Reading Strategy Guide. Making Connections Post –Its (T/S, T/W, T/T) Open Sort/Closed Sort (Words or Pictures) Connect Two Tracking Words Word Splash.

Reading Strategy Guide

Making Connections

• Post –Its (T/S, T/W, T/T)• Open Sort/Closed Sort (Words or Pictures)• Connect Two• Tracking Words• Word Splash• Anticipation Guides• Reflection Journals• Response logs• Book Bits

Beavers by Helen H. MooreBeavers by Helen H. Moore

• Read about beaver features, p. 24-27• Use post it notes and write:

t/s = text to self

T/S

t/w = text to world

t/t = text to text

T/W T/T

Open Word SortOpen Word SortOpen Word SortOpen Word Sort

beliefs latitude carrying capacity architecture soil arable consumption demographics agglomeration longitude land use population die-off clothing government industries language homes climate education overshoot crash collapse drawdown

12 3 4 5 6

7 8 9

10

1112 13 14

Closed Word SortClosed Word SortClosed Word SortClosed Word Sort

beliefs latitude carrying capacity architecture soil arable consumption demographics agglomeration longitude land use population die-off clothing government industries language homes climate education overshoot crash collapse drawdown

Categories:Categories:• Location and Place• Human Interactions• Sustainability • no clue

Categories:Categories:• Location and Place• Human Interactions• Sustainability • no clue

Group 1

Group 2Group 3

Birds

Zoo Animals

Farm Animals

Closed Word SortClosed Word Sort

clothing government industries agglomeration language homes beliefs education

Categories:• Location and Place• Human Interactions• Sustainability • no clue

Categories:• Location and Place• Human Interactions• Sustainability • no clue

Location and PlaceLocation and Place

Sustainability Sustainability

Human InteractionsHuman Interactions

consumption drawdown overshoot carrying capacity crash die-off collapse

latitude longitude soil arable demographicsclimate land usepopulation architecture

Making Connections Making Connections With WordsWith Words

Making Connections Making Connections With WordsWith Words

Climate and architecture are connected because the climate helps to determine the type of architecture that will evolve.Climate and architecture are connected because the climate helps to determine the type of architecture that will evolve.

latitude longitude soil arable demographicsclimate land usepopulation architecture

latitude longitude soil arable demographicsclimate land usepopulation architecture

consumption drawdown overshoot carrying capacity crash die-off collapse

consumption drawdown overshoot carrying capacity crash die-off collapse

clothing government industries agglomeration languagehomes beliefs education

clothing government industries agglomeration languagehomes beliefs education

Making Connections Making Connections With WordsWith Words

Making Connections Making Connections With WordsWith Words

More About Beavers,Page 28, 29

Lessons of Easter Island: culture

stone

vegetation

woods

cut down

Word Use in Text Page

krill

web

flippers

fluke

tentacles

meat

plankton

wings

insects

trees

ocean

seals

molars

Continuing Word Connections:

Vocabulary Word My Definition Dictionary Definition

Use in Text

1.

Write about it…

2.

Write about it..

3.

Write about it…

4.

Write about it…

5.

Write about it…

C. Samojedny, 2004

Response Logs:Response Logs:Response Logs:Response Logs:

• reflecting on contentreflecting on content• reflecting on contentreflecting on content

• encourage the use of evidence encourage the use of evidence and examples that build meaningand examples that build meaning and limit irrelevant responsesand limit irrelevant responses

• encourage the use of evidence encourage the use of evidence and examples that build meaningand examples that build meaning and limit irrelevant responsesand limit irrelevant responses

Explain how _________(topic of the day) plays a part in your life.

Write a sentence telling how knowing about ________(new topic) might be useful to you personally.

How do you think your feelings about ________(new topic) is different from your teachers (or friends or parents)?

Book Bits1. Give each student a short excerpt from a piece

of text that everyone will be reading. 2. Each child reads his/her excerpt silently.3. Each child then writes a prediction/questions

about the entire article. 4. Students are placed in groups of 3-4 to share

excerpts with other students. Each child reads to and listens to 2-3 other students. They must read their excerpts exactly as written.

