Review of Reading

Strategies

What you already came up with…

Connections

Predicting/Inference

Questioning

Visualizing

Connections

Text to Self, Text to Text, Text to World

Connections you make between the text and your personal experiences

Example: I was able to make a connection to this picture because it is the length of a half-marathon and I ran one last weekend.

Text to Self

Connecting the text to another book, movie, show, poem, or other text

Example: The new book Eleanor and Park reminds me of a modern day Romeo and Juliet, because although they love each other, the main characters are from two conflicting backgrounds.

Text-to-text:

Making connections between the text and events that are going on in the world around us

Example: The Crucible reminds me of the mass hysteria that happened after 9/11. In the play, everybody is accusing everybody else of being a witch. After 9/11, many people incorrectly associated Muslim people with terrorists

Text-to-world

Predictions/Inference

Inference

…a strategy used before, during and after reading. Predicting is a part of inferring. Inferences need to be based on references in the text and then mixed with background knowledge.

Questioning

Thin and Thick

“Thick” vs. “Thin” QuestionsThin questions are more superficial and can be answered in one phrase or sentence

Thick questions ask things that may take longer to respond to

Routines to Help

Think aloud

Talk to the text

Think Aloud

“Eavesdropping on someone's thinking.”

Verbalizing aloud while reading a selection.

This could include describing things you’re doing as you read.

Why do we do think alouds?

They improve comprehension.

It reminds/teaches you to re-read a sentence, read ahead to clarify, and/or look for context clues to make sense of what they read.

It slows down the reading process and allows you to monitor your understanding of a text.

Talking to the Text

Strategy used to help you comprehend readings

Good readers “talk to the text” in their head

Practicing it by writing it out teaches us to do it in our heads Follow these steps to do:

What does this look like?

As you’re reading a passage highlight or circle words or phrases you can identify with

In the margins, make notes, ask questions, make comments, and make predictions

Think about these things:

Connections you can make to what you know

What you wonder about as you read (AKA Predictions/Inferences)

Words, phrases, or sentences that you find interesting

Questions about or wanting additional information

Metacognition

Thinking about your thinking!

Defined as: awareness and understanding of one's own thought processes

Let’s break the word down

Meta-beyond

Cognition (cognitive)-brain-thinking

Why do we practice these in school?

Believe it or not, these do help you understand the text better

May take more time, but in the end, you will be able to make more sense of what you have just read

You won’t always have teachers or friends to help you out. . .knowing these strategies allows you to make sense of things yourself!

https://www.youtube.com/watch?v=VrSUe_m19FY

Practicing these Routines

We will be using and practicing these routines a lot this year with a variety of readings and types of texts.

Lets start now!

Narrative

“A Fable for the Living”

We’ll start out together then you will work in partners and individually to annotate

Narrative

Select 1-2 paragraphs you liked and then write a paragraph explaining your reasoning.

You could explain why you liked them specifically or why you felt they were well written.

Narrative Terms

Look over the narrative terms handout individually and with your partner

Discuss the term “Hook” from Narrative Terms

Is Brockmeier’s hook strong/effective/attention getting?  Why or why not?

Narrative Terms Cont’d

Write a partner paragraph in your small groups and discuss how the author used at least two of our Narrative Terms effectively.

Give one Get one

Fold a piece of paper in half

On one side write “give one” and put down as many of the main points from your analysis of the texts as you can

On the other side write down “get one”. You will have a chance to share with classmates in a few minutes.

Move around the room and “get” at least five new pieces of info

Give one Get oneWrite down the strategies/routines you used as you were reading

Write down as many as you can

Move around the room and “get” at least five new strategies/routines