Thursday, April 19, 2018

Friday, April 20, 2018


Announcements and Reminders for Friday, April 20, 2018:
       
Your blog assignment is due today.  Turn it in to the top wire basket.   

Sunday, April 22 is Earth Day!
Continue to Celebrate!
                  


Targets for Today:
  • I can read quietly for an extended time -- hopefully enjoying it! 
  • I can improve my fluency by better understanding my own reading habits, and by practicing!  
  • I can learn about improving my reading by using metacognition during reading. 

Today’s  Agenda for Friday, April 20, 2018:

1. Pick up your folder from the black crate, find a book to read, and take your seat. 

      If you have completed your blog assignment, hand it in to the top wire basket. 

2. Individual Reading and Filling out the Reading Log

Read your choice of materials. Read quietly until the teacher directs you to stop. Receive and Fill out your reading log. 
#
Date
B
N
M
O
Title, Explanation, Pages
Minutes
Total Hours

2


4/18

x





Cricket Magazine
"Laughing at Silvia" 

20

2/3
 3
4/20



The Maze Runner  p. 34-56
20
 1 hour

      If you're absent, or were off-task during reading time, or didn't fill out your log, pick up a pink make-up sheet and do the homework.



   3 One-Minute Partner Fluency Practice
  •        Each partner gets a page protector and a copy of the poem to read.
  •        Put the poem into the page protector.
  •        With a classmate you will take turns reading the passage.
  •        You will be timed for one minute.
  •        Your partner will follow along and mark any errors and mark where you ended. 
  •        Notice how far you read.  Figure out how many words you read, then subtract any errors.
  •           Write it down.  
              ______ wpm
MAKE SURE YOU FILL OUT THE DATE, PASSAGE NUMBER OR LETTERS, AND WORDS PER MINUTE EACH TIME YOU HAVE HAD A TURN TO DO A TIMED READING.  

       Fill out your new graph for each time you read.


Date
4-20-18
4-20-18

Passage
606
606
⇐This will be a number!
Words Per Minute
143 (example)
153 (example)




3. BICUM  -- Be in Control: Use Metacognition!  
More on your Brochure:  Today fill in the inside middle section. 

Before Reading

Complete a

Self Check 

Study Area 

Emotions

Level of 

Difficulty

Feeling physically 



Preview

1. Read the title.

Ask:

What do I know 

about this subject?

2. Read the first 

couple of sentences 

and the last couple 

of sentences.



3. Look for bold or 

italicized print.

4. Look at charts, 

maps, graphs, 

diagrams.




5. Ask yourself:

Is this a useful 

and reliable 

source?"


You could use the

CRAAP Test. *



6. Select or 

Create Questions

7. Set Study Length

8. Place check marks





During Reading

Be Active

  • Notice your alignment with the text. 
  • Visualize
  • Make Connections!

         Text to Self

         Text to Text

         Text to World

  • "Talk" with the author or text.
  • Notice Patterns
  • Make Predictions
1)  read
     2) predict

 3) read

  4) check

              5) compliment  


                         or  correct             



  • Make Inferences
  • Pace yourself with a pencil.


Stop at 
the 's  and 
Test your Understanding.

Yes, I do 

understand.

Mark and 
highlight 
text.

Read to end of study block.
 No, I don't 

understand

Use fix-up strategies:
See the back of this brochure!








Practice with an Article
During Reading Strategies 

Strategies  to Help Yourself BE ACTIVE 
as you Read 



A.   Notice your Alignment:   








2. Visualize

3. Make Connections 

4.  Talk with the author or text. 




5.  Notice Patterns    

Patterns -- Name that Text Structure!


            Description
             Definition
             List 
                    Random or 
                    Order of Importance or 
                    Spacial
             Sequence
             Chronological (Time Order)
             Cause and Effect
             Comparison-Contrast
       
A3 and A4 to partway through Patterns/Text Structure.   


6.  Make Predictions 
             The Prediction Cycle
                   1)  Read
                   2) Predict
                   3)  Read
                   4)  Check
                   5)  Compliment or Correct



7.  Make Inferences

Prediction is about what is to come. 
Inference is about what is.  

Inference is reading between the lines.  

What is the author saying without directly stating it? 





Words you need to know: 





Imply =      to suggest





Infer =       to conclude






Making Inferences is very similar to Making Connections and Making Predictions. In fact, predictions are a type  of inference.  When you make inferences, you use clues from the text, memories, facts, experiences, and more to "read between the lines". You're not just looking forward to guess what will happen next, but you're looking at the whole text! 


We will use an acronym to help us remember the important parts of making an inference.   KIC

  • Key details/words --- clues from the text +
  • what  I already knew. . . .. 
  • Combine them  to come up with an inference

Let's make some inferences about this picturePick a detail, infer something, and explain why that detail supports your inference. 



  • What can you infer about the man on the right? What details support your inference? Why?
  • What can you infer about the man on the left? What details support your inference? Why?   
  • ___________________  A3 got to here on January 11, 2018
  • ___________________  A4 got to here on January 11, 2018
Making inferences is a life skill, not just a reading skill! You make inferences all the time as you meet new people, decide if a movie is going to be good or not, or try to figure out what happened to that thing that you lost. 


Examples:

A character has a diaper in her hand, spit-up on her shirt, and a bottle warming on the counter. You can infer that this character is a _________________.








A character has a briefcase, is taking a ride on an airplane, and is late for a meeting. You can infer that this character is a ____________________.








A character uses words like "stat" and "emergency" and "prep" and "operation." You can infer that this person works in the ____________________.








A detective enters the house, which has been ransacked. He sees blood on the floor, and it leads out the back door. You can infer that ____________________.








When you enter a house, you see backpacks by the door, small shoes scattered near them. You see an art easel, and a room with a doll house and a toy box. You can infer that there are __________________________.








Your friend walks past you without smiling. Her head is hanging down. She wipes a tear away from her eye, and looks at her report card. You can infer that your friend _______________________________.










You walk into the room and the teacher tells you to clear your desk and get out a piece of paper and a pencil. You can infer that  ______________________.





http://softschools.com/examples/literary_terms/inference_examples/301/







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. 

It works best with your finger!



Highlighting


Highlighting  

Helpful
Not helpful



If You Were Absent:




Vocabulary:






 Help and Enrichment 

For Your Grade for This Rotation

Be on task in class!

Keep up with your reading log.
(Record the information about when and what and how long you’ve read every class time.)

Keep up with your partner fluency graph.
(Record the date, passage number or letters, and your words per minute after each time you read.)

Complete make-up homework if you are absent or if you are off-task in class.

Create a neat and complete BICUM Brochure.
Be able to show you can use the strategies from your brochure when reading.

Use the strategies for retaining information to memorize the assigned sets of information.



No comments:

Post a Comment