5. Students now return to their seats to make new predictions or ask questions concerning the text they will read.

Anticipation GuidesAnticipation GuidesAnticipation GuidesAnticipation Guides

MeMe TextTextMeMe TextText

Mosquitoes eat plant nectar and pollinate Mosquitoes eat plant nectar and pollinate plants.plants.Mosquitoes eat plant nectar and pollinate Mosquitoes eat plant nectar and pollinate plants.plants.

Mosquitoes make great food for fish.Mosquitoes make great food for fish.Mosquitoes make great food for fish.Mosquitoes make great food for fish.

Honeydew is a favorite food of theHoneydew is a favorite food of themale mosquito.male mosquito.Honeydew is a favorite food of theHoneydew is a favorite food of themale mosquito.male mosquito.

The larvae do not breed successfully in The larvae do not breed successfully in water that has fish or frogs.water that has fish or frogs.The larvae do not breed successfully in The larvae do not breed successfully in water that has fish or frogs.water that has fish or frogs.

Mosquitoes are the most dangerous Mosquitoes are the most dangerous Animal in the world.Animal in the world.Mosquitoes are the most dangerous Mosquitoes are the most dangerous Animal in the world.Animal in the world.

Asking Questions

• I Wonder

• QAR (Text or Art)

• Question Trackers

• Hot Lists

1. I wonder...

2. what horses eat?

3. where horses live?

4. how horses help people?

Question/Answer Relationship (QAR)Question/Answer Relationship (QAR)Question/Answer Relationship (QAR)Question/Answer Relationship (QAR)

IN THE BOOKIN THE BOOK• Right There: Right There:

answer in text, easy to find; answer in text, easy to find; words used in question and words used in question and used in answer are in same used in answer are in same sentencesentence

IN THE BOOKIN THE BOOK• Right There: Right There:

answer in text, easy to find; answer in text, easy to find; words used in question and words used in question and used in answer are in same used in answer are in same sentencesentence

IN MY HEADIN MY HEAD• Author and You:Author and You: answer answer

not in text; must think about not in text; must think about what is known, what text is what is known, what text is saying and how it fits saying and how it fits together (inferring)together (inferring)

IN MY HEADIN MY HEAD• Author and You:Author and You: answer answer

not in text; must think about not in text; must think about what is known, what text is what is known, what text is saying and how it fits saying and how it fits together (inferring)together (inferring)

Think and Search: Think and Search: words and answerswords and answers come from differentcome from different parts of text (or parts of text (or books)books)

Think and Search: Think and Search: words and answerswords and answers come from differentcome from different parts of text (or parts of text (or books)books)

On My Own:On My Own: using experiences using experiences

(schema) to answer (schema) to answer questionquestion

On My Own:On My Own: using experiences using experiences

(schema) to answer (schema) to answer questionquestion

QAR and Art

• Look at a picture

• Write 4 questions about the picture – you should have one question for each of the four types of QAR:

Right ThereThink and SearchAuthor and YouOn your Own

My Main Question Another Question

Another Question Another Question

Another Question Another Question

My question: ! My answer:

My next question: Maybe:

http://dsc.discovery.com/convergence/greatpyramid/pyramids/pyramids.html Where are pyramids found? Why did ancient peoples build pyramids? http://www.survive2012.com/america_pyramids.html Who constructed the ancient pyramids (mounds) in the Americas? What types of materials were used in the construction? How do the pyramids in North America compare to those from ancient Egypt? http://www.survive2012.com/europe_pyramids.html When were the pyramids of Europe constructed? http://www.earthquest.co.uk/china/china.html How were the Chinese pyramids first discovered by Westerners? Why do you think there are pyramids found all over the world?

