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Linked To The Grades 4 - 8 DRA Language Strategies Linked Jointly Compiled by: Junior Planning and Assessm ent Committee 2005 / 2006 Literacy Coache Intermediate DRA Training Team 2007 / 2008 Lambton Kent Dist Linked To The Grades 4 - 8 DRA Language Strategies Linked To The Grades 4 – 8 DRA Introduction Oral Reading Fluency Reader’s Theatre Partner Repeated Reading Predicting Prediction Book Report Framework Prediction for Non-Fiction Read – Pause – Predict: A Partner Activity Engaging in Reading: Probable Passage (Think Literacy) Summarization / Literal Comprehension Summary – REAP (Read, Encode, Annotate, Ponder) Summary / Retell – Comical Capers Engaging in Reading: Using Context to Find Meaning Engaging in Reading: Most/Least Important Idea(s) (Think Literacy) Engaging in Reading: Sorting Ideas Engaging in Reading: Making Notes (Think Literacy) Reading Different Text Forms: Information Texts Reading Different Text Forms: Graphic Texts (Think Literacy) Reading Different Text Forms: Literary Texts (Think Literacy) Reading Different Text Forms: Following Instructions Making Notes: Somebody Wanted But So Lambton Kent Dist Linked To The Grades 4 - 8 DRA Engaging in Reading: The Five Guesses Game (Think Literacy) Engaging in Reading: Improving Visual Memory (Think Literacy) Engaging in Reading: Visualizing (Think Literacy) Reacting to Reading: Drawing Conclusions (Think Literacy) Reacting to Reading: Making Judgements Reflection Reflection: Reflecting on Our Thoughts Using Background Knowledge Questioning Making Connections Visualizing Lambton Kent Dist Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Introduction Implementing teaching strategies that are matched t o what students need is essential for improving student literacy. Within A Guide to Effective Literacy Instruction (2006) it is clearly communicated that “the essent ial purpose of reading is to make meaning. Effective readers use a range of str ategies in a variety of combinations when interacting with text” (p. 44). Students best learn these strategies through a variety of instructional approaches that move from explicit teaching, shared reading, guided practice to independent practice. “Explicit instruction in reading strategies – showi ng our thinking and the mental processes we go through when we read – gives students an idea of what thoughtful readers do. We explicitly teach re ading comprehension strategies by demonstrating them for students befor e turning the task over to them.” - Harvey and Goudvis (2000, p. 30). Consistent use of strategy vocabulary (i.e. predict ion, summary, literal comprehension, interpretation, reflection, and metacognitive aware ness) between classrooms, schools, and teachers helps student understanding. This compila tion of activities that teach strategies is not exclusive or exhaustive. Organization of the Activities: Each activity is linked to a specific reading strat egy and includes a reference to the curriculum expectations. 1. Introducing the Activity Each activity has a section that will link students to prior knowledge and engage them in the lesson. 2. Implementing the Activity The instructions for teaching the strategy using the activity provided. These are step by step and may require adapting to the needs of your classroom. 3. Reflecting on the Activity This will focus the students on the metacognitive awareness of what they have learned and reflecting is also a strategy assessed within the DRA process. 4. Applying the Activity Suggestions are made to what next steps are available for students and how to integrate this activity into other curriculum and learning opportunities. Linked To The Grades 4 - 8 DRA Reader’s Theatre Partner Repeated Reading Lambton Kent Dist Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Strategy: Oral Fluency Activity: Reader’s Theatre Ontario Language Arts Expectations: Reading 3.1 automatically read and understand high-frequenc y words, most regularly used words, and words of personal interest or significance in a variety of reading contexts 1. Introducing the Activity Demonstrate and record some characteristics of a ‘d ramatic voice’ on chart paper. For example: Voice tone (“What ever”) Phrasing and speaking quickly (“I can’t wait until my birthday!”) Slow, thoughtful speech (“My dog died.”) Introduce text features of a script and how scripts are read. For example: Joe: I’m going to bike to the store. Mary: Can you pick me up a bag of apples? Also explain that reader’s theatre does not involve any props, costumes, sets, or memorization. Students use their voices and read t heir part of the script out loud. Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board 2. Implementing the Activity i) Choose a script. Several options to attain scri pts are outlined below: Reader’s Theatre Scripts Available from Medianet: Arlo the Dandy Lion & The Billy-Goats Tough (130184 ) PJ 2003 KT Bendemolena & The Brementown Musicians (130180) PJ 2003 KT Brown Bread and Honey & Danny in the Toybox (130183 ) PJ 2003 KT The Crazy Critters & The Hairy Toe (130186) PJ 2003 KT The Firefly Who lost His Light & Fish For Sale (130 178) PJ 2003 KT The Gigantic Turnip Tug & La Capra Bugiarda (130181 ) PJ 2003 KT Molly Whuppie and the Giant & The Peddlar's Caps. ( 130188) PJ 2003 KT Ouch Flight & Persnickety Pete (130182) PJ 2003 KT Quick Nick and Slow Jo & Snow Bright of the Seven S umos (130179) PJ 2003 KT Readers'Theatre: Voice Works (S00938) PJ 2003 Short Pants (130187) PJ 2003 KT Three Blind Mice & There Was an Old Lady Who Swallo wed a Fly (130185) PJ 2003 Where's Tom & The Yuckiest Wish (130177) PJ 2003 KT Reader’s Theatre Scripts Available Online: http://www.aaronshep.com/rt/RTE.html ii) Assign students roles within the scripts chosen . Students highlight their sections on the scripts (if consumable). iii) Allow students to practice their roles, and sp eaking parts. iv) Students present their Reader’s Theatre stories together to the class or to a younger age group. 3. Reflecting on the Activity What are the most difficult parts of reading in fro nt of others? What part of my part did I do best? Why? 4. Applying the Activity Students may take part in additional Reader’s Theat re groups or adapt favourite stories into scripts which they present. Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Strategy: Oral Fluency Activity: Paired Repeat Reading Ontario Language Arts Expectations: Reading 3.1 automatically read and understand high-frequenc y words, most regularly used words, and words of personal interest or significance in a variety of reading contexts 1. Introducing the Activity With the class, or small group create an anchor cha rt on large paper about “Oral Fluency” or “Reading Outloud”: When reading aloud it is important to: Use expression Use punctuation Find and emphasize important words Understand the meaning of the words we read When working with a partner: Look at your partner Lean toward your partner Use a low voice 3. Implementing the Activity i) Partner students together. Give each file card s that can be used to record what they observe. ii) One student reads a short passage three times t o their partner who records feedback. Feedback focuses on the items that were recorded on the chart. iii) The feedback partner shares constructive items they observed. iv) Switch roles. 4. Reflecting on the Activity How did the reading improve on the second and third reading? What did your partner do well as a reader? What is one thing you can improve on? 4. Applying the Activity Use repeated reading to improve fluency of content subjects (i.e. a passage from a science or social studies text). Linked To The Grades 4 - 8 DRA Prediction Book Report Framework Prediction for Non-Fiction Read – Pause – Predict: A Partner Activity Engaging in Reading: Probable Passage (Think Literacy) Lambton Kent Dist Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Strategy: Prediction Activity: Recording Predictions Ontario Language Arts Expectations: Reading 1.3 Use a variety of appropriate strategies before, during and after reading to understand texts 1. Introducing the Activity Discuss how movies give clues that help us make pre dictions (i.e. spooky music, rain). 4. Implementing the Activity Use the cover, first page and illustrations to pred ict what the book will be about. Include the evidence from the text that supports your predi ctions. After the first two chapters predict what will happen with text evidence. Stop b efore reading the last chapter and predict the outcome with specific reasons to suppor t your theory. Record all these predictions, using charts, post-it notes, bookmarks , or reading journals. When the book is finished, reread all your predictions and m ake adjustments by writing in the margin or above the sentence. 5. Reflecting on the Activity How does predicting make you a better reader or a b etter writer? 4. Applying the Activity Present the information in an interesting way, for example as a book detective manual, or cue cards. Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Strategy: Predict ion Activity: Prediction for Non-Fiction Ontario Language Arts Expectations: Reading 1.3 Use a variety of appropriate strategies before, during and after reading to understand texts 1. Introducing the Activity Teacher has previously prepared a chart that is sim ilar to a KWL chart with the following headings: What We Think We Know Confirmed New Facts Misconceptions Before reading, the teacher introduces the topic th at students will be reading about e.g. how plants grow. Using post-it notes, students reco rd one "fact" per post-it that they think they know about the topic. They may write their nam e or initials on the post-it note if they wish. Post-it notes are then placed under the heading "What we think we know". Students then read the text. 2. Implementing the Activity During reading, students think about what they wrot e and whether their prediction has been confirmed or they have held a misconception ab out that fact. After reading, the teacher and students review the post-it notes and move them to either confirmed, misconception or they stay where they ar e because the information has not been covered in the text being read. New facts can be written on post-its by the students or as a shared activity with the teacher. The teach er could have students give evidence from the text to support moving the post-it to the confirmed section. 