julie b. wise capital reading council

Be the Coach, not the Player!

Julie B. Wise twitter.com/[email protected] facebook.com/myreadingsecretswww.myreadingsecrets.com youtube.com/juliebwise

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http://www.myreadingsecrets.com/

What do coaches do?• Coaches model what they want their

players to do.• Coaches engage players in the process of

the game.• Coaches engage players in strategies for

that specific sport.• Coaches do skill and drill but they

surround it by the game.Topping & McManus, 2002

What do coaches do?

Coaches model what they want their players to do.

What do coaches do?

Coaches engage players in the process of the game.

Before you read warm up your brain by

While you read use your brain muscles by

After your read cool down your brain by







Coaches engage players in strategies for that specific sport.

FOR ONE PURPOSE

Level:_____ Text: _______ Focus: _________________

BEFORE READING (2-3 minutes)

DURING READING (8 – 10 minutes)

AFTER READING (2 – 3 minutes)

Read silently p. _____ to ______

Prompt for strategy support:•

Prompt for discussion:•







Prompt for strategy support:• Confirm/reject predictions• Ask/answer questions• Summarize text

Prompt for metacognition:• The strategy that helped me the most was _________ because ____

____________________________.

Prompt for evaluation:• I liked/disliked the text…• I learned …• The author’s purpose…

Preview text:• What do you see?• What are you reading?• What do you already know?

Introduce text:

This is a _____(genre) about _____

_________(topic) and I want you to ________(strategy) by _______

(focus).

Predict text:• I predict the text will be…• I predict I will learn …

Question text:• I wonder…

Coaches do skill and drill but they surround it by the game.

Predict Question Clarify Connect Visualize Summarize

Before

I want you to predict the next event in the story, using what you know about dogs and cats.

I want you to ask questions about the character’s actions.

I want you to clarify words or ideas by adding information the author didn’t include.

I want you to make a connection by telling a neighbor about something you remember.

I want you to visualize by taking the words and make them into pictures in your head.

I want you to summarize the important facts in the text, by looking for what you already know, new information, and interesting facts.

During

What do you think will happen next?What did you use to help you make that prediction?Are you confirming or rejecting your prediction? Why?

What questions did you ask yourself? What did you use to help you ask that question?Did you find the answer? How?

What word/idea did you choose?

Why do you think the author didn’t include this information?

What did you already know that helped you clarify the word/idea?

Did this remind you of an experience?How will that help you understand the story?

What other connections have you had while reading?

What could you draw to illustrate that idea? What picture did you see in your head? How did your picture change? What words did you use to help you visualize?

Tell me what you learned in one sentence.What did you use to help you make that summary?What did you summarize?How does that help you understand the text?

After

How did predicting help you understand the author’s message?

How do your questions help you understand the poems better?

How did clarifying that word/idea help you understand the story better?

How did your connections help you remember the passage?

Let’s look at our own illustrations. How did they help us understand the selection?

How did summarizing help us understand the text?

Proper EquipmentStrategy Engagement Text

Predict Sticky Notes/ Highlighter Novel

Question Human Paragraph Magazine

Clarify Dice Discussion Poetry

Connect Scatter/Think Marks Lyrics

Visualize MAC Attack Textbook

Infer Foldables/Four Door Comics

Summarize Gallery Walk Picture book

Inferring Lesson Plan• Intro text:

– This is a Realistic Comic Strip about how a family is planning to spend a rainy day and I want you to infer what each person is thinking by looking at their thoughts.

Read text silently to suggested stopping point– When student is finished reading s/he is thinking of her/his response to the

intro.

• Prompts from chart:– What can you infer from this picture?– What did you use to help you make that inference?

• Finish reading the selection:– What in the picture makes you think that?

• Discuss prompt and reflection:– Let’s look at our own inferences. How did they help us understand this

comic strip?

Why would you want spit in your

mouth?1.

2.

3.

1

2

3

In the text In your head

Using at least three examples from the passage, identify ways spit is helpful. Because, as a result, therefore


Text WalkSpit Information


Identifying how spit is helpful and writing the idea on three sticky notes


Write a paragraph about the three ways spit is helpful.

Level: Fifth Text: What’s Spit Focus: Summarizing strategy





Prompt for strategy support:• Tell me what you learned in one sentence.

Prompt for discussion:• What did you use to help you make that summary?


Prompt for strategy support:• What can we summarize?

Prompt for discussion:• How does that help you understand the text?


Prompt for strategy support:• Tell me what you learned in one sentence.

Prompt for discussion:• Let’s look at our own summaries.



____________________________.



Introduce text: This is an informational text about spit also known as saliva and I want you to summarize the important facts in the text, by looking for what you already know, new information, and interesting facts.



Summarizing Lesson Plan

What’s Spit?Pull a lollipop out of your mouth and you’ll see it. Wake up after drooling on your pillow and you’ll feel it. That’s right, it’s spit, also know as saliva.

