Make-Up+Tasks

=Make-Up Tasks:=

Tuesday, October 3, 2017

 * Read the Panda text
 * Read in your text book about main ideas and big ideas
 * Define main idea.
 * Define big idea.
 * What is the difference b/t a main idea and a big idea?
 * What are the main ideas in the panda text?
 * What are possible big ideas from the panda text?

Thursday, October 5, 2017
[|Book Introduction Group Activity 2]
 * Using the panda text, complete the following activity found in Google Docs. Please download the activity and save with your name.

Thursday, October 12, 2017
Go to the class notes for October 13. Download the "Number the Stars" and the "Fry Graph and Calc sheet" files. Read the directions on the Fry worksheet. Using pages 22, 43, and 90 from the "Number the Stars" text, compute its readability level. Turn in your marked up text and the calculation sheet/graph.

Thursday, October 19, 2017
Choose a children's text below. Open the PDF file and read the book. Open the .doc file and print the text of the book. On your printed copy, underline portions of the text where students need to make inferences. Either create a chart (like the one on the //Holes// page), or take a Post-it and attach it to your copy of the text. Tell what the inference is, and how the reader makes this inference. Then Choose THREE of the inferences you noted, and tell how you, as a teacher, would help the students make this inference.

Tuesday, October 24, 2017
Read the attached Caves text (only pp 4-9 are included).

Create a two column table for text resources (what his helpful/supportive for student comp) and challenges (what would make the text hard to understand). Complete the table for pages 4-9.

Thursday, November 2, 2017
We read "Eleven" by Sandra Cisneros. Re-read "Eleven." Find three parts of the text that you feel may be challenging for students to understand. Note the portion of the text (paragraph #, ending line) and discuss what is challenging about it. For each of the three parts, write a question you would ask during reading to help students create a mental representation of the challenging parts. Include what you would expect students to answer, and what you would then say/ask next.

Thursday, November 9, 2017
Go to the notes page of the wiki and download the panda text. Use the PDF annotation to insert notes on what is challenging about this text, and what is supportive. Refer to the directions in the expository text plan example. If you cannot use the PDF annotation tool, you can create a chart, like the example in the assignment.

Thursday, November 16, 2016
Today, we created ways to capture the multiple stories and time periods that occur in Holes. You will take that one step further. Create and answer two questions that have students trace two of these five ideas across multiple time periods. For example, you might create a question that has students trace "girl scout camp" throughout the book. Your answer should list the chapter/page of the reference, and what time period it's in. You could create a chart if you'd like (e.g. Latvia, CGL 100 years ago, Stanley's home present day, CGL current). Here are the ideas: Onions, Camp Green Lake, water, holes, zero.

Tuesday, November 8, 2016
Use the Pandamania text.

Create your learning goals. Create the questions you will ask to build toward your learning goals. You should provide where in the text you plan to stop, what you will ask, what you expect students will answer, and how you will follow up. Your plan should look like this:
 * Text stopping point || Question/follow up ||
 * || Initial question:

Expected response:

Teacher Follow up:

Expected response: ||

Tuesday, September 13th
Outline the five core areas of reading (what are they and what does each include). Choose a grade 1-6. Look up the Common Core State Standards for ELA/Literacy for that grade. Where in the Standards do you fine each of the five core areas represented?

Tuesday, September 22, 2016 (Common Core)

 * 1) Go to the Common Core website
 * 2) Create a chart with columns for Grades K-6 (6 columns)
 * 3) Read the reading standards (literary and informational text) and the foundational skills standards.
 * 4) List which of the five core areas of reading (phonics, PA, fluency, voc, comp) are addressed at each grade. How are they the same/different across the grades?
 * 5) You are NOT writing down each standard. Rather, you are trying to figure out which core areas are addressed and similarities/differences between grades.

Tuesday, October 4, Thursday, Oct. 6, 2016
For this assignment, you will need to choose a children's picture story book. Create a way to introduce the book to students, using the [|Google doc link] for **fiction** text. = =

Tuesday, October 11-Thursday, October 13, 2016
Go to the class notes for October 13. Download the "Number the Stars" and the "Fry Graph and Calc sheet" files. Read the directions on the Fry worksheet. Using pages 22, 43, and 90 from the "Number the Stars" text, compute its readability level. Turn in your marked up text and the calculation sheet/graph.

Tuesday, October 18 - Thursday, October 20, 2016
Read the basketball article here: Review the PPT for text difficulty (on wiki for October 27th date). Create a chart where you list what, specifically, in this text is helpful to readers' comprehension, or challenging to their comprehension. Be very specific.

