1. Read “How to Bartle Puzballs” and answer the questions.
“Do Now” Activity
Read “How to Bartle Puzballs” and answer the questions.

2. Summer School 2009 TAKS Implementation

3. How to Bartle Puzballs
There are tork gooboos of puzballs, including laplies, mushos, and fushos. Even if you bartle the puzballs that tovo inny and onny of the pern, they do not grunto any lipples. In order to geemee a puzball that guntos lipples, you should bartle the fusho who has rarckled the parshtootoos after her humply fluflu.
How many of gooboos of puzballs are there?
What are laplies, mushos, and fushos?
Even if you bartle the puzballs that tovo inny and onny of the pern, they will not what?
How can you geemee a puzball that guntos lipples?
Gallagher, Kelly (2004). Deeper Reading: Comprehending Challenging Texts, 4-12.

4. Answers There are tork gooboos of puzballs.
Laplies, mushos, and fushos are tork gooboos of puzballs.
They will not grunto any lipples.
You should bartle the fusho who has rarckled her parshtootoos after her humply fluflu
Gallagher, Kelly (2004). Deeper Reading: Comprehending Challenging Texts, 4-12.

5. Lesson openers (starters) to engage and motivate students
“Do Now” Activity
Lesson openers (starters) to engage and motivate students

6. Digging Deeper Do we really understand what we read?
Surface level reading vs
Evaluate, Analyze, Synthesize
Do we really understand what we read?
Gallagher, Kelly (2004). Deeper Reading: Comprehending Challenging Texts, 4-12.

7. What happened in the story??? Read between the lines: inference
Conversation Piece
What happened in the story??? Read between the lines: inference
“If we simply assign reading instead of teaching students how to read, we’ll get poor reading.”
Ellery Queen’s Mystery Magazine, 1950.

8. Questions: Answers: (Tovani, pg. 19)
Why should a content area teacher teach reading?
How do I find the time?
Shouldn’t they have learned to read in elementary school?
Why is reading so important in social studies
Answers:
Only a fraction of students can read the textbook.
Integrate comprehension strategies
Reading instruction should continue through secondary level
85-95% of content addresses in SS is from reading

9. Do we use textbooks all the time?
Newspapers
Atlases
Magazines
Primary and secondary sources
Internet
We use expository text.

10. Types of Expository Text
Advertisements, autobiographies, biographies, book reports, brochures, campaign speeches, cartoons, catalogues, comics, complaints, definitions, directions, editorials, instructions, interviews, invitations, journals, lab reports, letters, lists, maps, menus, etc.
Expository text has varied structure.

11. TEXT STRUCTURE refers to the characteristics of written material and the way ideas in a text are constructed and organized.
There is a strong connection between reading comprehension and understanding text structures. Knowledge of text structure allows the reader to select and attend to the right details so comprehension can occur.

12. 1. Predict what is found inside each “box” below. 2
1. Predict what is found inside each “box” below. 2. Did you use the outside of the box to make your prediction?

13. Research shows that good readers determine structures based on their experiences with a variety of texts, and they apply this knowledge when they read new material.

14. Digging Deeper: 7 Structures of Expository Text
Definition
Description
Process (collection, time order, or listing)
Classification
Comparison
Analysis
Persuasion

15. Foldable Book

16. 1. Definition
Definition Text Structure provides meaning of term or concept.
A right that cannot be taken
away without due process.
Unalienable right

17. 2. Description
Description Text Structure provides a written visual of concept.

18. 3. Process
Process Text Structure provides an order of events or steps to a task. (Sequential)

19. 4. Classification
Classification Text Structure provides information organized according to categories.

20. 5. Comparison
Comparison Text Structure focuses on similarities or differences of two or more topics.

21. 6. Analysis
Analysis Text Structure identifies the reason for something occurring and lists what occurs because of that reason. (Cause and Effect)
Over-
production
Uneven Dist.
of Wealth
High Tariffs
Under-
consumption
Not Enough
Money
in Circulation
European
Countries
Can’t Pay
Depression

22. 7. Persuasion
Persuasion Text Structure focuses on the conclusion or end result of a concept or event.
Slavery in the U.S.
Northern
View
Southern
Western

23. Social Studies Text Organization
Cause and Effect
Definition or explanation
Chronological or sequential order of events
Question-and-answer
pattern
Use
appropriate
organizers!

