free powerpoint template: 1 welcome to class 8-f14 please find your seat: –seating is based on...
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Welcome to Class 8-F14
Please find your seat:– Seating is based on the
comprehension strategy you are presenting.
– Start the RICA review
Making Connections:Definition
• Students can compare different versions of familiar stories, texts written by the same author, or texts that address a common theme or topic.
• When readers make text-text connections, they link the text or an element of it to another text they’ve read or to a familiar film or TV program.
Making ConnectionsKey Features
• Why is this strategy important?– Text-Text connections require higher level
thinking and can be difficult for students who have less experience with texts.
• Ways to teach:– Making Connections Charts – Drawing Connections Bridge– Code the Text
Common Core State Standards Reading
–RL.2-3.9Compare and contrast two or more versions of the same story by different authors or from different cultures.
–RL.4-5-6.6Compare and contrast the points of view from which different stories are narrated…
Academic Language • Forms
– similar (compare), different (contrast)• Functions
– Compare/Contrast • Sentence Frames
– The two texts are similar in that…– In the first text ____, whereas in the
second text____. – I now better understand…
Compare/Contrast • Day 1
– Read new text and discuss • Day 2
– Drawing Connections Bridge > write• Day 3
– Read 3rd text, POV, connections chart• Day 4
– Compare/Contrast essay
Graphic Organizer LRRH Cat, Dog, Little Red, Exploding Eggs…
1st person narrative
specialPowers
Granny in closet
Cat & Dog
LRRHWolfGranny
3rd person narrative
No special powers
Wolf eats Granny
woodcutter
Discussion
• How is this text similar to the one with which you are familiar?
• How is this text different from the one with which you are familiar?
– NOTE: This is where you can bring in Close Reading!
Discussion
• The new text is similar to the first because both…
• The new text has ___ whereas the original story has ___.
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Making Connections Bridge• In each boat, write what is unique to the text.
• On or under the bridge, write about what is
common across both texts.
• Question: How does comparing/contrasting the two texts help you better comprehend? Write at least one sentence for comparison and one for contrast. You may use the sentence frames.
Day Two Writing Prompts
• By comparing the two texts, I understand better…
• The two texts are different in that … This helps me better understand …
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Yet another…
• Students will be given yet another version of LRRH.
– Little Red: A Fizzingly Good Yarn– Little Red: A Newfangled Prairie Adventure– Little Red Cowboy Hat (Arizona)– Pretty Salma (Africa)– Lon Po Po (China)– Honestly, Red Riding Hood Was Rotten!
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Yet Another… • Fill in the graphic organizer. This will help
you analyze the texts and write your c/c essay. – Characters – Setting– Problem– Resolution– Point of View
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Yet Another…
• List the characters.
• Describe the setting (place and time).
• Explain the problem and solution.
• Who is telling the story? – Point of View
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Point of View
• Question: Who is telling the story? This is called point of view.– How does the point of view influence the
story? – With whom are you sympathetic? – What does the different point of view help you
understand about the story in general?
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Compare/Contrast Essay
• The versions of LRRH are similar in that…
• The versions of LRRH are different in that…
• Choose one of the following: – The narrator’s point of view influenced the
story in several ways. First…– The setting influenced the story in several
ways. First…
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CLS Outline Document
• On the course website in Class 8 (today!) and GauchoSpace, you will find a CLS Outline document that we hope you may find to be helpful as you begin to plan for your CLS and/or TakeOver.
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Assessment vs. Checking for Understanding
Comprehension Strategy
text
√ ing for understanding
Assessment: comprehension
strategy
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Comprehension Strategies 1. Making Predictions 2. Making Connections (compare/contrast texts)3. Asking Questions4. Drawing Inferences5. Visualizing
6. Determining Importance
7. Summarizing
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Comprehension Strategies
In 10 minutes: • Name of strategy• Definition - what it is
– Key features of this strategy
• Connection to ELA Standards• What you propose to do to teach (+ citations)
– Day One– Day Two– Day Three– Day Four
• Possible considerations for adaptations and/or modifications• Academic Language (sentence frames)
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Teaching Comprehension Strategies
• Introduce the strategy.• The teacher names the strategy and explains why it is useful. Share
examples of how or when the strategy is used.
• Demonstrate the strategy.• T explains the steps of the strategy and MODELS how to use it with
authentic reading activities.
• Practice the strategy.• Students practice the strategy with the teacher’s support.
• Review the strategy.• Students reflect on what they have learned and how they can use this
strategy in their reading.
• Apply the strategy.• Students apply the new strategy with new text.
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WA Lesson assignments
• Your work, with rubrics and feedback will be/has been sent to you electronically.
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