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Weaving the Elements of Reading & Writing. All eyes and attention should be given to the speaker. All members of the group should speak politely. Do not.

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Presentation on theme: "Weaving the Elements of Reading & Writing. All eyes and attention should be given to the speaker. All members of the group should speak politely. Do not."— Presentation transcript:

1 Weaving the Elements of Reading & Writing

2 All eyes and attention should be given to the speaker. All members of the group should speak politely. Do not interrupt another person. Begin speaking when he/she is finished. Support your opinion with evidence from the text. Use complete sentences when speaking to provide details or ask clarifying questions. Formative Assessment: Evaluate students abilities to effectively follow the “Rules for Discussion”.

3 1) Read, Gorillas independently. Getting Ready to Read Independently

4 1) Read, Gorillas independently. 2)Seed Discussion – Questions you have Words that need clarification Enjoyable sections Beautifully written language Humorous bits Interesting or vivid descriptions Emotional sections (sad, angry, tense etc.) Place students in groups of four and have them number off. Student(1) leads the discussion choosing one of the topics. Each student in the group should be allowed to address one of the topics.

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6 A comparison of physical characteristics between gorillas and humans Hollywood’s unfair portrayal of gorillas Example….

7 Coming to Consensus….. Participants remain in discussion groups Each should share their subheadings for each section. Groups should come to a consensus creating common headings for each sections. Each group presents their headings and a whole group consensus should be reached.

8 Teacher guides students through the informational text using probing questions(QtA)/discussion to focus on academic and domain specific language, sentence structure and literal vs. non-literal language. is placed on constructing meaning and analyzing the author’s choice of language. Emphasis The “emphasis” of your instruction is what you plan for.

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10 Setting the purpose for re-reading using the text coding as a As the students re-read the Gorillas they underline and code as they find evidence of how Seymour Simon draws comparisons of gorillas to humans in the following categories: B-Behavior(purple) R-Reproduction/Young(brown) P-Physical Characteristics(green) After modeling text coding, put students in groups of (3). Assign each student within the group a category to text code.

11 B-Behavior(purple) R-Reproduction/Young (brown) P-Physical Characteristics (green)

12 Gorillas/Humans BehaviorsReproduction/ Young Physical Characteristics GorillasHumansGorillasHumansGorillasHumans Muscle and Bone are the same Arms much longer Shoulders, chest and head much larger and heavier 32 teeth28 teeth Shoulders, chest and head much larger and heavier Young shriek when bothered or separated from its mom Gorillas and Human use facial expressions to let others know what they are thinking or feeling…ex. Tight- lip expression Walk on all fours, using their arms as front legs Walk on two legs Young spend a lot of time playing-doing somersaults, climbing trees and sliding down hills Crawl at two months Crawl at seven months Four months walk and stand Slower to communicate and in different ways Begin to use language/speech to communicate

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14 Gorillas/Humans BehaviorsReproduction/ Young Physical Characteristics GorillasHumansGorillasHumansGorillasHumans Muscle and Bone are the same Arms much longer Shoulders, chest and head much larger and heavier 32 teeth28 teeth Shoulders, chest and head much larger and heavier Young shriek when bothered or separated from its mom Gorillas and Human use facial expressions to let others know what they are thinking or feeling…ex. Tight-lip expression Walk on all fours, using their arms as front legs Walk on two legs Gorillas actually dream like humans Gorilla babies weigh half as much as humans at birth Young spend a lot of time playing-doing somersaults, climbing trees and sliding down hills Crawl at two months Crawl at seven months Four months walk and stand Slower to communicate and in different ways Begin to use language/speech to communicate

15 Organizing information for writing…Power Thinking Power Thinking is a strategy that will help you organize your ideas before writing. Content Frame: Power 1 is the topic which is comparing gorillas to humans so number that power 1. Powers 2’s are the categories that support the comparison for power 1… for our informational writing this will be a subtitle. Number the power 2’s. Powers 3’s are the support or details of a power 2. This is the information you gathered for each category. Number those details with a 3.

16 Gorillas/Humans BehaviorsReproduction/ Young Physical Characteristics GorillasHumansGorillasHumansGorillasHumans Young spend a lot of time playing-doing somersaults, climbing trees and sliding down hills Crawl at two months Crawl at seven months Four months walk and stand Slower to communicate and in different ways Begin to use language/speech to communicate Muscle and Bone are the same Arms much longer Shoulders, chest and head much larger and heavier 32 teeth28 teeth Shoulders, chest and head much larger and heavier Young shriek when bothered or separated from its mom Gorillas and Human use facial expressions to let others know what they are thinking or feeling…ex. Tight-lip expression Walk on all fours, using their arms as front legs Walk on two legs Gorillas actually dream like humans Gorilla babies weigh half as much as humans at birth

17 Using Our Evidence to Write a Compare/Contrast Prose Constructed Response Group students/participants into five groups. Assign each group a category/task – Introductory Paragraph – Behavior, Reproduction/Young or Physical Characteristics – Concluding Section/Paragraph Groups 2, 3, and 4 will discuss and develop a compare and contrast paragraph based on the information gathered from the “Evidence” chart. Groups 1 and 5 will follow the Common Core expectations when developing introductions and concluding sections for informational/explanatory Formative Assessment: Evaluate students abilities to effectively follow the “Rules for Discussion”. Summative Assessment: Evaluate the students abilities to effectively develop a compare/contrast paragraph.

