1. Setting the Stage for Reading Comprehension Debbie Quevedo and Yolette Rios Instructional Coaches Hesperia Unified School District

2. Reading Strategies Graphic Organizers and Read Alouds Vocabulary Acquisition Ask and Answer Questions Main Idea/Central Message/Lesson, Moral of the Story GIST Summarizing Cooperative Learning Activities

3. Before You Read Circle Map “What things might you see in the city?”

4. 1.Using the topic given, the first partner shares a brief 1-2 word response. 2.After the 1 st partner shares one thing, partner 2 shares one thing; repeat steps. 3.You “Bounce” the topic back and forth, until the teacher calls time. Quick Pair Share

5. Academic Vocabulary Vocabulary for the Common Core © 2013 Marzano Research Laboratory

6. Frayer Model Designed by Dorothy Frayer and her colleagues at the University of Wisconsin Used to examine key/target vocabulary (new words) – Focus on Tier 2 words Graphic organizer divided into 4 sections – Definition (student friendly) – Sentence – Picture – Examples (synonym) Students work independent or in pairs Students share their work

8. Domain Specific Words (Tier 3) Divided into 4 sections – Picture or Characteristics – Definition (student friendly) – Examples – Nonexamples

9. Definition: To fly high in the air Sentence: The bird soared over the trees. Picture: Synonym: Glide Hover

10. One Strategy for Main Idea/Central Message Make the story personal-have a hook & a visual to get students interested Ball of Yarn Leaving out a piece Leaving out a critical detail

11. A Main or Central Message is: Teacher may want to tell students what a main idea/central message is Let students generate it on a chart The major picture you make in your mind, like a MOVIE What the author wants us to remember and walk away with, like a LIFE LESSON.

12. Theme vs. Main Idea The THEME of a story is the moral, message or lesson of a story. The MAIN IDEA of a story tells what it is mostly about Examples of Theme in Abuela: Admiration Adventuresome Curiosity Love between generations Use of Imagination Gaining a different perspective Rosalba wanted to have an adventure with her grandmother. Together Rosalba & her grandmother were able to visit the city in one day! Rosalba and her grandmother were not afraid to fly above the city.

13. It’s All About the Message! Literary Text THEME Informational Text Main Idea /Central Message Narratives Poetry Mystery Science Fiction Fables Folktales Myths Fairytales Memoirs Autobiographies Historical Accounts Science Books How to Guides Cookbooks News Articles

14. How do I ask a question?

15. Thin questions deal with specific content or words. Answers to thin questions are short and close ended. Literal Questions Example: Where did Rosabla and her Abuela fly over first?

16. A thick question is a question that requires more than a one or two word response. It deals with the big picture and large concepts (Inference) Thick answers are involved, complex, and open ended. Example: Why do you think Rosalba wanted to fly over the city?

17. 1.Teacher announces the topic and tells you how long your pair will have. 2.Teacher gives you “think time”. 3.In pairs, Partners share thoughts on topic. One person at a time 4.Stand up once both partners have shared. Think Pair Share

18. Get the GIST GIST: Generating Interactions between Schemata and Text Teaches students not to be so wordy when writing a summary Getting to the “heart of the matter” Increase student comprehension when reading content area text The goal of GIST is to have students convey the "gist" of what they have read by summarizing the text in 20 words. „ Extraneous details must be discarded as a clearly defined focus is found. It is best to require a sentence format. Best suited for both expository and narrative text. – For a novel write a gist statement for each chapter and revise the gist after every new chapter. – For a textbook, write a gist statement for each section, then revise statements for a gist statement of the chapter.

19. Title _____________________________________ Source _____________________________________ Read the article or section of text. Fill in the 5 Ws and H. Who: What: When: Where: Why: How:

20. After reading the passage, write a sentence or two of exactly 20 words that capture the “gist” of what you read. Use the 20 word-size blanks. ___________________ _________ _________

21. Debbie.Quevedo@hesperiausd.org Yolette.Rios@hesperiausd.org Hesperia Unified School District Instructional Coaches

22. References Miller, D. 2002. Reading With Meaning: Teaching Comprehension in the Primary Grades. Portland: Stenhouse Publishers Marzano, R. & Pickering, D. 2005. Building Academic Vocabulary: Teacher’s Manual. Alexandria: Association for Supervision and Curriculum Development Dorros, A. 1991. Abuela. New York: Puffin Books Zike, D. 1995. Foldables. New York: McGraw-Hill Pinnell, G. & Fountas, I. 2009. When Readers Struggle: Teaching that Works. Portsmouth: Heinemann Publishing Biemiller, A., & Boote, C. 2006. An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44- 62. California Common Core Standards. http://www.corestandards.org/http://www.corestandards.org/ Miller, D. 2009. The Book Whisperer: Awakening the Inner Reader in Every Child. San Francisco: Jossey-Bass. Frayer Model. https://wvde.state.wv.us/strategybank/FrayerModel.htmlhttps://wvde.state.wv.us/strategybank/FrayerModel.html GIST Strategy. https://wvde.state.wv.us/strategybank/GISTStrategy.htmlhttps://wvde.state.wv.us/strategybank/GISTStrategy.html