Wednesday, March 4, 2015

Today's Agenda:
Pick up your folder from the black crates at the back.
Get out or select reading materials for Individual Reading Time.

1. Individual Reading Time
    Fill out your log afterward.

2. Partner Fluency Practice  -- Use the passage "Turning Off the Faucet" today. TOTF
                                       

3. Last time A3 got through creating the Before Reading Page, and previewed this article:
A4

More Megacognition:
Getting Ready to Read and Noticing Inner Voices
"Internet Safety: Safe Surfing Tips for Teens"
         Hand in your Inner Voices Worksheet to the wire basket.
         Make a neat pile on the front desk of the  articles.
        

4.  Begin your BICUM brochure.

Inside: 

Before Reading Self Check  Study Area   Emotions Level of Difficulty Feeling physically  Preview Read the title. Ask: What do I know about this subject? Read the Headings. Read the first couple of sentences and the last couple of sentences. Look for bold or italicized print. Look at charts, maps, graphs, diagrams. Select or CreateQuestions  (You could turn the headings into questions.) Set Study Length Place check marks

During Reading Be Active "Talk" with the author or text. Visualize Notice Patterns Predict      1) predict      2) read      3) check      4) compliment or correct Pace yourself with a pencil. Make Connections!      Text to Self      Text to Text      Text to World Notice Patterns. Stop at the 's  and Test your Understanding. Yes, I do understand. Mark and highlight text. Continue to next . Read to end of study block. No, I don't understand Use fix-up strategies: --Reread -- Read ahead -- Define unfamiliar words -- Read out loud -- Mark with "?" to clear up later

After Reading -Reduce-

Outside  -- 

After Reading -Retain-

[Strategies] Fix-Up Strategies  1. Check your own inner voice. 2. Focus on it, and read it again. 3. Try reading it out loud. 4. Try reading ahead a bit. 5.  Look for any words that may be getting in your way. 6.  Ask someone who can help you. -- or mark it with a ? for later.

BICUM =  Be in Control:  Use  Metacognition [My Name] [My Class Period]

Active Reading


Predicting  -- How could these words be 
related to each other in a story? 

bed                   spider                  mother                  kill                               sheets                                                book

How about these?

bed                      father            light                      dark                          boy                                                   sound

For this next story, you do not have to write anything.
Listen, and be ready to make a prediction/inference.

prediction:  about what is to come
inference: about what is





A3 got to here.
A4 got to here.







Now, try making some other predictions:

Tami loved biking.  She had biked in all
  kinds of weather.  She had been planning this
  bike trip for weeks.  Today was going to be
  great.   She woke up early and looked out the
  window.  It was raining!

Prediction	Clues (in the story)	Experience (what you know from your own)

 Mandy loved animals.  She had 2 cats,
  a dog, a parakeet, and a goldfish.  She'd been
  bringing home stray or wounded animals
  since she was 4 years old.  She would nurse an
  animal back to health and then find it a good
  home.  Today she was walking home and saw
  a puppy with a hurt paw.

Prediction	Clues (in the story)	Experience (what you know from your own)

Ben always had trouble getting up in
  the morning.  His mother usually had to call
  him at least twice.  He'd already been late for
  school three times this month.  Mom had
  already called him once and now headed up to
  his room and knocked on the door.  When he
  didn't respond she walked in and found him
  fast asleep!

Prediction	Clues (in the story)	Experience (what you know from your own)

More at
http://www.studyzone.org/testprep/ela4/o/makingpredictionsp.cfm

Pacing  yourself with a pencil --  or with your finger -- 

1.  Place your pencil on the first line of print about one inch from the beginning of the material.
2.  Move it across a line to about 1 inch before the right edge of the print.
3. Swing back to the next line 1/2 t0 1 inch from the left edge.
4. Again, move across the page to 1/2 to 1 inch before the end of the line. 

_____________________


More Active Reading: Noticing Patterns

Seeing patterns

•    puzzled?
•    Can you see it?
•    What patterns did you learn in English class -- Text Structures?

Sequence

What other patterns?

Highlighting

•    One type of pattern is sequence! 

Highlighting 

Helpful

Not helpful

Using  fix-up strategies --  Coming!

http://cavereading.blogspot.com/p/getting-acquainted-with-reading.html

 Using Reading Strategies to read directions.  

Fix-Up Strategies  

Use Reading Strategy Tools!

Read directions one step at a time. 

If you don't get it at first use these fix-up strategies:

1. Check your own inner voice.

      Are you paying attention to the text, thinking about it, or are you thinking about something else?  If you are not focused on the text, FOCUS.

2. If you didn't get it the first time, focus on it, and read it again.

3. If you still don't get it, try reading it out loud.

4. If you still don't get it, try reading ahead a bit.

    The next sentence or so may help you understand what you just read. 

5. If you still don't understand, look for any words that may be getting in your way.

    Are there terms you don't understand?   
1. Is there something in the context that gives you a clue about what they mean?  
2. Can you look them up? 
3. Could you ask someone who would know what they mean?  

6. If you've really tried all of these strategies, and you still don't understand, ask someone who can help you.