Good Monday Morning Welcome to Academic Review T.G.I.THURSDAY September 25th, 2014 NO SCHOOL TOMORROW – TEACHER PD DAY WMDMS MORNING ANNOUNCMENTS Lunch menu Upcoming events at MDMS – Parent Night Sept 30 CHANNEL ONE NEWS Current Events Students will engage in active listening – no talking during morning announcements and news cast. We will conduct academic conversations following these presentations. Please record your questions generated while actively listening. We will include them in our discussions. I am available to provide assistance with Social Studies, Science, or Language Arts assignments/homework. Please ask for my assistance and we can sit and work together.

Comprehension Instruction Sequence (CIS) REVIEW – AGENDA CHECK REMINDER Preview the text (read and discuss pictures, captions, title, headings) Number the paragraphs Read the passage aloud (softly) and mark up the text Member #1 (Group Leader) reads aloud paragraph 1 Other members mark up text Highlight key words or phrases Circle confusing words Start important information Member #2 re reads paragraph 1 (P1) Other members mark up text Member #3 re reads paragraph 2 (P2) Other members mark up text If there is a Member#4 he/she reads paragraph 4 etc. Read the questions: Determine important information and locate textual support from the passage. Member #1 reads question #1, Member #2 reads ?#1, Member #3 reads question #3: Group decides who reads #4 and #5 Come to a consensus on which is the BEST answer Generate questions based on the text (2 column notes) 1 per paragraph or topic Check with your teacher to determine accuracy of your groups’ responses Homework: Write corrected responses in complete sentences Be sure they are completed and in your binder for our next binder check (usually in the following week)

COMPREHENSION STRATEGIES Think about: WhAT 2 strategies have you not been using to deepen your understanding of nonfiction text And plan on using in the future?

make connections to the text to help your comprehension. Connections can be made to your personal experiences or to things you have seen or read. Make Connections

Monitor Comprehension pay attention to your own reading process and notice when you are losing focus or when comprehension is breaking down. then use another strategy to help you overcome your difficulty. Monitor Comprehension

make mental images of what they are reading. look for vivid language, including concrete nouns, active verbs, and strong adjectives. Visualization

find the organizational pattern of a text. anticipate what you are reading and helps you to focus on the author’s central message or important ideas. Organization

Determine Important Information categorize information based on whether or not it supports an author’s central message or is important for a specific purpose. Determine Important Information

ask questions before reading to set a purpose for reading, during reading identify when your comprehension breaks down, after reading check your understanding of a passage by re reading your answers to the questions. Ask Questions

Review think about 2 strategies that you have you not been using to deepen your understanding of nonfiction text and now plan to use in the future?

COMPREHENSION SKILLS think about: what skill do you not understand how to analyze, evaluate, and synthesize to create a constructed response?

identify what a passage is mostly about and find important details that support the main idea (TS). TS = (P#L#) Main Idea and Details

look for the order in which things happen or identify the steps in a process. Sequence

identify what happens (effect) and why it happens (cause). Cause and Effect

study an author’s claims and the evidence that the author gives to support those claims. Evaluate Evidence

You will be expected to note how two or more people or things are alike and different. Compare and Contrast

Use your background knowledge and clues from the text to infer information. Make Inferences

use your background knowledge and clues from the text to figure out what will happen next. Prediction

identify who or what a story is about and where and when the story takes place. Character and Setting

look for the moral or lesson in a fiction story or an author’s view point about the world in nonfiction. Theme

determine why an author wrote a passage and whether the purpose is to entertain, to inform, to persuade, or to teach. Author’s Purpose

Nonfiction Text Features study features that are not part of the main body of text, including subheadings, captions, entry words, and titles. Nonfiction Text Features

study pictures, charts, graphs, and other forms of visual information.

Question and Answer Time Are you only allowed to use these strategies on the Daily Reading Passages? Why or why not? Create an acronym for the reading skills Create an acronym for the reading strategies Question and Answer Time

What questions do you have that can benefit the class as we learn about skills and strategies that are expected to apply when reading for understanding (comprehension)? Your Turn

Where are you on the performance scale if you were asked to name and explain 2 skills and 2 strategies you find most challenging? Review

Recall practice How did your group do? REVIEW – TURN TO YOUR GROUP MEMBERS AND WITHOUT LOOKING AT YOUR NOTES, IN ONE MINUTE: CREATE A LIST OF THE STRATEGIES YOU REMEMBER CREATE A LIST OF THE SKILLS YOU REMEMBER Recall practice How did your group do?

COMPREHENSION SKILLS think about: what skill do not understand how to analyze, evaluate, and synthesize a response?

Comprehension Instruction Sequence (CIS) review Preview the text (read and discuss pictures, captions, title, headings) Number the paragraphs Read the passage aloud (softly) and mark up the text Member #1 (Group Leader) reads aloud paragraph 1 Other members mark up text Highlight key words or phrases Circle confusing words Start important information Member #2 re reads paragraph 1 (P1) Other members mark up text Member #3 re reads paragraph 2 (P2) Other members mark up text If there is a Member#4 he/she reads paragraph 4 etc. Read the questions: Determine important information and locate textuap support from the passage. Member #1 reads question #1, Member #2 reads ?#1, Member #3 reads question #3: Group decides who reads #4 and #5 Come to a consensus on which is the BEST answer Generate questions based on the text (2 column notes) 1 per paragraph or topic Check with your teacher to determine accuracy of your groups’ responses Homework: Write corrected responses in complete sentences Be sure they are completed and in your binder for our next binder check (usually in the following week)