3. Reflecting on the Activity This activity is an opportunity for students to tak e a risk in predicting and then confirm or change their predictions based on information prese nted on the text. Many students appreciate the opportunity to keep their post-it no te facts after the activity is completed. 4. Applying the Activity Apply strategy to read-alouds, shared reading, or g uided reading materials. It could be used as a partner activity or independently as well with non-fiction text. Making Connections: This activity is very useful wi th Social Studies and Science and Health topics. (Adapted from Tony Stead) Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Strategy: Prediction Activity: Read – Pause – Predict (A Partner Activit y) Ontario Language Arts Expectations: Reading 1.3 Use a variety of appropriate strategies before, during and after reading to understand texts 1. Introducing the Activity Activate Prior Knowledge – Talk about personal expe riences, books students have read, and movies they have seen. Discuss how they were a ble to predict what was going to happen next (Using clues such as what they already know about the topic or experience). 2. Implementing the Activity With a volunteer student, model for the class. Cho ose a book that has two copies, one for your partner and one for you. Prior to reading, ag ree to stop at a certain point and then predict (i.e. after the first five pages). For dem onstration purposes only, take turns reading the text aloud so that the observing studen ts have a full understanding of the process. Share predictions, give evidence, then co ntinue reading to confirm or adjust your predictions. Each partner is responsible for encouraging the other to provide evidence from the text. Teach students helpful que stions such as, “What do you think might happen next?” “What in the book makes you t hink that?” 3. Reflecting on the Activity Ask reflection questions about what was learned. 4. Applying the Activity Have students try this with a partner using a pictu re book and then try it with a novel. Students share with the class some of the successfu l predictions they made with their partner. : Cross-Curricular Approaches, Grades 7-12 R R R R : Cross-Curricular Approaches, Grades 7-12 R R R R What teachers doWhat students do Select a subject-related textbook, Web- : Cross-Curricular Approaches, Grades 7-12 Suggested Prompts for a Text-Features Search 1.Using the Table of Contents, find the chapter number for the topic ____________ (e.g., Electricity, 2.In the Index at the back of the text, find and list all the pages that deal with ____________ (e.g., static electricity, compound interest, Boreal forest, Louis Riel 3.On page _____, what is the purpose of the coloured box 4.What diagram appears on page ______? What provides an explanation of that diagram? How is it 5.In the Table of Contents, which topic is covered in Chapter Fourteen, Section 4? 6.On page _____, what special feature helps you to identify the definition of the concept 7.In the Index, how many page references are there for _________________? Which reference : Cross-Curricular Approaches, Grades 7-12 RR RR : Cross-Curricular Approaches, Grades 7-12 R R R R What teachers doWhat students do : Cross-Curricular Approaches, Grades 7-12 R R R R Teacher Resource : Cross-Curricular Approaches, Grades 7-12 R R R R ___________________________________ . Anticipation Guide - Template Before Reading Statements*Page #After Reading : Cross-Curricular Approaches, Grades 7-12 R R R R : Cross-Curricular Approaches, Grades 7-12 R R R R What teachers doWhat students do : Cross-Curricular Approaches, Grades 7-12 R R R R Sample Flow Chart with Signal Words to Organize Thinking : Cross-Curricular Approaches, Grades 7-12 R R R R Flow Chart with Signal Words to Organize Thinking Student/Teacher Resource Finally... : Cross-Curricular Approaches, Grades 7-12 R R R R Finding Signal Words in Text - Example Teacher Resource light enters the eye. As I read more closely, I notice what the eye is being compared to. The hole in the eye is called the pupil and the camera hole Subject Specific Examples Language/English, Grades 7-9 THINK LITERACY: Teacher Resource to the meaning of the selection and