Saliva is a clear liquid that’s made in your mouth 24 hours a day, every day. It’s made up mostly of water, with a few other chemicals. The slippery stuff is produced by the salivary glands. These glands are found on the inside of each cheek, on the bottom of the mouth, and under the jaw at the very front of the mouth. They secrete, or ooze, about 2 to 4 pints of spit into your mouth every day!

Spit is super for lots of reasons. Saliva wets food and makes it easier to swallow. Without saliva, a grilled cheese sandwich would be dry and difficult to gulp down. It also helps the tongue by allowing you to taste. A dry tongue can’t tell how things taste – it needs saliva to keep it wet.

Spit helps begin the process of digestion too. Before food hits your stomach, saliva starts to break it down while the food’s still in your mouth. It does this with the help of enzymes, special chemicals found in the saliva. Breaking down the food this way makes the tongue’s job a bit easier – it can push wet, chewed food toward the throat more easily.

Saliva also cleans the inside of your mouth and rinses your teeth to help keep them clean. (But remember that spit isn’t enough to keep teeth in tip-top shape; you still need to brush and floss!) The enzymes in saliva also help to fight off infections in the mouth.

Most school-age kids have just the right amount of saliva. Sometimes a person may not have enough saliva, but this is usually the result of certain medicines or treatments, some kinds of diseases, or old age.

www.kidshealth.org

Clarifying Lesson PlanLevel:Second Text: Owl Moon Focus: Clarifying strategy




Read silently p. 1

Prompt for strategy support:• What word/idea did you choose?

Prompt for discussion:• Why do you think the author didn’t include this information?

Read silently p. 2


Prompt for discussion:• What did you already know that helped you clarify the word/idea?

Read silently p3


Prompt for discussion:• How did that help you understand the story better?



____________________________.



Introduce text:

This is a realistic fiction text about a father and daughter hunting owls and I want you to clarify words or ideas by adding information the author didn’t include.




Picture WalkOwl Hunting InformationWinter


Reading slowly to highlight the words/ideas that need more information.


Add words to personal word wall.

Owl Moon by Jane Yolen

I could hear it through the woolen cap Pa had pulled down over my ears. A farm dog answered the train and then a second dog joined in. They sang out, trains and dogs, for a real long time. And when their voices faded away it was as quiet as a dream. We walked on toward the woods, Pa and I.

I chose the word “it” because I don’t know what she is hearing. I will have to read on to clarify the author’s meaning. I chose the idea, “dog answered the train” because I

don’t think the dog is really talking to the train. I can clarify the author’s meaning using my prior knowledge because I know dogs bark back at a loud sound.

I chose the idea, “they sang out,” because I don’t think they are really singing. I can clarify the author’s meaning using my prior knowledge because it’s more interesting to say “sang out” instead of “they were noisy for a long time.”

I chose the idea, “as quiet as a dream,” because I wanted to stop and think about how quiet it is when I am dreaming.

Questioning Lesson PlanLevel: Fourth Text: New Year Snowbird Focus: Questioning strategy




Read silently 1st stanza

Prompt for strategy support:• What questions did you ask yourself?

Prompt for discussion:• What does the speaker compare glistening boots to in?

Read silently 2 stanza

Prompt for strategy support:• What did you use to help you ask that question?

Prompt for discussion:• Which phrase is an example of alliteration?

Read silently 2nd poem

Prompt for strategy support:• What questions did you ask yourself?

Prompt for discussion:• How did they help you understand the poem better?



____________________________.



Introduce text:

This is a poem about snow and I want you to ask questions about the character’s actions.



New Year Snowbirdby Christine Boyka Kluge

In the night, in the snow, on the swings,my glistening boots become wingsI fly through the shadows waiting to pounce on the porch lightwhere tiny snowflakes bounce like confetti

Are you ready?My whistling wings pull me up and upThe snow becomes faraway stars on my toesWhen I jump toward the lightI close my eyes tight andlet the stars tickle my nose

When All the World Is Full of Snowby N. M. Bodecker

I never knowjust where to go,when all the worldis full of snow.I do not wantto make a track,not evento the shed and back.I only wantto watch and wait,while snow moths settleon the gate,and swarming frost flakesfill the treeswith billionsof albino* bees.I only wantmyself to beas silent asa winter tree,to hear the swirlingstillness grow,when all the worldis full of snow. *albino —white

Which word best describes how thespeakers in both poems feel when it is snowing outside?

What do the speakers of both poemshave in common?

Dice DiscussionWho

What

When/Where

Why

How

Which

Predicting Lesson PlanLevel: First Text: Widget Focus: Predicting strategy




Read silently p.

Prompt for strategy support:• What do you think will happen next?

Prompt for discussion:• What did you use to help you make that prediction?

Read silently p.

Prompt for strategy support:• Are you confirming or rejecting your prediction? Why?

