1. Genre: Teaching Elements of Fantasy and Non-Fiction Strategy: Asking Questions & Visualizing EDC423 - Dr. Julie Coiro

2. New activities and notes to share (download slides) … Share notes on the elements of quality fantasy and informational texts & benefits of reading (Hancock, Ch. 4 & 7) Share notes on three instructional models from your text that integrate multiple genres and text formats for unit study and response (Hancock, Ch. 14) Reminder: We will go to the library on Thursday to explore basal reading series.

3. Today’s Learning Objectives 1. Two booktalks & Feedback on Book Activity 3 2. Clarify the role of think-alouds as one part of reading comprehension strategy instruction 3. Clarify differences between fact, fiction, and fantasy (Book Activity 4) 4. Introduce Strategy Instruction for Visualizing & Asking Questions (QAR framework) 5. Provide feedback for Quiz 1

4. Feedback: Book Activity 3

5. Feedback - Book Activity 3: Think-Aloud Strategy Script Remember: The think aloud phase is all about the TEACHER DEFINING & MODELING (teaching) the strategy and how and when to use it during real reading [Introduce, define, and explain] We ask students to notice how we applied the strategy and then we clarify the key points before guided practice [Notice and Apply; Clarify] Then we give students LOTS of time to PRACTICE and LET IT GEL [next phases…]

6. Connect Two & Explain TEST TEACH ASK MODEL

7. Connect Two & Explain TEST TEACH ASK MODEL Don’t forget to teach first!!

8. Metacognitive Teaching Framework Where is think-aloud in the process? Kelly & Clausen-Grace, 2007 THINK-ALOUD SCRIPT part of… #1 Think Aloud –Introduce, Explain, and Define Strategy Components –Notice and apply strategy components –Clarify strategy purpose #2 Refine (small and whole group practice) #3 Let Strategy Use Gel (apply in literature circles and content area studies) #4 Self-assessment/goal setting –Reflect, monitor, and increase use of strategies LESSON PLAN

9. This framework is designed to support readers each step toward indep. reading Think-aloud to explicitly model what, how, and when a strategy is useful Class discussions and peer interactions (social interaction is key!) Integrate into practice activities to help transfer new learning to other settings Goal: Self-regulation (students monitor and fix-up themselves) and independence The Teacher The Students I doYou watch I doYou help I helpYou do I watchYou do

10. Model, think-aloud, and SCAFFOLD your strategy support Promote Independence by Gradually releasing Responsibility I DO YOU WATCH I DO YOU HELP I HELP YOU DO I WATCH YOU DO

11. Metacognitive Teaching Framework #1 Think Aloud –Introduce, Explain, and Define Strategy Components –Notice and apply strategy components –Clarify strategy purpose #2 Refine (small and whole group practice) #3 Let Strategy Use Gel (apply in literature circles and content area studies) #4 Self-assessment/goal setting –Reflect, monitor, and increase use of strategies Kelly & Clausen-Grace, 2007

12. Model, think-aloud, and SCAFFOLD your strategy support Promote Independence by Gradually releasing Responsibility I DO - YOU WATCH THINK-ALOUD I DO - YOU HELP REFINE Small group guided practice I HELP - YOU DO LET STRATEGY USE GEL Apply with peers (lit circles, center activities) I WATCH - YOU DO SELF-ASSESS & SET GOALS

13. Book Activity 4: Knowing Fact, Fiction, and Fantasy

14. What’s the difference? When a volcano erupts, hot melted rock called magma is pushed to the surface of the earth. Giant cracks split the stone floor as Jack and Annie ran to a window and looked out. In a great flash of fire, a strong man that looked like a gladiator picked them up and placed them both on the other bank of the stream. FACT (Non-fiction)Realistic FictionFANTASY ????