Tuesday, October 25-Thursday, October 27, 2016
Review the PPT for Before, During, and After ("BDA") reading activities (under October 4th notes). Review the anticipation guide for "All About Owls" by Jim Arnosky. Go online and find out how to create an anticipation guide. Go to the [|National Geographic Explorer] site. Under "More Issues" choose a magazine and article that you feel would be appropriate to your students. (There are two versions of Nat Geo Explorer, Pioneer = grades 2-3, Pathfinder = grades 4-6.) Create an anticipation guide for the article you chose.

Tuesday, November 1-Thursday, November 3, 2016
Go to the notes page of the wiki and download the panda text. Use the PDF annotation to insert notes on what is challenging about this text, and what is supportive. Refer to the directions in the expository text plan example. If you cannot use the PDF annotation tool, you can create a chart, like the example in the assignment.



Thursday, November 16, 2016

Thinking of either Holes, or the National Geographic Explorer magazine article you read (Cheetahs or Seahorses), create a response prompt for student. In other words, what do you want students to respond to about the text? Then, go to the "notes" page of the wiki, under today's date. Choose one of the response links (Powtoon, piktochart, five responses, etc.). Create a student response. In other words, use one of the tools to complete your response prompt as if you were a student. Submit your response prompt, response, and a short description of whether your response is efferent or aesthetic, and why.

Tuesday, November 20, 2016
Create a strategy instruction script for visualizing. A script means you write what you will actually say, as opposed to a general "I will read the book and model my thinking." In the script, you will
 * Define (in adult terms) visualizing (or imaging). What is it? How do we do it? When do we do it? Why is it important?
 * Introduce visualizing to students
 * Explain (in kid terms) what it is, why it is important
 * Provide an example from real life to help kids relate
 * Model how YOU visualize using a piece of text
 * Provide guided practice to students

Thursday, December 1, 2016
Review the vocabulary Powerpoint presentation for class on the wiki. Choose a children's picture book for elementary grade students. Read the text. List the vocabulary you think students might not know. Which of these words are considered Tier 2 words? Which will you choose to teach? Why?

Thursday, September 24, 2015
In your text on page 17, you will find a graphic displaying the 5 factors that affect comprehension. Write a critique discussing the pros/cons of representing the factors this way, based on your text and what we discussed in class. Create another graphic to better represent the 5 factors that affect comp. You may NOT use the one that is on the PPT on the wiki. You must create your own. Write a paragraph describing your graphic and how you see it better representing the relationships of the five factors.

Thursday, October 1, 2015 (Banned/Challenged Books)
You are reading //And Tango Makes Three// to your first grade classroom. A parent finds out and complains about its inappropriateness. First, research on the ALA website why //And Tango Makes Three// is challenged (what reasons) Read the book Write a letter to the parent, with a cc to the principal, defending your reading of the book
 * NOTE: If you already did And Tango Makes Three for your Book Activity, choose another book.**

Tuesday, October 6, 2015
Read the "Pandamania" article from National Geographic Explorer (below). What kind of a text is this? How do you know? What is/are the text's main/s? What is/are the text's big idea/s? Panda text:

Thursday, Oct. 8, 2015
Read the "Pandamania" article from National Geographic Explorer (listed under Oct. 6th above). Prepare an introduction for this text. In other words, what will you SAY/DO to introduce this text before reading it to students?

October 20, 2015, October 22, 2015
Review the class notes for September 27 on Text Analysis, and Oct 6 on More Text Analysis. Make sure you understand text factors that influence a student's construction of a coherent mental representation of the text.
 * 1) Think about chronology (time/sequence) and how this is marked in a text. Read the attached piece on Barak Obama. How does the author signal chronology in this text? Is this helpful or not helpful?
 * 2) Choose a part of Holes that demonstrates chronology. How does Louis Sachar show this to the reader?
 * 3) Read the "What a Blast!" text below. How does the author show chronology (what words/phrases does s/he use)? How does the author show cause and effect? What is your opinion of both the chronology and cause/effect (helpful or not to comprehension)?



Tuesday, Nov. 10, 2015
Using a PDF version of Caves, complete a text analysis by inserting comments throughout the PDF. Think about the resources (what's helpful in the text) and challenges (what is not helpful) for the reader. Remember to consider structure, headings, graphics, inferences needed, transitions, cohesive ties, etc.

Thursday, Nov. 12, 2015
Using pages 8-9 on Caves text above, complete the text analysis. Then, create a learning goal for these two pages. Based on your goal and your text analysis, decide where you will stop to ask questions. Write out each questions, the expected response, your follow up, and the expected response.