ones Provide the title of the selection. Character , These words do not have to be selected and categorised in obvious ways. For Categorise unfamiliar words in the can’t predict a category. Words students put in the that needs explicit teaching. You may reading. If most of the students have put most of the words in the To discover … To Discover ion, ask students to revisi t their Probable Passage to Gist Statement Linked To The Grades 4 - 8 DRA Literal Comprehension Summary – REAP (Read, Encode, Annotate, Ponder) Summary / Retell – Comical Capers Engaging in Reading: Using Context to Find Meaning Engaging in Reading: Most/Least Important Idea(s) (Think Literacy) Engaging in Reading: Sorting Ideas Engaging in Reading: Making Notes (Think Literacy) Reading Different Text Forms: Information Texts Reading Different Text Forms: Graphic Texts (Think Literacy) Reading Different Text Forms: Literary Texts (Think Literacy) Reading Different Text Forms: Following Instructions Making Notes: Somebody Wanted But So Lambton Kent Dist Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Strategy: Summary / Literal Comprehension Activity: REAP (Read, Encode, Annotate, Ponder) Ontario Language Arts Expectations: Reading 1.4 Demonstrate understanding of a text by summari zing the important ideas in a text and citing details. 1. Introducing the Activity What do good readers do when they want to summari ze something they've read? 2. Implementing the Activity Use the graphic organizer to: R-Read on your own E-Encode the text by putting the gist of what you r ead in your own words A-Annotate the text by writing down the main ideas (notes, significant words, quotes) and the author's message P-Ponder what you read by thinking and talking with others in order to make personal connections, develop questions about the topic, and /or connect this reading to other reading you have done 3. Reflecting on the Activity How did the four boxes help you summarize the text? Compare your REAP with a partner, circle things that are similar. Discuss w ith your partner. Join another group and repeat. 4. Applying the Activity Give an appreciation statement to your partner. Adapted from Tools for Teaching Literacy Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board

   

\b\t\n\t\t\f\r\t\b\t\n\t\t\b\t\n\f \b\t\n\t\t\t\t\t\n\b  \b\f \t\t\t\n\t\t\t\t\t\t\t\n\t  \t\n\t\t\t\f \t\n\t\t \f \b\t\n\t\t\t\n!\b\t!\t\n \t \b\f! \n\t\n\t\n\t\t\n\t \t\f"\n\t \b\t\n!\t\n\t\n\n#\f Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Strategy: Summary / Literal Comprehension Activity: Retell - Comical Capers Ontario Language Arts Expectations: Reading 1.4 Demonstrate understanding of a text by summari zing the important ideas in a text and citing details. 1. Introducing the Activity Have students cut up a comic strip into the individ ual comic squares. Have elbow partners exchange squares. Students sho uld put the squares in a logical order. Compare with partners to check accuracy. Whole class: discuss why the order of the comic str ip is so important. 2. Implementing the Activity Small groups each have a different book (enough cop ies for each member). (Magic Tree House (omit / Magic School Bus) / Skyrider Chapter Books / Sails are good examples) Each group member reads their specified chapter(s) ONLY. They then draw an illustration for their section—making a list on the back that includes setting, character, brief sentence/summary of the section. When complet e, put all pictures in an envelope (NOT IN ORDER) Exchange envelopes with another group. Groups then put pictures in order and write a summary based on pictures and information on the ba cks of pages. Two groups meet and present summaries to each other 3. Reflecting on the Activity When you were writing your summary using the other group's information, what kind of questions would you have liked to ask them? Did you find this easy or hard? Why? 4. Applying the Activity Student sequence events during independent reading. During social studies lessons students would be able to retell and sequence event s. Adapted from Coaching Struggling Readers. Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Strategy: Summary / Literal Comprehension Activity: Main Idea in Non-Fiction - Get the Poin t? Ontario Language Arts Expectations: Reading 1.4 Demonstrate understanding of a text by summari zing the important ideas in a text and citing details. 1. Introducing the Activity Read an excerpt of the book “The Important Book”. Identify the differences between the main ideas, supporting details, and unimportant inf ormation. Demonstrate how you make these distinctions and offer student the chance to begin to apply this knowledge. 