of Tough and Bough and Cough and Dough" I take it you already know of tough and bough and cough and dough? Others may stumble, but not you on hiccough, thorough, slough and through. Well done! And now you wish, perhaps, To learn of less familiar traps? Beware of heard, a dreadful word That looks like beard and sounds like bird. And dead; it's said like bed, not bead. For goodness sake, don't call it deed! Watch out for meat and great and threat, (They rhyme with suite and straight and debt) A moth is not a moth in mother, Nor both in bother, broth in brother. And here is not a match for there, Nor dear and fear for bear and pear, And then there's dose and rose and lose -- Just look them up -- and goose and choose, And cork and work and card and ward And font and front and word and sword. And do and go and thwart and cart -- Come, come, I've hardly made a start. A dreadful language? Man alive, I mastered it when I was five.

Comprehension  Comprehension is HUGE!  And there are many things we need to teach our students to help them comprehend  Strategies (e.g. The Wine Shop)  Big picture ideas (themes, character motivation, main idea)  Story elements (text structure, character, plot, setting, problem/solution)  Text Features (headings, table of contents,glossary)  Genres (narratives, biographies, poetry anthologies, etc.)  Literary Devices (p. 272 of Tompkins - tone, hyperbole, imagery, symbolism)  Content area literacy (how to communicate your mathematical or scientific thinking, vocabulary, navigating a textbook, etc.)  Comprehension is HUGE!  And there are many things we need to teach our students to help them comprehend  Strategies (e.g. The Wine Shop)  Big picture ideas (themes, character motivation, main idea)  Story elements (text structure, character, plot, setting, problem/solution)  Text Features (headings, table of contents,glossary)  Genres (narratives, biographies, poetry anthologies, etc.)  Literary Devices (p. 272 of Tompkins - tone, hyperbole, imagery, symbolism)  Content area literacy (how to communicate your mathematical or scientific thinking, vocabulary, navigating a textbook, etc.)

Comprehension Interactions Sociocultural Context Text (Tompkins, Chap 8) Reader Activity (Applegate)(Gibbons) Sociocultural Context Text (Tompkins, Chap 8) Reader Activity (Applegate)(Gibbons)

Profiles in Comprehension  At your tables, take a few minutes to discuss:  Which of the profiles stood out to you as one that you recognized from your classroom? Describe that student - what makes them fit within that profile?  What might you do to aid that student’s comprehension?  Whole group  What type of texts do you see used in your classrooms?  What type of activities?  At your tables, take a few minutes to discuss:  Which of the profiles stood out to you as one that you recognized from your classroom? Describe that student - what makes them fit within that profile?  What might you do to aid that student’s comprehension?  Whole group  What type of texts do you see used in your classrooms?  What type of activities?

Comprehension Instruction Strategies  In groups of 3-4 you will examine one of the profiles in comprehension and some instructional interventions to use with that profile  Access this Wiki:  www.ComprehensionInstructionStrategies.pbwiki.com www.ComprehensionInstructionStrategies.pbwiki.com  Follow the directions on the Front Page of the Wiki  Group 1: Literalists - Gina, Janie, Lindsay P., Katalin  Group 2.: Fuzzy Thinkers - Liz, Ally W., Lyndsay B.  Group 3: Left Fielders - Rachel W., Alison B, Katie K., Shannon  Group 4.: Quiz Contestants - Andrea, Melissa, Mandy, Lauren  Group 5: Politicians - Sara, Tiffany, Colleen G.  Group 6: Dodgers - Julie, Rachael, Colleen C.  Group 7: Authors - Tim, Lisa, Kati H.  Group 8: Minimalists - Brandon, Paula, Jessica

BREAK  RETURN AT 10:57

Instruction Book Club Program Components Reading Book Club Discussion Groups Writing: Reading Logs & Think Sheets Community Share

Ways to Organize Book Club  Theme-based unit focused on one book  Author Study exploring a book set  Multi-book unit focused on a theme or central question  Roles vs. Response-Based  Theme-based unit focused on one book  Author Study exploring a book set  Multi-book unit focused on a theme or central question  Roles vs. Response-Based