18 Introductory Paragraph Introduces a Topic & Hooks the Reader Compare/Contrast Paragraph Groups Related Information (Specific Categories) Concluding Section Related to the Information Presented Connection to the Audience ex: Have you ever been around a tap dancer, you know how irresistible tap shoes can be. Let’s find out why. Comparisons ex: Ballet shoes are quiet. Tap shoes are not. This book is about tap dancing. You will learn about tap shoes, tap floors and tap steps. Fact-Based Question What kind of shoe has metal on the sole? What kind of shoe loves a wooden floor? You guessed it! Taps! This book is about tap dancing. You will learn about tap shoes, tap floors and tap steps. Comparisions Developed with Facts, Details, Examples and or Quotations Ideas are linked within the category of Information Use precise language and Domain Specific Vocabulary ex: Topic related: silverback, knuckle walk, poaching, endangered, bed down Leave Us with Something to Think About Rather than Simply Summarizing the Content Quotation Present an interesting quotation or fact related to what you have written. You might need to write something before or after the quotation/fact so that it makes sense to the reader/audience Encouragement to Reflect End with a statement that encourages readers to keep thinking about the concept. Encouragement to Act End with a statement that encourages the taking of some action.

19 Moving from Synthesizing to Analyzing

20 Word in Context Map Definition Word person example person non-example animal example action example synonyms antonyms animal non-example action non-example Plight A struggle or problem dilemma predicament awful situation Favorable Condition Ideal Situation Best circumstances victim Gorilla Python survivor protecting poaching

21 Problem Cause Effect Solution(s) Decrease in the population of gorillas Endangered Hollywood portrayal of gorillas Farmers are taking over the gorillas’ habitats Civil Wars Movies like “King Kong” Poaching Thoughtless people pay a lot of money for: Bush meat Gorilla trophies Baby gorillas as pets Decrease habitat effect their abilities to survive. Not finding enough food Not enough area to roam Due to civil wars in the area; scientist were unable to access the gorillas in order to monitor their population Due to poaching entire families are killed and consequently lowered reproduction rate People think these myths are true Preservation of the forest Protect the gorillas from hunters and poachers Train and pay local people to help in the conservation effort Zoos and museums stop taking gorillas from the wild Continued education of the public about the plight of the gorillas Need more movies like “Gorillas in the Mist”

22 Performance Task How do the video and Seymour Simon’s Gorillas structure the ideas, concepts and information to lure the reader into becoming concerned about the plight of gorillas?

23 Organize points convince strugglecaring Breaking It Down for Better Understanding of What the TASK Requires…..

24 How do the video and Seymour Simon’s Gorillas structure the ideas, concepts and information to lure the reader into becoming concerned about the plight of gorillas

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26 Both the Discovery Ed video and Seymour Simon’s book Gorillas draw the reader in to the topic by comparing humans to gorillas. Simon even kept saying “just like you”. This helps the reader make a personal connection as the gorillas are very similar to humans. For example, the gorilla’s dream like humans, use facial expressions like humans, live in families like humans, and even travel together like humans. Simon even makes sure you understand the difference between the myths about gorillas that Hollywood movies portray (such as in the movie King Kong) where gorillas seem to be very scary by capturing humans and dragging them into the jungle or smacking airplanes out of the sky. In reality, they are naturally shy and keep to themselves. In addition, the author causes us to feel compassion for the gorillas in their struggle for survival. It is an awful situation for them as their population decreases. The more the farmers take over their habitat, the more difficult it is for the gorillas to find food and places to roam. Poachers are a huge threat because they often kill the gorillas to sell their meat and capture their babies to sell as cute little pets to thoughtless people. The civil wars occurring in their habitat keep the scientists away, so their population cannot be watched. This makes it very difficult to know how the gorillas are doing under these complicated conditions. In both the book and the video, all of these issues combined bring the gorillas closer to becoming endangered. Simon suggests options that would create the ideal situations. One thought would be to train and pay local people to help in the conservation effort. By preserving the forests the gorillas live in, poachers would not have easy access to the gorillas. Unlike humans, the gorillas don’t have a voice. Local conservationists could speak out to zoos and museums across the world pleading to protect the vanishing gorillas by leaving them in the wild. In addition, we should keep educating the public about the plight of gorillas so that we don’t continue to add to their predicament.

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29 Teacher Modeling/Think Aloud Teacher/student analyze question by discussing what is necessary to fulfill the requirement of the task Teacher/students examine text to support the responses Write Answers To The Questions Students write individual answers Students share written responses in pairs/groups Improving Responses Compare and Justify Guide students in discussing whether the answer fulfills the reading concepts embodied in the task and are supported by the selection Develop Better Responses Use student responses to build and model complete paraphrased text-based answers Application For Ongoing Instruction Students practice responding to similar questions and apply strategies independently with various texts Teachers select assessments for primary and secondary benchmarks using the reading standards format Performance Task Instructional Procedure

30 SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations form ideas and inferences about the observations. SC.4.N.1.4 Attempt reasonable answers to scientific questions and cite evidence in support.


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