2. Implementing the Activity Select and read aloud an informational article from a magazine or newspaper. Write 3 ideas from the article on chart paper and post it o n the left hand side of the board. Ask students to list facts from the passage, and write sentences based on their responses on the board to the right of the chart. Reread all of the fact sentences with the class. Draw a line from the facts on the right to their related ideas on the left. Have the class count the number of lines each idea has drawn to it, and reco rd the number next to the idea. Tell students “The idea with the highest number next to it has the most related fact sentences and is the main idea”. Have students write down th e main idea on a piece of paper. Tell them the main idea, and have them check their answe r. 3. Reflecting on the Activity Give students BLM “What's the Point”. Provide an a ssortment of children's magazines, newspapers and / or short stories. Have students w ork in small groups to read and discuss one article or story. Ask them to list on the BLM details and/or facts about their text and identify the main idea. Show students how this is just like a summary of th e article. 4. Applying the Activity Students use this strategy during independent readi ng and across curriculum areas (i.e. when reading newspaper articles about a science con cept, such as space, that is being taught.) Adapted from Coaching Struggling Readers. Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board
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\b\t\n\f\r  \b \b\b \f\b : Cross-Curricular Approaches, Grades 7-12 R R R R : Cross-Curricular Approaches, Grades 7-12 R R R R What teachers doWhat students do Write the concept word on the chalkboard : Cross-Curricular Approaches, Grades 7-12 R R R R Teacher Resource In “Learning about Electricity,” the writer uses different ways to help the reader understand electricity : Cross-Curricular Approaches, Grades 7-12 A typical textbook page may contain ten or more terms that students have difficulty understanding. Text Samples* Meaning in Context People and the Hydrosphere In the past we thought oceans were great places to dump things. We felt that they were so large that there could never be a problem. Today, we know that isn’t so. With so many people living in coastal zones dumping their sewage and garbage into the oceans, there are big problems for the water life (the fish we eat!) and for us. (p. 89) The term “hydrosphere” in the title can be associated with the words “oceans” and “water life” if you know the meaning of “hydro.” This is a case where students need to deconstruct the word into its two component parts: hydro = water; and sphere = domain. 2 The continental drift theory suggests that the earth’s crust is divided up into large pieces called plates which are floating on the hot, plastic-like top layer of the mantle (the large middle layer of the earth). (p. 100) The terms “plates” and “mantle” are defined in context with descriptive phrases that help us to “see” what they mean. 3 Molten rock, magma , is formed and explodes up through the cracks and breaks in the plates to the surface of the earth to form volcanoes. (p. 101) The term “magma” is defined by other words, (e.g., “molten rock”) that stand beside it. 4 The type of agriculture that is practised depends on several factors including climate, soil, and topography Some areas are fortunate enough to have a wealth of sunshine and timely rain, rich soil, and flat (or gently rolling) topography. Others are faced with short growing seasons, lack of rainfall, and steep slopes. People have adapted their farming practices to suit their locations and climates. (p. 147) Contrast is used here to give an indication topography refers to a broad variety of landscape forms – “flat,” “gently rolling,” “steep slopes.” Climate elements add some confusion because they are not topography. 5 Most places where irrigation is practised use surface . In fact, about 96% of all irrigation is surface irrigation. Canals and ditches carry water to fields. Farmers make small openings in Toronto: Gage 2000. : Cross-Curricular Approaches, Grades 7-12 R R R R Using Context to Find Meaning – Science & Technology Examples Reading is a process of finding meaning in text. Writers use many ways to convey the Teacher Resource : Cross-Curricular Approaches, Grades 7-12 R R R R ClueDescription Signals Example Description : Cross-Curricular Approaches, Grades 7-12 R R R R : Cross-Curricular Approaches, Grades 7-12 R R R R What teachers doWhat students do Teacher Resource, Sample from a Science Text book thethink-aloud through the passage. : Cross-Curricular Approaches, Grades 7-12 Sample from a Science Textbook think-aloud to students, showing how to decide what’s important in a text, and what’s less important. It ext: Chemicals in Farming*Most/Least Important Idea(s) and Information Today the farm population is about 2.5 per- Fewer people are involved in farming today, because chemicals can be used to produce (Toronto: McGraw-Hill Ryerson, 1999), p. 277. : Cross-Curricular Approaches, Grades 7-12 