Thursday Nov 19, 2015
Using pages 4-9 of Caves, create questions you would ask DURING READING to help students meet the following learning goals: What is a cave? How are caves formed? What formations are found within caves and how did they get there? To do this, you're doing to have to consider what is challenging about the text.

Tuesday, September 30, 2014
There are two files below. One is an article on pandas from National Geographic Explorer magazine. The second is the assignment sheet. Using the article, complete the text analysis assignment for PandaMania. Please note that the pdf of the article has some underlines in in. Those are not mine--so don't mean anything but that someone decided to underline them. :)

Here is a link to the actual [|PandaMania] article (color version) in Nat Geo Explorer.

Panda text:

Response sheet

Using the next two pages of Caves (pp. 10-11), analyze the text's challenges in resources. Create a goal for understanding (what students will learn). Decide where you will stop in the text to help kids create meaning. Insert (you can use Post-its) questions/expected responses.

Thursday, October 2, 2013
Go to the [|National Geographic Explorer] site. Under "More Issues" choose a magazine and article that you feel would be appropriate to your students. (There are two versions of Nat Geo Explorer, Pioneer = grades 2-3, Pathfinder = grades 4-6.) Create a two column table. In one column, write what you feel are the text's resources--what does the text have that would make it easier to read (be specific). In the other column, list what you feel are the text's challenges. What do you feel would make it harder to read (be specific)? "Be specific" means that you need to give specific examples. For instances, if you think the photos are helpful--which photo(s), why?

Tuesday, October 7, 2014
Read the Pompeii and Herculaneum piece.

Find on the Internet how to computer readability using the Fry Readability Formula. Compute the readability of the Pompeii piece. (Include your calculations.) What do you think about the readability? Do you think it is appropriate? Why or why not? Go to the [|Lexile Framework] website. Under the "use Lexile measures" tab, select "Lexile analyzer." Either submit the scanned text of Pompeii, or retype a page of it. Analyze the page. What is the Lexile level (you will need to register, but no fee is required)? Is it higher of lower than the Fry? Why might this text be coming out the way it does?

Tuesday, October 21, Thursday, October 23, 2014
Go to the [|National Geographic Explorer] site. Under "More Issues" choose a magazine and article that you feel would be appropriate to your students. (There are two versions of Nat Geo Explorer, Pioneer = grades 2-3, Pathfinder = grades 4-6.) Four columns: Text, Inference made, text needed, background knowledge needed. Give at least 5 examples.

November 20, 2013
Discuss the difference between Tier 1, 2 and 3 words (these are on the vocab PPT for that class session). Choose a children's picture book that is well written (like Stellaluna, Verdi, Corduroy). Identify the grade at which you would use this book. (It could be a book you read aloud to students.) Identify three Tier 2 words you think you should teach students. Write a student-friendly definition for each word. Choose an article from Nat Geo Explorer. Identify three Tier 3 words. Write a student-friendly definition for each word.

November 25, 2013
Go online and find information on Word Generation. What is WG? What is its purpose? Who is it for? How does it work? What do you think of WG? Why might (or might not) it be a good program for students?

Review Chapter 2 in your text book. Write a short summary of the difference between a big idea and a main idea. Go to the [|National Geographic Explorer] site. Under "More Issues" choose a magazine and article that you feel would be appropriate to your students. (There are two versions of Nat Geo Explorer, Pioneer = grades 2-3, Pathfinder = grades 4-6.) Read the article and write down what you feel are the main idea(s) and big ideas(s)

Go to the Partnership for the Assessment of Readiness for College and Career ([|PARCC]) Website. Under "The PARCC Assessment" tab, choose "task prototypes and sample items" from the left menu. At the bottom of that page, choose the ELA sample items link. Choose a grade from the left menu (any grade you wish). Print the sample test and complete it. Answer the following:
 * What do you think of the test passages/items with respect to the grade level?
 * Which of the CCSS is the assessment addressing (you will find this info on the PARCC site).
 * How do(es) the assessment correlate with the Common Core's three main shifts (building knowledge through informational text, text complexity, close reading)?

Tuesday, October 29, 2013
Watch this video about [|text talk time]. Write a reflection on what you feel is the purpose of this activity, and how it is similar or different from the informational text plan you are creating as an assignment for this class.

= FALL 2012 Dates/Assignments (in BLUE) =

Thursday, September 6, 2012
Create a chart/map of the five areas that relate to comprehension (reader, text, activity, teacher/ing, sociocultural context). List at least 10 things that come under each area.

Tuesday, September 18, 2012
Choose one children's narrative (storybook) and one informational (non-fiction) text. Complete this chart for each:

Thursday, September 20, 2012
Go to Book Activity #1. You have already done this for MSB. Now do the same activity for a different children's book. Turn in the map and the activity/link. You DO NOT need to post it to the wiki.

