1. Welcome… Without looking, please take a cube from the bag and head to the table with a cube of that color… If you are here before 9:00, please read the questions on the 6 posted charts. Feel free to answer some questions using dark marker. Initial your answer.

2. Shefelbine Overlay

3. Goals Experience lessons and share plans for comprehension: Determining Importance and Synthesizing View and discuss some video clips on Guided Reading

4. Determining Importance

5. Proficient readers… Are able to distinguish between what is merely interesting and what is important. Can identify the topic, supporting details, identify or invent their own main idea or summary statement. Can find the essence of the text. Realize that not all of the text is of equal value. Identify essential ideas and salient information in order to develop insight. Look for text features that signal cues.

6. Determining Importance Prompts –What is essential? How did you know these details were more important than the others ones? –Look carefully at the first and last line of each paragraph. –Tell me about some of the important ideas that struck you. –Highlight only necessary words and phrases. –Locate and record only necessary words and phrases that support the conventions you can find in the text.

7. Somebody Wanted But So Somebody Wanted But So

8. Go for the Gold! Eagles build their nests in tall tress, cliff ledges, or in other high, private places. They weave twigs and sticks together then line the nest with leaves, moss, grass, feathers, and pine needles. They often keep the nest for many years and continue to add to it. Fish and sea eagles have built nests that measure as much as eight feet across. Key words

9. Eagles build their nests in tall tress, cliff ledges, or in other high, private places. They weave twigs and sticks together then line the nest with leave, moss, grass, feathers, and pine needles. They often keep the nest for many years and continue to add to it. Fish and sea eagles have built nests that measure as much as eight feet across. Key words nests high twigs “stuff” keep years large

10. Go for the Gold! Word: habitat Support words nests, high, keep Eagles build their nests in tall tress, cliff ledges, or in other high, private places. They weave twigs and sticks together then line the nest with leaves, moss, grass, feathers, and pine needles. They often keep the nest for many years and continue to add to it. Fish and sea eagles have built nests that measure as much as eight feet across. Key words nests high twigs “stuff” keep years large

11. If left alone in the wild, eagles could live up to forty years. But too many come close to civilization because trees have been cut down and water poisoned with fertilizers and pesticides. Others are killed by electricity lines, traps meant for other animals, and accidental shootings. We currently have only half as many eagles in the world as there were 100 years ago. Key words Go for the Gold! Word: Support words:

12. Discuss What do students learn as a result of these activities? What else are they learning? How would you use them in the classroom?

13. Synthesizing

14. “ Synthesizing is the most complex of the comprehension strategies. Synthesizing lies on a continuum of evolving thinking. Synthesizing runs the gamut from taking stock of meaning while reading to achieving new insight. Introducing the strategy of synthesizing in reading, then, primarily involves teaching the reader to stop every so often and think about what she has read. Each piece of additional information enhances the reader’s understanding and allows her to better construct meaning.” Harvey and Goudvis p. 144-45

15. Proficient readers… Merge new information with prior knowledge to create an original idea Stop periodically to digest what they have and what it means before continuing Make judgments Combine all the comprehension strategies to synthesize

16. Synthesizing Prompts –What new ideas or information do you have? –What parts of this text could you use to create a new idea? –How has your thinking changed since reading that part of the text? –What did you think at first? Now what are you thinking?

17. GIST

18. Teacher makes deliberate text choice: support with some challenge. Brief informal introduction through establishing prior knowledge and exposing to vocabulary.

19. GIST 1. Draw 20 word-sized blanks on the chalkboard. 2.Read a short section of text. 3.Engage in a shared writing of a 20 word summary. 4.Read additional sections of text (one-two paragraphs). 5.Information from both sections must be incorporated into a new 20 word summary. 6.Repeat with additional sections.

20. Discuss What do students learn as a result of GIST? What else are they learning? How would you use it in the classroom?

21. Sharing Lesson Plans

22. Questions about GR

23. K-W-L What do you know about guided reading? What do you want to know about guided reading? What did you learn about guided reading?

24. Guided Reading Introducing the Text Reading the Text Revising and Discussing the Meaning of the Text Teaching for Processing Strategies Extending the Meaning of the Text Working with Words

25. Guided Reading Video How do these teachers support students during guided reading? How do they determine which cueing systems and strategies students are using?

26. Guided Reading: Video

27. K-W-L What do you know about guided reading? What do you want to know about guided reading? What did you learn about guided reading? Look at the K column; was any of your prior knowledge inaccurate? Make additions to revise. Go to the W column; check any questions that were answered. At the bottom/on the back of your paper, record any unanswered questions that remain.

28. Bibliography Snapshots by Linda Hoyt Reflect, Revisit, Retell by Linda Hoyt Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop by Keene & Zimmerman Nonfiction Matters: Reading, Writing and Researching in Grades 3-8 by Stephanie Harvey Smoky Night by Eve Bunting http://www.cde.ca.gov/ci/rl/ll/ www.reading.org/resources/tools/choices.html

29. Next time Language Arts Assignment 2 Select and bring in a piece of nonfiction text that is appropriate for students at your grade level. Reflect on… What ideas do you have for addressing 1-3 of the feature of the text you have chosen? Be ready to hand in a reflection that includes annotated bibliography, an analysis of text features, and tentative ideas for addressing some of them. ► Become familiar with the Standards and Instruction, Curriculular and Instructional Profile and Content Standards for your grade level. ► In preparation for RICA: Become familiar with the 13 content areas. Familiarize yourself with the various testing formats used. Bring questions. the external text features … Pictures, visuals, and graphics Table of contents, index, glossary Chapter titles, headings, subheadings Italics, boldface, marginal notes graphics Other features? and internal text features… compare and contrast description sequence of events problem and solution cause and effect directions