Title of textbook, chapter, or article: __________________________________ Pages read: _________Purpose for reading: __________________________ Most Important Ideas and Information Least Important Ideas and Information : Cross-Curricular Approaches, Grades 7-12 R R R R concept map is a way to visually organize your understanding of information. It is hierarchical in nature, beginning with the subject or topic at the top or side of the page, and then branching into sub- : Cross-Curricular Approaches, Grades 7-12 R R R R What teachers doWhat students do paragraphs). Note: Do not tell students of greatest interest. ideas that captured their interest. : Cross-Curricular Approaches, Grades 7-12 Concept Map – Weaponry Example This text comes from a chapter about World War I in a Grade 11 History textbook. The chapter discusses the causes of the war, the role of technology, the major battles, and the Teacher Resource : Cross-Curricular Approaches, Grades 7-12 RR RR Concept Map – Weaponry Example Chapter on First World War 1914-1918 Armaments The Search Causes Battles m ass destruction Advances Teacher Resource : Cross-Curricular Approaches, Grades 7-12 Concept Map – Weaponry Example Teacher Resource Chapter on First World War 1914-1918 Armaments The Search for Peace Causes Battles Gas mustar ickers Mark 1 5500 rounds per minute choking and death machine gun “Coffee grinder” never used before lungs scars Advances fatal disfiguring : Cross-Curricular Approaches, Grades 7-12 Concept Map – Sample Template Concept Definition or Formula Evidence or Steps Examples or Review : Cross-Curricular Approaches, Grades 7-12 RR RR Concept Map – Branching Template Concept Context Sentence Examples of Concept Words that Connect From Context Meaning of Concept Personal Connections to Concept : Cross-Curricular Approaches, Grades 7-12 R R R R Making Notes and clarify their thinking. Purpose and trends in course-related materials. Payoff Students will: : Cross-Curricular Approaches, Grades 7-12 RR RR What teachers doWhat students do (Write down the title as the topic) -What form of writing is this? (Write section topic? (Write down some summary. the teacher’s class example. compare notes. Students use partner’s As a class, discuss effective note-making Use other’s notes to add to or refine : Cross-Curricular Approaches, Grades 7-12 R R R R Some Tips for Making Notes Tips Write down the date of your note-making. Use paper that can be inserted later into a binder, out or look them up. Use software’s copy and paste function to select key words only. Write down any questions you have about the : Cross-Curricular Approaches, Grades 7-12 RR RR to illustrate how you might organize your information. : Cross-Curricular Approaches, Grades 7-12 RR RR Student/Teacher Resource survived for nearly 400 million years and adapted to many different habitats. Over 400 species : Cross-Curricular Approaches, Grades 7-12 However, people kill millions of sharks each year for sport and food. Shark skins are used like Student/Teacher Resource : Cross-Curricular Approaches, Grades 7-12 R R R R texts use vocabulary, special design elements, and organizational patterns to express ideas clearly and them to become effective readers. Purpose • • Payoff become more efficient at “mining” the text for information and meaning. practise essential reading strategies and apply them to different course-related materials. Tips and Resources Further Support might be a series of prompts related to the reading task. before readin , such as Previewing a of a : Cross-Curricular Approaches, Grades 7-12 R R R R During After related ideas, concepts and vocabulary, : Cross-Curricular Approaches, Grades 7-12 R R R R : Cross-Curricular Approaches, Grades 7-12 Reading Different Text Forms : Reading Graphical Texts Purpose after reading. Payoff become more efficient at “mining” graphical texts for information and meaning. practise essential reading strategies and apply them to different course-related materials. Tips and Resources Further Support Provide students with an advance organizer to guide them as they read a particular text. This might be a series of prompts to guide them through the reading task. : Cross-Curricular Approaches, Grades 7-12 R R R R Reading Different Text Forms : Reading Graphical Texts related ideas, concepts and vocabulary, : Cross-Curricular Approaches, Grades 7-12 R R R R : Cross-Curricular Approaches, Grades 7-12 R R R R are written to entertain, provide insights, or communicate a writer’s ideas and viewpoints. Literary texts Purpose reading. Payoff practise essential reading strategies and apply them to different types of course-related materials. Tips and Resources Further Support : Cross-Curricular Approaches, Grades 7-12 R R R R During After encouraging them to think about what they already know about the topic or the type of reading brainstorm recall related to the subject