The Essential 6 K-5 | |||||||
Pre-Reading (PAS) | |||||||
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Preview the Text and Critical Vocabulary
Access and Build Background Knowledge
Set the Purpose
Carousel Preview Reading Students pre-read by looking a chapter titles, sub-headings, vocabulary, and end of chapter summaries. The students pass around to different groups posters on which they fill out the information from their preview reading. Each poster has a different item that students have to preview in the chapter. Each time the poster is passed, the new group has to fill in new information from their preview reading. The teacher keeps track of time and concludes the activity with a review.
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Question-Answer Relationship (QAR) .
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| Students categorize comprehension questions according to where they get the information they need to answer each question.
In the Book Right There You can put your finger on one specific spot in the text that answers the question. Sample phrasing: According to the passage... How many... Who is... Where are... What is...
Think and Search The answer is in the text, but you must put together information found in different parts of the text. Sample phrasing: The main idea of the passage is... What caused... Compare and Contrast...
In My Head Author and You The answer requires an inference. You must think about what you already know, what the author tells you, and how that information fits together. Sample phrasing: The author implies... The passage suggests... The speaker’s attitude is..
On My Own The answer is not in the text. Although the question is related to the topic of the selection, you could answer the question without reading the text. You must use your own experience and ideas. Sample phrasing: In your opinion... Based on your experience... Think about someone/something you know... | ||||||
Summary Frames | |||||||
http://homepage.mac.com/bobbdarnell/Show/Web%20page/sumframelist.htm
http://www.readingquest.org/strat/summarize.html
http://www.manatee.k12.fl.us/sites/elementary/palmasola/ps2summary.htm m | • Summaries teach students to differentiate among –Main ideas–Supporting details –Unnecessary embellishment–Text structures • Writing effective summaries requires lots of modeling and practice • Summarization happens during and after reading
One Sentence Summary Frames
Description _____ is a kind of _____ that ....
Problem/Solution _____ wanted ..., but ..., so ...
Sequence _____ begins with ..., continues with ..., and ends with ...
Comparison/Contrast x and y are similar in that they are both ..., but x ..., while y .. . Cause/Effect _____ happens because ... or _____ causes ....
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Concept Maps | |||||||
http://www.graphic.org/resources.html
tp://users.edte.utwente.nl/lanzing/cm_home.htm | Enhance understanding of text structure
• Enhance vocabulary acquisition
• Allow students to transform information and make it their own
• Improve understanding and recall
Typical Structures for Informational Text and Their Key Words:
Chronological
first, next, finally, after, then, later, following, meanwhile, etc.•
Comparison/Contrast
although, but, in contrast, otherwise, whereas, however, likewise, similarly, etc.•
Concept/Definition
for instance, in other words, typically, thus, generally, is characterized by, etc.•
Description
prepositions (anywhere a squirrel can be in relation to a hollowlog-i.e. over, under, near, etc.), looks like, appears to be, etc.
Episode—information about a specific event
around this time, led to, lasted for, began when, shortly thereafter, subsequently, etc.
Generalization/Principal for example, conclusively, if...then, most convincing, truly, moreover, arguably, etc.
Cause/Effect-
accordingly, as a result of, consequently, effects of, when...then, in order to, etc. | ||||||
Column Notes
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http://www.readingquest.org/strat/column.html
http://www.readingquest.org/strat/column.html
| Help students
–Pay attention to what they read –Organize ideas –Understand text structure • Adaptable to different purposes and types of text
Possible Column Headings • Main Idea-Detail Notes–Students identify key concepts and their supporting details. • Opinion-Proof Notes–Students isolate statements of opinion, bias, or limited point of view. • Hypothesis-Proof Notes–Students identify predictions or theories and evaluate the evidence offered for their proof. • Problem-Solution Notes–Students write the nature, causes, and effects of a problem in the left column and potential solutions in the right column. • Description-Steps (Process) Notes–Students describe a process in the left column and then outline the specific steps in the process in the right column. • Reading-Lecture/Discussion Notes-Students take notes in the left column as they read an assigned selection and take notes from the lecture or discussion over the reading in the right column. | ||||||
Reciprocal Teaching | |||||||
http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk38.htm http://www.readingquest.org/strat/rt.html *For complete lessons on introducing each RT strategy go the R:Drive and search in the Reciprocal Teaching Folder. | Reciprocal teaching refers to an instructional activity that takes place in the form of a dialogue between teachers and students regarding segments of text. The dialogue is structured by the use of four strategies: summarizing, question generating, clarifying, and predicting. The teacher and students take turns assuming the role of teacher in leading this dialogue. | ||||||
Belle Terre's School Wide Reciprocal Teaching Characters | |||||||
“Clink” The Clarifier |
“Pat” The Predictor
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“Quinn” The Questioner
| “Sammy” The Sumarizer | ||||