Determining Importance

• The Structures of Nonfiction TextThe Structures of Nonfiction Text• The Features of Nonfiction TextThe Features of Nonfiction Text• Taking NotesTaking Notes• Graphic OrganizersGraphic Organizers• IWAC, Frayer Model, Concept Definition IWAC, Frayer Model, Concept Definition

MapMap• VisualizationVisualization• GISTGIST• Readers Theatre-Teacher createdReaders Theatre-Teacher created

Readers Theatre

1. Teacher read the text on which script is based and did lessons on fluency.

2. Day 2-3 students met in small groups and read the script several times – taking a different role with each reading.

3. Day 4 – students practice their roles

4. Day 5 – students perform

The Features The Features of Nonfiction Textof Nonfiction Text

The Features The Features of Nonfiction Textof Nonfiction Text

• Table of ContentsTable of Contents• IndexIndex• Titles, HeadingsTitles, Headings• Font SizeFont Size• Font StyleFont Style• Tables, Graphs, Charts, Diagrams, Tables, Graphs, Charts, Diagrams,

Labels, CaptionsLabels, Captions

• Table of ContentsTable of Contents• IndexIndex• Titles, HeadingsTitles, Headings• Font SizeFont Size• Font StyleFont Style• Tables, Graphs, Charts, Diagrams, Tables, Graphs, Charts, Diagrams,

Labels, CaptionsLabels, Captions

Nonfiction Nonfiction Text StructuresText Structures

Nonfiction Nonfiction Text StructuresText Structures

• Cause-Effect Cause-Effect • Problem-SolutionProblem-Solution• Compare/Contrast Compare/Contrast • DescriptionDescription• Chronological SequenceChronological Sequence• EpisodicEpisodic• DefinitionDefinition

• Cause-Effect Cause-Effect • Problem-SolutionProblem-Solution• Compare/Contrast Compare/Contrast • DescriptionDescription• Chronological SequenceChronological Sequence• EpisodicEpisodic• DefinitionDefinition

Nonfiction Nonfiction Text StructuresText Structures

Nonfiction Nonfiction Text StructuresText Structures

Cause/Effect

Event:

Event:

Event:

Event:

Event:

E. Alford, 2002

Nonfiction Text Structures

Nonfiction Text Structures

Problem/ Soluti on

E. Alford, 2002

Sexy Fuel Sippers, Discover, April 2000

Problem/ Soluti on

Text Structures: Compare/ContrastText Structures: Compare/ContrastText Structures: Compare/ContrastText Structures: Compare/Contrast

Alike

Topic: _________________Economy

North South

Different

labor

goodsservices

workingconditions

resources

Text Structures: DescriptionText Structures: DescriptionText Structures: DescriptionText Structures: Description

Topic:

Main idea or summary:

Detail:

Detail:

Detail:

Detail:

Detail:

E. Alford, 2002

Cutting Up With FactsCutting Up With FactsCutting Up With FactsCutting Up With Facts

Cows have four stomachs. They eat grass

Rabbits eat their droppings. Rabbits eat grass.

The starfish stomach goes out of its body and into the shellfish

Frogs pushes their stomach out of their body when if it eats something bad.

Ostriches can run 40 miles an hour. It can kick its enemies.

Ostriches have long nails.

Chameleons change colors to hide.

Baboons live together in troups.

Cobras puff out their necks to look bigger.

Whales can talk to each other.

Meercats stand guard to warn of danger.

Cutting Up With FactsCutting Up With FactsCutting Up With FactsCutting Up With Facts

Cows have four stomachs. They eat grass

Rabbits eat their droppings. Rabbits eat grass.

The starfish stomach goes out of its body and into the shellfish

Frogs pushes their stomach out of their body if it eats something bad.

Ostriches can run 40 miles an hour. It can kick its enemies.

Ostriches have long nails.

Chameleons change colors to hide.

Baboons live together in troups.

Cobras puff out their necks to look bigger.

Whales can talk to each other.

Meercats stand guard to warn of danger.