24. What is a graphic organizer?
Use
appropriate
organizers!
What is a graphic organizer?

25. Using graphic organizers:
Use
appropriate
organizers!
Using graphic organizers:

26. Pre-Reading Strategy: “Chapter Tour”
Identify the text structures in the questions…
Reflect on this activity:
Will you change how to present text structure to your students?
Use it for Problem of the Day…

27. closely at the following diagram
closely at the following diagram. You will reproduce it on a piece of paper.

29. You have one minute to draw!

31. You have one minute to draw!

33. Write the number from memory!

34. What generalizations can you draw from this experience?
After participants conclude this activity, go over observations and generalizations.
They will probably conclude the following:
They did better on figures 2 and 4.
Some did fairly well on the “number” slide too.
The reason they did better on figures 2 and 4 is they were more organized. There was more structure to the drawing.
The reason they did poor on figures 1 and 4 is they were more random, not at all organized. There was no structure to the drawing.
GENERALIZATION:
A structure/organizational pattern/process supports learning – in all content areas.
APPLICATION:
We already have a structure/organizational pattern/process for writing (The Writing Process). It is equally critical that we have one for reading!
NOTE: If the participants knew ahead of time the following structure/organizational pattern/process, they would only need a few seconds to memorize the number:
1776 (our nation’s birthday)
60 minutes in an hour, 24 hours in a day, 365 days in a year
Call 411 (directory assistance) to get help with numbers phone numbers, that is.

35. Generalizations
A structure/organizational pattern/process supports learning – in all content areas.
NOTE: If the participants knew ahead of time the following structure/ organizational pattern/process, they would only need a few seconds to memorize the number:

36. Answers 1776 our nation’s birthday 60 minutes in an hour
24 hours in a day
365 days in a year
411 directory assistance

37. School Program 2009

38. How do students learn social studies content?

39. We learn to read, so we can read to learn. Surface Structures
Graphophonic Cues: letters/sounds
Lexical Cues: words/recognition
Syntactic Cues: form and structure of words/sentences
Primary
Grades
so we can read to learn.
Deep
Structures
Semantic Cues: meanings, concepts, and association of words
Schematic Cues: readers’ prior knowledge and organize
new information
Pragmatic Cues: construction of meaning; interpretations
Secondary
Level
(Tovani, pg. 18)

41. Write your thoughts about this statement on your index card…
“Do Now” Activity
Write your thoughts about this statement on your index card…
We learn to read,
so we can read to learn.

42. Conversation Piece Ellery Queen’s Mystery Magazine, 1950. “No.” “Yes.”
“You didn’t!”
“I did.”
“When?”
“Just now.”
“Where?”
“Bedroom.”
“Dead?”
“Why?”
“You know.”
“I don’t!”
“You do.”
“Unfaithful?”
“With whom?”
“With you.”
“She didn’t…”
“She did.”
“We didn’t…”
“You did.”
“You knew?”
“I knew.”
“How long.”
“Long enough.”
“What now?”
“Guess.”
“Police?”
“Later.”
“Why later?”
“Guess again.”
“Tell me!”
“Look.”
“Oh, no.”
“Oh, yes.”
“You can’t.”
“I can.”
“Please!”
“Don’t beg.”
“Forgive me!”
“Too late.”
“Good, God!”
“Goodbye.”
“Operator?”
“Yes, sir.”
“The police.”
Ellery Queen’s Mystery Magazine, 1950.

43. Conversation Piece continued…
“No.”
“Yes.”
“She didn’t…”
“She did.”
“We didn’t…”
“You did.”
“You knew?”
“I knew.”
“How long.”
“Long enough.”
“What now?”
“Guess.”
“Police?”
“Later.”
“Why later?”
“Guess again.”
“Tell me!”
“Look.”
Ellery Queen’s Mystery Magazine, 1950.

44. Conversation Piece continued…
“Oh, no.”
“Oh, yes.”
“You can’t.”
“I can.”
“Please!”
“Don’t beg.”
“Forgive me!”
“Too late.”
“Good, God!”
“Goodbye.”
“Operator?”
“Yes, sir.”
“The police.”
What happened in the story???
Ellery Queen’s Mystery Magazine, 1950.