or theme, or they might have about the topic. informa increase background knowledge about the form, author or subject. : Cross-Curricular Approaches, Grades 7-12 •Read the title and think about what might happen in the story or what the essay might be about. •Recall other selections you may have read by this author. •Look at any illustrations. What do they tell you about the story or subject? •Look the text over and sample the text to note its length, organization, levelof language, and •As you read, ask questions about what is happening. Make predictions about what might happen •Form opinions about what is going on. Think about your responses and reactions to what you are : Cross-Curricular Approaches, Grades 7-12 R R R R to examine different types of instructions, their features and elements, and how the features, language Purpose Payoff Students wil Tips and Resources Further Support for responding to them in your subject area (e.g., : Cross-Curricular Approaches, Grades 7-12 R R R R Reading Different Text Forms: • • signal words and what they tell the reader to do. identify necessary. : Cross-Curricular Approaches, Grades 7-12 R R R R : Cross-Curricular Approaches, Grades 7-12 Student/Teacher Resource Subject Specific Examples Language/English, Grades 7-9 THINK LITERACY: Teacher Resource – Sample Response Biography Students are encouraged to use Somebody Wanted But So (SWBS) to help summarise narrative texts. The framework can also be used to help students i Somebody Sample Response 1: Biography Somebody Mendeleev of how elements were other atomic mass Subject Specific Examples Language/English, Grades 7-9 THINK LITERACY: Student/Teacher Resource – Template Somebody THINK LITERACY: Subject Specific Examples Language/English, Grades 7-9 Teacher Resource Why helps you remember context if you have written the notes on a Give the notes a title, listing the text the notes are about. helps you quickly identify information you may be looking for later Use paper that can be inserted later into a binder, or have a special notebook for note making, or use recipe cards. Use notepad, outlining, or annotation features of your word processing software. you need to be able to organize your notes for easy access for use in studying, or in research reports loose-leaf paper, a single notebook, or small cards are convenient in Use point form, your own shorthand or symbols, and organizers such as charts, webs, arrows. Use the draw and graphic functions of your software. point form and shorthand are faster, easier to read later, help you organizers help you see links and structures, organize your ideas Use headings and subheading in the text as a guide for organizing your own notes. this part of the organization is already Don’t copy text word for word. Choose only the key words, or put the sentences in your own words. If you want to use a direct quote, be sure to use quotation marks. Don’t write down words that you don’t know unless you intend to figure them out or look read short form is much easier for studying and reading later helps avoid plagiarism (using someone else’s writing or ideas as Write down any questions you have about gives you ideas for further research reminds you to ask others, clarify gives you practice in analyzing while Review your notes when you are done. ensures that they’re legible can go back to anything you meant to helps you reflect on and remember what you’ve read Linked To The Grades 4 - 8 DRA Engaging in Reading: The Five Guesses Game (Think Literacy) Engaging in Reading: Improving Visual Memory (Think Literacy) Engaging in Reading: Visualizing (Think Literacy) Reacting to Reading: Drawing Conclusions (Think Literacy) Reacting to Reading: Making Judgements Lambton Kent Dist Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Strategy: Interpretation Activity: It Says, I Say, and So... Ontario Language Arts Expectations: Reading 1.5 Make inferences using stated and implied ideas from the text as evidence. 1. Introducing the Activity Remind students that there are different kinds of q uestions we ask of texts. Some can be answered using only information, but some can be an swered only by combining information from the text with things readers alrea dy know. Explain that when we combine what we know with information from the text to answer a question, we are making an inference. 2. Implementing the Activity Post a chart with the following headings in columns : Question, It Says, I Say, and So... Demonstrate how the chart would be filled in for a familiar fairy tale, e.g. Question It Says I Say And So Why did Goldilocks Story says she sits Baby chairs aren’t And so she is too Break Baby Bear’s down in the baby very big because heavy for it and it Chair? Chair but she’s no they’re for babies breaks. Baby. and she is bigger and so she weighs more. 3. Reflecting on the Activity What is the inference in the “So” column? What mak e it an inference? 