Class+Notes+2016

= QUIZ #3, THURSDAY, November 30, 2017 =

Will be based on:

 * Cornett, Chapters 5, 7, 8 (up to page 248), 9
 * Topics include
 * Analyzing text: Macro features, micro features, other features -- be able to apply this info to a text (refer back to notes on text difficulty from October)
 * Identifying where in a text teacher needs to provide scaffolding
 * Types of questions
 * Teacher-led text-based discussion
 * Metacognition
 * Efferent vs. aesthetic response (Ch. 5)
 * Teaching cycle
 * Close reading
 * Reader response
 * Vocabulary

Tuesday, September 12, 2017:
Goals:
 * Understand the framework of Universal Design for Learning and how it applies to reading
 * Identify the five core areas of reading
 * identify the five main factors that affect comprehension

For more information on Universal Design for Learning, visit
[|CAST] [|National Center on Universal Design for Learning]

Factors that affect comprehension






How do we envision these five factors in synergy for comprehension??






Thursday, September 14, 19, 2017: What is comprehension?
Goals:
 * Understand what it means to comprehend a text.
 * Scaffold your understanding of a challenging text as you read it.
 * Model a high-leverage practice (text-based discussion) for supporting students understanding of challenging texts.

Define Reading Comp: [|GoogleDoc]

Here are your groups' definitions from class:

 * The ability to derive meaning from the text & being able to apply it to oneself, other text or the world around them.


 * The ability to break down and make sense of the content you are reading or have read. (ex. Summarize, recall, gain knowledge)


 * The meaning that the reader creates from the text


 * The ability to understand, interpret, and apply knowledge gained from a text


 * Understanding language and context of what you read


 * Grasping the information presented in the text


 * Deciphering the context that is being produced


 * The result of processing and understanding what is read/ taught

Definition [|word cloud]



Tuesday, September 21 2017: Common Core State Standards


[|The Common Core State Standards]




 * Reader Factors that affect comprehension **

Tuesday, September 26: Banned and Challenged Books Week!


What is argument? How does it relate to CCSS? How will we create an assignment for students to develop an argument?

Text Types
Narrative and informational texts



** Tuesday, October 3 **
Comprehension Problem Solving What does CPS have to do with metacognition? How do we support the CPS process?

Supporting students __ B __ efore- __ D __ uring- __ A __ fter reading

What are text big ideas and main idea? How does a central question or problem help comprehension?
 * Big Ideas/Main Ideas **

** Pre-Reading: Introducing/Launching a text **
Team activity: [|Book introduction] [|True Story of Three Little Pigs], courthouse setting

[|Story maps] [|More story maps] [|Other graphic organizers] [|BDA activities from Reading Rockets]

All about Owls [|Poll] Story Impression:

What makes a text hard to read?
Notes from class:

Amount of words on page Type of vocabulary (difficulty of meaning) Text size Complexity of story line Pictures Length Genre (fiction/non, type) Sentence Structure/length Repetition Rhyme/pattern Purpose Dialogue and how it is marked implicitness (how much is unsaid) point of view appearance (how student interprets the appearance) text features (glossary, index, TOC)

Tuesday, October 17-24: Text Difficulty[[file:Text Complexity 2017.pptx]]
Traditional Readability formulas: [|The Fry Graph]

Number the Stars example Fry Graph and Calc. sheet

Common Core Standards, Text Complexity [|video]
[|Lexile overview]

** Understanding what else makes reading hard (other than computed difficulty) **
Decontextualized language: [|The Lion King]

The Lion King PPT

[|Puff the Magic Dragon] : Peter, Paul, and Mary
What makes expository text different?

What makes Holes hard to read?
 * Flashback (unmarked?? just a little space)
 * intertwining of characters (within time periods, across time periods)
 * number of characters
 * connections b/t events/characters are not made clear

Making Inferences

Thursday, October 26:
How to analyze a text

Panda text pdf Basketball text:

Basketball [|Popplet] = END QUIZ #2 =

October 26, continued
Types of expository text structure Graphic organizers and examples of [|expository text structures]
 * compare/contrast
 * cause/effect
 * description/elaboration
 * Sequence/time order
 * problem/solution

October 31--Quiz #2

Thursday, November 2
Thinking about //Eleven//, by Sandra Cisneros [|A Close Look at Close Reading] Close reading of [|Eleven]

What is challenging about eleven for ELLs?? Supporting English-speaking and English language learners How do we mediate this difficulty? [|Nesting dolls] Shrek: [|Onions have layers]
 * Happy Birthday
 * YOU--narrator talking to reader
 * wooden dolls
 * onions

Tuesday, November 7th
Other ways to mediate text difficulty

[|Bookbuilder] (at cast.org)

[|Thinglink]

Moving on to teacher/teaching/task
Asking questions Text-Based Discussion

Tuesday, November 14
Analyzing and discussing Pandamania!

Thursday, November 16
Planning for a complicated text. What to do with Holes? > What is the significance of Girl Scouts in //Holes//? What happened to Zero's mother? How do we help students make these kinds of connections?
 * Trace family trees
 * Trace idea through novel
 * Example of a unit plan: [[file:Holes Unit Plan.docx]]

//Holes//: Let's evaluate what's out there for teaching resources!

Holes: [|Storyboards] Holes: [|Reading Guide]

[|Match 'm up challenge] [|Treasure of Green Lake] [|Character study] [|Comprehension companion] [|Teacher pages]

Holes: Full Text

The Teaching: Gradual Release/Teaching Cycle [[file:Gradual release.pptx]]


[|Explicit comprehension strategy instruction]

[|7 strategies] to teach students reading comp

[|Strategy instruction]

[|Question-Answer Relationships]

another site

Tuesday, December 5: Reader Response
Holes, example of possible unit plan:

Responding to Text

Alternate Response Options [|Piktochart] [|Five minute reading responses] [|Literary Scrapbook] Powtoon for [|Holes]

Informational Text Shark facts

Balto media type="file" key="Nate Final Project.mp4"

Dolphins:

**Thursday, December 7: Vocabulary**

__ **HOMEWORK- Due Tuesday** __

[[file:SCN_0030.pdf]]
https://docs.google.com/presentation/d/197F3CebNJC3LZd88SDhIXnzuExdZkglN2IEq-FjsmV0/edit?usp=sharing

[|Ells and Vocab]

[|Four Square]

[|Big Bang Theory]

[|Code switching]

= QUIZ 3 ENDS HERE! =

Tuesday, Dec. 8-Thurs, Dec 10: Vocabulary





Thurs, Dec 3: Digital response to text
BRING YOUR DEVICE TO CLASS! LAPTOP OR IPAD PREFERRED :)

