Review of Reading Strategies

What you already came up with… ConnectionsPredicting/InferenceQuestioningVisualizing

Connections Text to Self, Text to Text, Text to World

Connections you make between the text and your personal experiences Example: I was able to make a connection to this picture because it is the length of a half-marathon and I ran one last weekend. Text to Self

Connecting the text to another book, movie, show, poem, or other text Example: The new book Eleanor and Park reminds me of a modern day Romeo and Juliet, because although they love each other, the main characters are from two conflicting backgrounds. Text-to-text:

Making connections between the text and events that are going on in the world around us Example: The Crucible reminds me of the mass hysteria that happened after 9/11. In the play, everybody is accusing everybody else of being a witch. After 9/11, many people incorrectly associated Muslim people with terrorists Text-to-world

Predictions/Inference Inference …a strategy used before, during and after reading. Predicting is a part of inferring. Inferences need to be based on references in the text and then mixed with background knowledge.

Questioning Thin and Thick

“Thick” vs. “Thin” Questions Thin questions are more superficial and can be answered in one phrase or sentence Thick questions ask things that may take longer to respond to

Routines to Help Think aloud Talk to the text

Think Aloud “Eavesdropping on someone's thinking.” Verbalizing aloud while reading a selection. This could include describing things you’re doing as you read.

Why do we do think alouds? They improve comprehension. It reminds/teaches you to re-read a sentence, read ahead to clarify, and/or look for context clues to make sense of what they read. It slows down the reading process and allows you to monitor your understanding of a text.

Talking to the Text S Strategy used to help you comprehend readings Good readers “talk to the text” in their head Practicing it by writing it out teaches us to do it in our heads Follow these steps to do:

What does this look like? As you’re reading a passage highlight or circle words or phrases you can identify with In the margins, make notes, ask questions, make comments, and make predictions Think about these things: Connections you can make to what you know What you wonder about as you read (AKA Predictions/Inferences) Words, phrases, or sentences that you find interesting Questions about or wanting additional information

Metacognition Thinking about your thinking! Defined as: awareness and understanding of one's own thought processes Let’s break the word down Meta-beyond Cognition (cognitive)-brain-thinking

Why do we practice these in school? Believe it or not, these do help you understand the text better May take more time, but in the end, you will be able to make more sense of what you have just read You won’t always have teachers or friends to help you out...knowing these strategies allows you to make sense of things yourself! VrSUe_m19FY VrSUe_m19FY

Practicing these Routines We will be using and practicing these routines a lot this year with a variety of readings and types of texts. Lets start now!

Narrative “A Fable for the Living” We’ll start out together then you will work in partners and individually to annotate

Narrative Select 1-2 paragraphs you liked and then write a paragraph explaining your reasoning. You could explain why you liked them specifically or why you felt they were well written.

Narrative Terms Look over the narrative terms handout individually and with your partner Discuss the term “Hook” from Narrative TermsNarrative Terms Is Brockmeier’s hook strong/effective/attention getting? Why or why not?

Narrative Terms Cont’d Write a partner paragraph in your small groups and discuss how the author used at least two of our Narrative Terms effectively. Narrative Term

Give one Get one Fold a piece of paper in half On one side write “give one” and put down as many of the main points from your analysis of the texts as you can On the other side write down “get one”. You will have a chance to share with classmates in a few minutes. Move around the room and “get” at least five new pieces of info

Give one Get one Write down the strategies/routines you used as you were reading Write down as many as you can Move around the room and “get” at least five new strategies/routines