Teaching Comprehension Strategies during Book Club Drawing on Background Knowledge Text Processing Monitoring Activating prior knowledge Building new knowledge as needed Making intertextual connections Developing vocabulary concepts Predicting Summarizing Synthesizing Sequencing Analyzing literary elements Visualizing Using knowledge of texts Making inferences Distinguishing important information Evaluating and adjusting predictions Asking questions Clarifying

Writing during Book Club Reflecting on Reading Gathering and Organizing Information Practicing Literary Forms Sharing Ideas with Others Personal, creative, critical responses Response logs Journals Note taking Graphic organizers Inquiry questions Genres Author’s craft Reports Essays Projects/interpretations Electronic mail

Guiding Principles of Book Club 1.Language is fundamental to thinking: making personal connections with books through meaningful conversations 2.Literature is the disciplinary content of the reading program: a vehicle to explore who we are as people, as a culture, as a society 3.School-based literacy education should prepare students to live and work in a diverse society 1.Language is fundamental to thinking: making personal connections with books through meaningful conversations 2.Literature is the disciplinary content of the reading program: a vehicle to explore who we are as people, as a culture, as a society 3.School-based literacy education should prepare students to live and work in a diverse society

Book Clubs with Roles  Discussion Leader  Responsible for keeping students on task  Usually combined with another task  Connector  Makes connections with self, other book, world  Questioner  Write questions about book (open-ended)  Literary Luminary  Pick quotes or passages  Puzzling, powerful, funny important  Discussion Leader  Responsible for keeping students on task  Usually combined with another task  Connector  Makes connections with self, other book, world  Questioner  Write questions about book (open-ended)  Literary Luminary  Pick quotes or passages  Puzzling, powerful, funny important

Book Clubs with Roles  Illustrator  Draw what picture in head as read  Word Wizard  Find confusing, interesting, special words  Look them up  Summarizer  Writes summary of readings  Researcher  Learn background information related to book  Scene Setter  Keep track of where and when scenes take place  Illustrator  Draw what picture in head as read  Word Wizard  Find confusing, interesting, special words  Look them up  Summarizer  Writes summary of readings  Researcher  Learn background information related to book  Scene Setter  Keep track of where and when scenes take place

Today’s Book Club  4 minutes: Write a response to what you’ve read so far - This could include : Compare/contrast with other texts; Favorite/least favorite character; Visualization; Character map; Special part of story; Questions for my group; Interpretation; Prediction; Feelings; Sequence map; Summary/retelling; Author’s craft; Critique; Title explanation  16 minutes:  Discuss with your group your response to the book as a reader  Discuss with your group your response to the book as a teacher  5 minutes: For next class :  You each will need to pick a role so that you are reading with a purpose (look through the Role Sheets to decide)  Decide where you will read up to - you need to be finished by April 6 Groups:  Feathers: Lindsay P., Paula, Mandy, Katie K., Tim  Out of the Dust:Ally W., Lauren, Shannon, Melissa, Lisa  The Watsons Go to Birmingham: Rachel W., Andrea, Alison B., Tiffany  Number the Stars:Liz, Julie, Gina, Rachael A., Sara  Scorpions: Brandon, Katalin, Janie, Lyndsay B.  The Breadwinner: Kati H., Colleen C., Kelley, Jessica, Colleen G.

Alternative Assessments Ways to get students’ input:  Evaluations of the class  Student self assessment on rubrics  Questionnaires/Interest Surveys Today, we will:  Assess ourselves on the participation rubric  Complete an interest survey for topics to bring in from our field placement

Quote of the Day "So please, oh PLEASE, we beg, we pray, Go throw your TV set away, And in its place you can install, A lovely bookshelf on the wall.”

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Quote of the Day "So please, oh PLEASE, we beg, we pray, Go throw your TV set away, And in its place you can install, A lovely bookshelf on the wall.”

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Presentation on theme: "Quote of the Day "So please, oh PLEASE, we beg, we pray, Go throw your TV set away, And in its place you can install, A lovely bookshelf on the wall.”"— Presentation transcript:

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