November 1, 2012
Go online to the Common Core State Standards and open the English Language Arts standards. Choose two standards from the CCSS you would like to work on in 5th grade. Using //Holes//, write two text-dependent and two text-independent questions for a portion of the text (please specify which portion you are using). Then note which standards you feel your questions/discussions are addressing.

November 7, 2012
Complete and submit the literature circle assignment for today. Choose an informational text (perhaps one from the [|Nat Geo Explorer] magazine). Create a goal or goals for what you want students to be able to do after reading this text. Then create a chart specifying the text's challenges/resources in meeting this goal. In other words, what makes the text hard/what is helpful. Be specific.

November 8, 2012
Using one of the texts from [|Nat Geo Explorer], create a goal or goals for what you want students to be able to do after reading the first page of the text. Then craft a launch for that text. Using the first page of the text, decide where you will stop to discuss, what you will ask, and what you expect students to bring back.

November 13, 2012
Go to the [|Teaching Text Making Meaning] site. Log in using ID: demo/password demo. Click on "crossroads cases" on the left toolbar. Watch the "pen" and "robot" segments.
 * Think about the kind of questions the teacher asked students. What kinds of questions did she ask? Were they helpful or not helpful? Based on what you know about comprehension from class, why/why not?
 * How did the teacher follow up to student answers/comments? What does her style of follow up have to do with some of the things we've been discussing about comprehension?

November 27, 2012
Review the vocabulary Powerpoint presentation for class on the wiki. Choose a children's picture book for elementary grade students. Read the text. List the vocabulary you think students might not know. Which of these words are considered Tier 2 words? Which will you choose to teach? Why?

December 6, 2012
Go online to the RI Dept of Education website. Download NECAP 2010 released items for reading for either grade 3, 4, or 5. Take the test yourself (complete the items). Based on what you know about reading comprehension, answer the following:
 * How does the test represent comprehension? In other words, what do the items on the test tell you about what people think comprehension is?
 * Do you agree with the tests representation of comprehension? Why or why not?
 * Think about comprehension as both a process and a product, as discussed in your text. Explain both process and product. Then discuss which (process or product) you feel the NECAP focuses on. What do you think about that?

Tuesday, October 11, 2011
Choose five books from your practicum classroom's library. Look through them and decide on the grade level/difficulty level. Rank the books in the order of your perceived difficulty. Write down the titles/authors in the order that you decided (1st one = least difficult, 2nd = next, etc.), the grade level you think each text is at, and the criteria you used on a chart like the one below. Next, go to the notes for October 6. Under the title "Text Level Calculations" Look up the Lexile level of the books (use the link provided on the notes page), and the level given by Scholastic and Reading A-Z (using links provided). Write these down in the appropriate column of the table. Next go to the notes page for Oct 6 under "Leveling Information" and open the charts that translates these levels into grade levels. Write down the grade level from the chart in the "grade level" column of your table. Answer the following: Is there a difference between what you decided for difficulty and what the leveling systems decided? Why or why not?


 * Text Title/Author || Grade level you think || What criteria did you use to determine the difficulty? || Lexile level || Scholastic level || Reading A-Z level || Grade level ||
 * 1. Least difficult by your assessment ||  ||   ||   ||   ||   ||   ||
 * 2. Next difficulty by your assessment ||  ||   ||   ||   ||   ||   ||
 * 3. ||  ||   ||   ||   ||   ||   ||
 * 4. ||  ||   ||   ||   ||   ||   ||
 * 5. ||  ||   ||   ||   ||   ||   ||

Thursday, October 13, 2011
Open the Rainbows and Coyote texts (see links below). At each response point marked in the texts, jot down what you are thinking as you read. When you finish, re-read what you wrote and thought about for both pieces. What were you, as a good reader, doing or thinking about as you read both pieces? Create a chart to compare/contrast you thinking for the two passages. Was it the same/different for each piece? How? Why?



Tuesday, October 25
Go online to the RI Dept of Education website. Download NECAP 2010 released items for reading for either grade 3, 4, or 5. Take the test yourself (complete the items). Based on what you know about reading comprehension, answer the following:
 * How does the test represent comprehension? In other words, what do the items on the test tell you about what people think comprehension is?
 * Do you agree with the tests representation of comprehension? Why or why not?
 * Think about comprehension as both a process and a product, as discussed in your text. Explain both process and product. Then discuss which (process or product) you feel the NECAP focuses on. What do you think about that?

