1. Presented by Mary Ehrenworth “teach kids to see the text, so the text can release the secrets”

2. Standards Standard 1- say back what the text says and suggests Standard 2- determine central idea, theme, morals, lessons Standard 3- connect parts of the text * display anchor charts for above standards Standard 4- analyze figurative language *underline words related to struggle Standard 5- analyze structural choices, movement of time, flashbacks, flashforward * I Survived books are a great tool (KindleFires) * noticing language use (parts of speech) Standard 6- discern perspective and point of view (how does the character feel compared to how you would feel, focus just on what is in the text and not what YOU think) * Comprehension Toolkit (What the author thinks is important vs. what I think is important) Standard 7- compare and contrast multiple versions or different media, argue a different view (give the students an argument to listen for and gather evidence during teacher read aloud) *use commercials, lyrics, movie clips Standard 8- analyze overall argument *be willing to adjust thinking based on new evidence Standard 9- compare and contrast how texts develop, similar themes, ideas

3. Close Reading What does it look like? Close reading teaches readers to unlock the meaning in text. Activity Let’s look at the poem, “To a daughter leaving home” When reading poem, think about these questions: What kind of mother is she? What are some elements that are being symbolized in the poem?

4. Reading with a Question in Mind What do you expect to think and pay attention to when reading a story? Most kids will say (character and setting) You can expand their thinking by requiring them to look for what is unique, specific, and different about each character and setting. Important that they have access to the text for shared (to track own thinking) During read aloud give them the same task but require them to listen and discuss with partner

5. To A Daughter Leaving Home When I taught you at eight to ride a bicycle, loping along beside you as you wobbled away on two round wheels, my own mouth rounding in surprise when you pulled ahead down the curved path of the park, I kept waiting for the thud of your crash as I sprinted to catch up, while you grew smaller, more breakable with distance, pumping, pumping for your life, screaming with laughter, the hair flapping behind you like a handkerchief waving goodbye. Linda Pastan What does the text say and suggest?

6. Read Aloud Be dramatic “Reading is thinking” Helps kids with memory Encourage the kids to have their independent reading book in hand during read aloud to make connections Allows all kids to think at a higher level “no longer is a read aloud where the teacher is modeling all the thinking, it is more of the students doing the thinking” Make a connection before read aloud. Tell the students WHY you chose that text.

7. Shared Text Anchor text= anchor charts Grade leveled text Sociably and culturally relevant Choose digital text and print text

8. Room arrangement Increase partner talk Time their talk and keep it moving 3 is no longer the magic number AB CD

9. Annotation Why is this important? With annotation we’re able to provide evidence of the meaning of text through writing. Questions to ask: “What’s complicated/fascinating about the text?” “What challenges are there?” “What parts of this work would pay off?”

10. Track Your Thinking What particular challenges does this text pose? What reading work do these challenges suggest? What’s intriguing? What is worth thinking about? Identify various crafts and structures in nonfiction. Beware of predictions…they take you out of the story and the moment! Students should be able to trace more than 1 thing at a time.

11. Important vs. Interesting Refer to Comprehension Toolkit for lessons Most stories begin quickly-much faster than our mind Important to reread the beginning of a story/chapters List of characters-add as you learn about the character Setting-how does the weather affect the characters and/or events?

12. Types of Responses On-the-Run On-Demand On-Performance Reading Journal Entries.pdf

13. On-the-Run Read for 30 minutes (build stamina on reading level) Write for 5 minutes Use sticky notes Use maps, timelines, graphics

14. On-Demand-Response Based on a given question/prompt On paper/journal Must be supported with evidence Must be proven

15. Craft moves (literary persuassive devices) Effects on the Reader (stir of emotions) Embedded anecdotes Foreshadowing Exclamatory grammar Violent word choice Chronological structure Pacing Vivid images Repetitive structure Explicit (most odvious) Implicit (hidden) Sharks are dangerous Humans are resilient

16. On-Performance-Response Informational reading Argumentative writing Provide students with a general question or topic and have students argue

17. Gallery Walk Have students open reading response notebooks to their favorite entry Have students walk around and look at the different entries for ideas

18. F & P Clusters/Bands GHIJKLMNOPQRSTUVWXYZ 14,16,1820,24,2830,34,3840,4444 (40-50)50-60 PoppletonMagic Tree House Amber Brown Bridge to Teribithia The Lightning Thief Hunger Games Books follow a pattern Definitions given within the text Tools needed to define unknown words Levels are based on length, vocabulary, structure, content

19. Text Variety and Selection Lyrics Memoirs Commercials Poetry Nonfiction When text becomes too difficult, have student stop and go to an easier book on the same topic and THEN return to the difficult text.

20. The Giving Tree Students gather evidence for both sides during read aloud Weak vs. Strong Allow students to share and debate their findings Follow discussion with a flash draft (students write about their argument and defend their position)

21. In this activity, we are going to examine the idea of annotation as it relates to Digital Text. Before watching this video, I would like you to first make annotations of what you think this song is about by only examining the verse before the chorus. http://www.youtube.com/watch?v=gAg3uMlNyHA Activity “Wings” By: Ryan Lewis

22. How do I monitor progress? Use checklists instead of rubrics “Nintendo Effect”…how do I get to the next level?

23. Assessments available Resources for student reading notebooks Digital copies of nonfiction text sets