15. What’s the difference? Realistic Fiction: A story about something that is untrue, but it could actually happen (it’s realistic) – some events, people, and places may even be real (adventure stories, family stories, societal or psychological problems) Fantasy: A story of the impossible – it contains some form of magic and/or enchantment Non-Fiction: Informational or factual material presented to instruct the reader (science, art, human development, lands, and people) Can you locate examples of each in your Magic Treehouse book?? FACT (Non-fiction)Realistic FictionFANTASY

16. Book Activity 4 Planning the Activity –Part A. Knowing Fact, Realistic Fiction, & Fantasy: Locate examples of each and sort statements into three lists. –Part B. Briefly describe an activity that requires students to separate fact from fiction. Part C. Planning Your Teaching: Write a short think-aloud to help students understand the difference between a story event that is fictional and fantastic (using particular examples from your text to illustrate the differences)

17. Book Activity 5: Strategy Instruction for Visualizing (Ch. 6) and Asking Questions (Ch. 7)

18. Book Activity 5: Applying Reading Strategies in Vacation Under the Volcano Two short scripts –One for Visualizing (Explain, Define, Two Models & Student response, Clarify) –One for Asking Questions (Explain, Define, Two Models & Student response, Clarify) So, what does your book teach you about: Visualizing (Ch. 8) and Asking Questions (Ch. 7)

19. Visualizing (Ch. 8) Define: Visualize means to draw, diagram, imagine, make a picture in your head How: Make “personal inferences/connections” (text clues + background) but in picture form How: use your senses, emotional reaction, or text features to create a picture/feeling/mood Why: helps relate to characters, better understand the setting; connect new to old without words It’s hard for some students: Start simple –Imagine a huge plate of your favorite food. –We had the BEST day today! Picture in your mind what you did.

20. Visualizing (Ch. 8) Then model & apply to the text you are reading (and ask students to notice how you visualized) The spinning treehouse The lively city streets of Pompeii The soothsayer The volcano erupting Refine & Extend with practice activities: timelines, diagrams, setting quilt, draw to remember, sketch to stretch (see p. 138-151)

21. Asking Questions (Ch. 7) Question answering versus question generating: both solid strategies for supporting higher-level comprehension Problem: Questions not always relevant Set a purpose at three key points: Before reading…during reading…after reading Why/How ask questions? To clarify meaning; understand vocabulary; locate specific info; connect; see/feel like…; summarize; extend learning; predict [Skim Ch.7 p. 123-129 for ideas]

22. Question-Answer Relationships (QAR) By recognizing the type of question being asked, students are better able to find the answer So, they don’t spend all their time looking for answers that are not “right there” They learn how to generate their own high-level (or low-level) questions Move on to Thick Questions (big picture concepts) and Thin Questions (specific details) that guide their own thinking

23. Question-Answer Relationships (QAR) Albert was afraid that Susan would beat him in the tennis match. The night before the match, Albert broke both of Susan’s racquets. RIGHT THERE: When did Albert break both of Susan’s racquets? THINK & SEARCH: Why did Albert break both of Susan’s racquets? ON YOUR OWN: Why was Albert afraid that Susan would beat him? AUTHOR & YOU: What does the author seem to imply about Albert in this passage?

24. Question-Answer Relationships (QAR) Refer to your handouts for more examples How can QAR help (as a reader)? How can QAR help (as a teacher)?

25. Feedback: Quiz 1

26. Today’s Learning Objectives 1. Two booktalks & Feedback on Book Activ 3 2. Clarify the role of think-alouds as one part of reading comprehension strategy instruction 3. Clarify differences between fact, fiction, and fantasy (Book Activity 4) 4. Introduce Strategy Instruction for Visualizing & Asking Questions (QAR framework) 5. Provide feedback for Quiz 1

27. Homework and Next Week Due Thursday, Oct. 21 Book Activity 4 and 5 (Meet in the library and please be on time) CHANGE IN PLANS! Due Tuesday, Oct. 26: NO INTERNET WORKSHOP, BA #6, OR DISC MEMO #2 Instead: Chapter on Guided Reading and Read Lesson Plan Assignment – come with questions about the readings Bring in completed QAR handout too (from class today) Due Thursday, Oct. 29 (Hollis Woods – Ch. 1-5 and first part of Summary Notes Sheet)