Tuesday, November 8
Read the attached Caves text (only pp 4-9 are included). Complete Parts 1-4 of the planning guide. Bring the guide with you to class on Thursday, Nov. 10.

Thursday, November 17
For this assignment, you will need to pick up a DVD from my office. You'll have to scroll through to find the applicable parts.
 * Watch Ch 3 and 4 of Ms. Flanigan discussing //The Lion, the Witch, and the Wardrobe// with 4th graders in Pittsburgh. Then, answer the following:
 * Think about the kind of questions Ms. Flanigan asked students. What kinds of questions did she ask? Were they helpful or not helpful? Based on what you know about comprehension from class, why/why not?
 * How did Ms. Flanigan follow up to student answers/comments? What does her style of follow up have to do with some of the things we've been discussing about comprehension?
 * It is apparent that these students are not reading the text fluently. Some would say the text is too hard for them. What do you think of her using this text? What do you think she is trying to accomplish?

Tuesday, October 5, 2010
Choose Hatchet, Holes, or Magic Tree House. Follow the directions to compute the [|readability] of the text. Submit your calculations and the graph. What grade level is the text? Do you agree with what the formula suggests for the readability? Why or why not?

Thursday, September 23, 2010 AND Tuesday, September 28, 2010
Option 1: Choose a expository (informational) text at about a 2nd-3rd grade level. You can get the text from the CML, or ask Brooke Allesandrini, my grad assistant in Chafee 614, to help you find one. Read the book and create an anticipation guide for the book. Option 2: Choose a short story (about 2nd or 3rd grade level). Create an outline for a story impression.

Thursday, October 14, 2010
Review the notes for class on the notes page of the wiki. Read the article by Van den Broeck and Kremmer given out in class, pages 1-5 (up to the "inferential and reasoning skills" part). Answer the following questions:
 * 1) What do the authors say it means to comprehend?
 * 2) Look at Table 1.1. The numbers on the nodes on Figure 1.1 correspond to the numbers on Table 1.1. On Figure 1.1, write the events for nodes 2, 17, and 19. How are nodes 2, 17, and 19 related?
 * 3) The authors talk about two types of relations between elements in a text that readers must infer: Referential relations and causal/logical relations. Define both of these. Then give an example of each from the story in Table 1.1.
 * 4) What are characteristics of the reader that might interfere with comprehension?

Tuesday, October 19, 2010

 * 1) Read Van den Broeck and Kremmer article given out in class (pp. 5-8). Describe four characteristics of the reader that influence comprehension.
 * 2) Review the class notes on the notes page of the wiki. What factors influence how we make inferences?
 * 3) Using your Hatchet book, write three parts of the text (the actual sentences) the require an inference. Thinking about the article and the class notes, what does a read need to do to make those inferences?

Thursday, October 28, 2010
In oder to complete this make up assignment, you will need to schedule a time to come by and view a DVD of an instructor conducting a text-based discussion on the Bees chapter we read on 10/26. You will complete a graphic organizer for this video.

Thursday, November 4, 2010
Choose an expository text appropriate to later elementary grades (3-6). Submit the following:
 * 1) an analysis of the text's resources and challenges
 * 2) learning goals for the text
 * 3) a launch and exit for the text
 * 4) copy one page where you plan to ask a question, write out the question

Wednesday, November 10, 2010
Create a two-page script (that means what you will say) for teaching either predicting or inferring that inclues
 * 1) Your explanation of the strategy, how it helps when reading, when we use it
 * 2) Your modeling of the strategy using one book of your choice (MTH, //Hatchet, Holes//)

Thursday, September 4, 2014
Write a short summary of your favorite children's book. When did you read it? Why is it your favorite?

In class, we discussed five core areas of reading. Create a graphic that depicts how these areas go together.

Tuesday, September 9, 2014
In class, we discussed five areas that affect comprehension. What are those five areas? Create a graphic showing how you think these five areas relate to comprehension. Explain your graphic. Why did you create it as you did?

Thursday, September 11th, 2014
Read the article by Van den Broeck and Kremmer (posted to the wiki on the "class notes" page), pages 1-5 (up to the "inferential and reasoning skills" part). Answer the following questions:
 * 1) What do the authors say it means to comprehend?
 * 2) Look at Table 1.1. The numbers on the nodes on Figure 1.1 correspond to the numbers on Table 1.1. On Figure 1.1, write the events for nodes 2, 17, and 19. How are nodes 2, 17, and 19 related?
 * 3) The authors talk about two types of relations between elements in a text that readers must infer: Referential relations and causal/logical relations. Define both of these. Then give an example of each from the story in Table 1.1.
 * 4) What are characteristics of the reader that might interfere with comprehension?