Prompt for discussion:• What did you already know that helped you make that prediction?

Read silently p.

Prompt for strategy support:• What do you think will happen next?

Prompt for discussion:• How did predicting help you understand the author’s message?



____________________________.



Introduce text:

This is a Fantasy story about a dog trying to live with six cats and I want you to predict the next event in the story, using what you know about dogs and cats.



1 – Who was your favorite character.?Why?

2 – Who was your least favorite character? Why?

3 – Could there be characters like this in real life?

4 – When you look at these characters, what can you learn about yourself?

Round 1: 1&2, 3&4Round 2: 2&3, 1&4Round 3: 1&3, 2&4

Theme: How we relate to each other Others may help us, but we must figure out who we really are on our own.

Theme: How we relate to each otherOthers may help us, but we must figure out who we really are on our own.

Genre Elements

Character

Setting

Plot

Theme

Reading Strategies

Predicting

Making Connections

Questions

Author’s craft

Leads/endings

Imagery

Sentence Structure

Mood

Glow: What is one aspect of your teaching that can be validated?

Grow: What is one aspect of your teaching you now realize needs to be adjusted?

Make Connections Lesson PlanLevel: Third Text: Thomas’s Snowsuit Focus: Make Connection




Read silently p. 1 to 4

Prompt for strategy support:• Did this remind you of an experience?

Prompt for discussion:• How will that help you understand the story?


Prompt for strategy support:• What other connections have you had while reading?

Prompt for discussion:• How could this help you understand the story?


Prompt for strategy support:• Did this remind you of an experience?

Prompt for discussion:• How did they help you understand the story?



____________________________.



Introduce text:

This is a narrative book about a boy dressing for the snow and I want you to make a connection by telling a neighbor about something you remember.



Visualize Lesson PlanLevel: Second Text: Perfect Container Focus: Visualize Strategy




Read silently p. to

Prompt for strategy support:• What could you draw to illustrate that idea?

Prompt for discussion:• How will that help you understand the selection?

Read silently p. to

Prompt for strategy support:• What picture did you see in your head?

Prompt for discussion:• How did your picture change?

Read silently p. to

Prompt for strategy support:• What words did you use to help you visualize?

Prompt for discussion:• How did they help you understand the selection?



____________________________.



Introduce text:

This is an informational selection about skin and I want you to visualize by taking the words and make them into pictures in your head.



ResourcesComprehension strategies:• Harvey, Stephanie: Strategies that work

• Hoyt, Linda: Spotlight on Comprehension, Snapshots, Revisit Reflect Retell, Make it Real for Nonfiction

• McLaughlin, Maureen, Allen, Mary Beth: Guided Comprehension, Guided Comprehension in Action

• Oczkus, Lori: Reciprocal Teaching

• Oczkus, Lori: Super 6 Comprehension Strategies

Predicting:• Fountas, Irene, Pinnell, Gay: Guiding Readers and Writers

Clarifying:• Bear, Donald: Words Their Way

Questioning:• Raphael, Taffy, Highfield, Kathy: QAR Now

Summarizing:• Kissner, Emily: summarizing, paraphrasing and retelling

Think marksGenre Elements

Character

Setting

Plot

Theme

Reading Strategies

Predicting

Making Connections

Questions

Author’s craft

Leads/endings

Imagery

Sentence Structure

Mood


Author’s Purpose

Main Idea

Supporting Details

Vocabulary

Reading Strategies

Making Connections

Questions

Summarizing

Author’s craft

Leads/endings

Point of View

Evidence(Fact/Opinion)

Bias


Emotion

Sensory Images

Music

Theme

Reading Strategies

Clarify

Make Connections

Questions

Author’s craft

Rhyme (snow/slow)

Rhythm (beats)

Figurative Language(simile, metaphor)

Language Patterns(alliteration)

Repetition

Topics for theme:Childhood race relations self-improvement trust deathCourage dreams family prejudice freedomEquality imagination loneliness friendship independenceRevenge suffering understanding growing up violenceDesire faith fears love war

Universal themes:•How we relate to each other:

•Family is more important than popularity, wealth, etc.•Sometimes we must go against what everyone else is doing and make our own path.•A true friendship can withstand tests.•Fighting doesn’t solve problems.•Others may help us, but we must figure out who we really are on our own.•People who don’t believe everyone is created equal can often act unfairly and sometimes can be dangerous.

•How we relate to nature:•It is difficult for people from today’s modern age to survive in the natural world.•Nature is a healing force.•People are destroying nature and humanity with uncontrolled technology.•Good can come from bad.•Persistence and effort pay off in the end.•Cheaters never win.•Honesty is the best polity

•Growing up:•Growing up requires a person to make many difficult choices.•Growing up is confusing. The Reading Handbook

julie b. wise capital reading council

Education

text prompt

read cool

question text

brain muscles

minutes coaches

coaches model

text walk spit information

strategy support