Features

Behaviors

Non-ExamplesExamples

CharacteristicsDefinition

word

The Frayer ModelThe Frayer ModelThe Frayer ModelThe Frayer Model

CharacteristicsDefinition

A member of a class of higher vertebrates

MammalExamples Non-

examples• human

• squirrel

• dog

• bat

• horse

• whale

• cow

• rabbit

• frog

• snake

• turtle

• butterfly

• spider

• lizard

• shark

• chicken

• warm-blooded

• have fur

• produce milk

The Frayer ModelThe Frayer ModelThe Frayer ModelThe Frayer Model

Visualize...Visualize...Visualize...Visualize...

Change Over Time: Life Cycle of a TreeChange Over Time: Life Cycle of a TreeChange Over Time: Life Cycle of a TreeChange Over Time: Life Cycle of a Tree

Scavenger Hunt Interactions of animals and plants

How do animals use plants?

Name of animal Part of plant used

Human (animal) Part of plant used

Moving Seeds Name of mover How seeds are moved

Topic:

What problems were experienced? What led to these problems? How were the problems resolved?

Location Name

Location Relative Absolute

County seat

Neighboring villages, towns

Landmarks in all directions from a point

Street or rural address

Use of an atlas

Map: symbols, scale & distance, grids, index, compass rose, key

Place

wildlife

wildlife

landforms

climate

vegitation

Soil, water, other resources

ethnic groups

Physical characteristics

Human characteristics

socioeconomic levels

religious affiliations

education levels

recreation

architecture

government, schools

land use

Name: ____________________________________

What are the parts of a tree and what do they do?

Tree Part What does it do?

Draw a picture of a tree’s life cycle.

What are the two main types of trees? How can you tell them apart?

In the box below, draw a picture of your favorite tree. Next to the picture,explain how to identify this tree.

What products are made from trees? How are trees important inyour life?

G.I.S.T.

Semantic Features ChartSemantic Features Chart

Description: Location, place

Resources Culture: history, etc.

Disappearance Implications

Maya

Mesopotamia

Easter Island

Anasazi

Modern World

Important Words And Concepts (IWAC)

A B C D E F G H

I J K L M N O P

Q R S T U V W X

Y Z

Reading Strategy: Determining Importance

Finding Important Finding Important InformationInformation

Finding Important Finding Important InformationInformation

Pueblo

PropertiesDescribe it.

CategoryWhat is it?

Compare/Contrast

What is it like?

Illustrations: What are some examples?

Four Corners

Navajo NationalMonument New

Mexico

shelter

apartment

Navajo sandstone

cliff dwellings

multi-level

A pueblo is a shelter similar to an apartment. These multi-level cliff

dwellings are made of Navajo sandstone. Pueblos can still be found in New Mexico, the Four Corners region, and the Navajo National Monument located in

Black Mesa, Arizona.

A pueblo is a shelter similar to an apartment. These multi-level cliff

dwellings are made of Navajo sandstone. Pueblos can still be found in New Mexico, the Four Corners region, and the Navajo National Monument located in

Black Mesa, Arizona.

Paragraph written from Concept Definition Map

Drawing Inferences

• Poetry Reconstruction

• Concept Circles

• Mystery Bubbles

• Fact/Inference T Chart

• Inferring from Lists of Related Facts

Poetry Reconstruction

1. Record a poem on sentence strips

2. Record the same poem on stiff paper for students

3. Cut the poem into phrases

4. Distribute strips randomly to students

5. Students work in teams to reconstruct the poem

6. Check their work against poem in pocket chart

Activity: Seed, Sprout, Flower reconstruction

Seed, Sprout, Flowerby Helen H. Moore

A seed is planted:

First a sprout,

then stem,

and leaves,

and buds

come out.

Buds grow bigger,

smelling sweet,

bees and birds come

‘round to eat.

Bees and birds

help flowers spread

their new seeds on

the garden bed . .

A seed is planted.

