GOOD MONDAY MORNING WELCOME TO ACADEMIC REVIEW MONDAY September 25th, 2014 WMDMS MORNING ANNOUNCMENTS Lunch menu Upcoming events at MDSM 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 on paper question that you may have while viewing 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.

INTRODUCTION OF OUR DAILY READING PASSAGES FOR COMPREHENSION PRACTICE A unique integration of instruction and practice of 8 th Grade Reading Strategies and ELA Skills

 ESSENTIAL QUESTION  Do you agree or disagree with the quote “Knowledge is power!”. Explain the reasoning behind your thinking.

Today you will: Understand how you are to work on the copies of Daily Reading Comprehension Passages that you will receive and are expected to complete in your groups. These are 8 th grade level appropriate non-fiction text for reading comprehension practice. Based on your performance on these passages, I will be better able to help you by identifying your strengths and weaknesses in the application of strategies to understand skills. I will offer you additional practice, reinforce how to apply the skill/strategy, or teach or re teach a lesson on a specific skill/strategy. The passages are short (chunking information into digestible bites) Each passage has 4 Multiple Choice Questions 20pts Constructed Response Question(s) 10 pts Creating a complete sentence response to multiple choice questions 100pts Weekly Total Points Possible 100pts assessment (45% of grade) Monthly Assessments on topics within passages 100pts (every 4wks)

COMPREHENSION INSTRUCTION SEQUENCE (CIS)  1. Preview the text (read and discuss pictures, captions, title, headings)  2. Number the paragraphs  3. 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  Star 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.

CIS cont. 5. Read the questions: 6. Re read the passage to determine important information and locate textual support from the passage. – Member #1 reads question #1, Member #2 reads ?#2, Member #3 reads question #3: Group decides who reads #4 and #5 – Come to a consensus on which is the BEST answer 7. Select the BEST answer from the choices 8. Come to a group consensus on the BEST answer – agree to disagree (you all do NOT have to have same) 9. Generate questions based on the text (2 column notes) 1 per paragraph 10. Check with your teacher to determine accuracy of your groups’ responses Home Prep/Practice Constructing Responses: Write/Type answers to MC in complete sentences – Be sure they are completed and in your binder for our next binder check (usually in the following week)

TO DEEPEN YOUR COMPREHENSION  You will be able to apply the following strategies : – Monitor Comprehension – Pre Test – Make Connections to the text – Visualization of text – Organization of text – Determine Important Information – Ask Questions – Main Idea and Details, Sequence, Monitor Comprehension, Visualization

SKILLS TO DEEPEN YOUR COMPREHENSION  You will be able to determine :  Main Idea and Details  Sequence of events  Author Purpose  Evaluate Evidence  Compare and Contrast  Make Inferences (SIM)  Character and Setting  Theme  Cause and Effect  Make Predictions (how a story ends,  Non-fiction text features  Visual Information

COMPREHENSION STRATEGIES

MAKE CONNECTIONS  You will 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.

MONITOR COMPREHENSION  You will learn to pay attention to your own reading process and notice when you are losing focus or when comprehension is breaking down.  You can then use another strategy to help you overcome your difficulty.

VISUALIZATION  Students make mental images of what they are reading.  You will learn to look for vivid language, including concrete nouns, active verbs, and strong adjectives.

ORGANIZATION  You will learn to find the organizational pattern of a text.  This allows you to anticipate what you are reading and helps you to focus on the author’s central message or important ideas.

DETERMINE IMPORTANT INFORMATION  You will learn to categorize information based on whether or not it supports an author’s central message or is important for a specific purpose.

ASK QUESTIONS  You will learn to ask questions before reading to set a purpose for reading, during reading to identify when your comprehension breaks down, and after reading as a way to check you understanding of a passage.

COMPREHENSION SKILLS

MAIN IDEA AND DETAILS  You will be expected to identify what a passage is mostly about and find important details that support the main idea (TS).  TS = (P#L#)

SEQUENCE  You will be expected to look for the order in which things happen or identify the steps in a process.

CAUSE AND EFFECT  You will be expected to identify what happens (effect) and why it happens (cause).

EVALUATE EVIDENCE  You will be expected to study an author’s claims and the evidence that the author gives to support those claims.

COMPARE AND CONTRAST  You will be expected to note how two or more people or things are alike and different.

MAKE INFERENCES  You will be expected to use your background knowledge and clues from the text to infer information.

PREDICTION  You will be expected to use your background knowledge and clues from the text to figure out what will happen next.

CHARACTER AND SETTING  You will be expected to identify who or what a story is about and where and when the story takes place.

THEME  You will be expected to look for the moral or lesson in a fiction story or an author’s view about the world in nonfiction.

AUTHOR’S PURPOSE  You will be expected to determine why an author wrote a passage and whether the purpose is to entertain, to inform, to persuade, or to teach.

NONFICTION TEXT FEATURES  You will be expected to study features that are not part of the main body of text, including subheadings, captions, entry words, and titles.

VISUAL INFORMATION  You will be expected to study pictures, charts, graphs, and other forms of visual information.

QUESTION AND ANSWER TIME  Are you only 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

YOUR TURN  What questions do you have that can benefit the class as we learn about skills and strategies that you will learn and be expected to apply when reading for understanding (comprehension).

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

COMPREHENSION INSTRUCTION SEQUENCE (CIS)  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)