Concept Circles

1. View a completed circle and name the concept

2. Provide a concept and one word/picture – add other words/pictures that fit

3. Identify the word or picture that does not belong

Concept CircleWhat concepts are represented?

car

bike van Explain your choice: ______________________________________________________

Concept CircleWhat other examples fit?

ant insects

Explain your choices:

____________________

____________________

____________________

Concept Circle Which one does not belong?

tiger

lion dog Explain why:

____________________

____________________

____________________

Mystery Bubbles

• Select key concepts• Provide one clue related to the concept• Provide a list of vocabulary words – including the

concept words• Students must now complete the mystery

bubbles• As students develop proficiency – you may want

to eliminate the word list• Students complete the bubbles on their own

Mystery Bubbles

mammals 3 middle ear bones reptiles

scales horse lay eggs

bo

dy

hai

r

snak

e

Biomes / Habitats

strataextreme temperaturesprairieequatortemperaterainforestlittle rainfallSaharaplains of grass

DESERT

mid

-Am

eric

a

den

se &

war

m

People in our Community

MAYOR

bri

ng

s b

ills

keep

s

us

safe

Mystery Bubbles without vocabulary list

Making InferencesMaking InferencesMaking InferencesMaking Inferences

FactsFactsFactsFacts InferencesInferencesInferencesInferences

Somewhere between AD 1250 Somewhere between AD 1250 and AD 1400 the Anasazi and AD 1400 the Anasazi moved out of San Juan county and moved out of San Juan county and dispersed to larger pueblos scattereddispersed to larger pueblos scatteredthroughout the drainages of the throughout the drainages of the Colorado and Rio Grande Rivers inColorado and Rio Grande Rivers inColorado and New Mexico. They left Colorado and New Mexico. They left behind many of their large personalbehind many of their large personalbelongings such as cooking pots andbelongings such as cooking pots andbaskets.baskets.

Somewhere between AD 1250 Somewhere between AD 1250 and AD 1400 the Anasazi and AD 1400 the Anasazi moved out of San Juan county and moved out of San Juan county and dispersed to larger pueblos scattereddispersed to larger pueblos scatteredthroughout the drainages of the throughout the drainages of the Colorado and Rio Grande Rivers inColorado and Rio Grande Rivers inColorado and New Mexico. They left Colorado and New Mexico. They left behind many of their large personalbehind many of their large personalbelongings such as cooking pots andbelongings such as cooking pots andbaskets.baskets.

• Water is important to their culture Water is important to their culture because they always live near a river.because they always live near a river.• Water is important to their culture Water is important to their culture because they always live near a river.because they always live near a river.

• They were peaceful because they were They were peaceful because they were accepted by other Pueblo Indians .accepted by other Pueblo Indians .• They were peaceful because they were They were peaceful because they were accepted by other Pueblo Indians .accepted by other Pueblo Indians .

• Because they left behind personal Because they left behind personal belongings, I can infer they leftbelongings, I can infer they left quickly. quickly.

• Because they left behind personal Because they left behind personal belongings, I can infer they leftbelongings, I can infer they left quickly. quickly.

What can we infer?

Cows have four stomachs. They eat grass

Rabbits eat their droppings. Rabbits eat grass.

The starfish stomach goes out of its body and into the shellfish

Frogs pushes their stomach out of their body when if it eats something bad.

Ostriches have long nails.

Animal features…

The cheeta has a spotted coat.

What can we infer about grass?

Considering all of the facts about animal features, what can we infer?

Synthesizing

• Student Created Readers’ Theatre

• Note Taking Formats

• FTP

Student-Produced Readers Theatre

1. In teams review texts and notes to create script.

2. Small groups meet and read the script several times – taking a different role with each reading.

3. Students practice their roles

4. Readers’ Theatre is performed

Note taking formatsNote taking formats

Event:Year(s):Description:

Graphic:

Significance:

John Smith and other English settlers established Jamestown

1607 An expedition was financed to Chesapeake Bay with more than 100 colonists. They found a spot on the James River and named it Jamestown. Jamestown colonists had many hardships. They spent time searching for gold instead of finding food.

Jamestown

Colonists realized they need to grow crops for food instead of just searching for gold.