4. Applying the Activity Use the strategy for non-fiction texts that require background knowledge of a subject. (adapted from When Kids Can’t Read, Kylene Beers, p p 165-169 Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Strategy: Interpretation Activity: Talking to Infer and Draw Conclusions Ontario Language Arts Expectations: Reading 1.5 Make inferences using stated and implied ideas from the text as evidence. 1. Introducing the Activity Connect the students to the many inferences that ar e made in daily life. Point out that each person makes several conclusions based on the talk and action of family members, peers, etc. Distribute the drama slips to the groups of students. Groups of students will act out the scenes. The rest of the class will mak e inferences and draw conclusions. (See the BLM: Drama Slips). Allow students to begin the role play, then stop the action. Ask the audience what happened before. Ask the audienc e what is about to happen. Ask for students to interpret the 'bigger picture'. What i s really going on? 2. Implementing the Activity Talking to Infer and Draw Conclusions: 1. With the students, create an anchor chart on chart paper about inferring that is visible in the classroom. Use examples from students’ rea ding. For example: “What is inference? An inference is something about the text that you d id not read, but can prove with ideas from the text. You have to think and use clues in the story because inferences are not stated. You need to read ‘between the lines.’” 2. While reading a text, pause and ask students to tur n to partner and talk about something in the text (words, events, ideas) and di scuss “what is really going on”. 3. As a class, chart what the students thought (the in ference) and the proof (the words, events and ideas from the text). 3. Reflecting on the Strategy In their reading journal, have student describe: 1. What is an inference? 2. Why are inferences important? 3. What is one example of an inference you made fr om your independent reading? What was the proof? 4. Applying the Activity In guided reading groups, follow the same structure and continue the process of talking to make inferences. In independent reading, have students identify the inferences and proof. Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board BLM: Drama Slips A student yawns several times. Two students pass notes to one another. A student falls asleep. One student takes a pen from a classmate's desk. Two students argue over who gets that soccer ball. A group of students has not completed homework. A group of students copies homework from one studen t. Three students leave the room without permission. A student returns from recess crying. Two students left all their books at home. Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Strategy: Interpretation Activity: Using Evidence in the Text to Support Your Thinking Ontario Language Arts Expectations: Reading 1.5 Make inferences using stated and implied ideas from the text as evidence. 1. Introducing the Activity Activate Prior Knowledge – Talk about familiar fair y tales and their characters. 2. Implementing the Activity Possible Anchor Book: Once Upon a Fairy Tale: Four Favourite Stories, a collection of one page stories written from the perspective of a favourite fairy tale character. The stories are updated and humorous. Select one story. Display story on overhead or SMA RTBoard. Reveal only a portion of text at a time, stopping at different signal points in the text where students would be required to make an inference. Ask students to inf er the identity of the narrator. Students use evidence in the text to defend their thinking. Record student’s responses on chart paper or on enlarged BLM #1 or #2. under the two column headings “My Inference” and “Evidence From the Text” (BLM#1) or beside sentence stems (BLM#2) 3. Reflecting on the Activity Ask reflection questions about what was learned. 4. Applying the Activity Students select a story from the anchor book and co mplete the activity by recording their responses and defending thinking ( BLM #1 or #2) . Other types of stories that demonstrate how your thinking changes while reading based on evidence in the text can also be used. Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Strategy: Interpretation BLM#1 Activity: Using Evidence in the Text to Support Your Thinking
\b\t\n\f\r\t\b                         Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board BLM #2 Strategy: Interpretation Activity: Using Evidence in the Text to Support Your Thinking $\t\n!  %$\t\n! %$\t\n! %$\t\n! %$\t\n! %$\t\n! THIN K LITERACY: Subject Specific Examples Language/English, Grades 7-9 Student Resource Name: _________________ My Word which confirmed my prediction: How did the word help me confirm my guess? Subject Specific Examples Language/English, Grades 7-9 THINK LITERACY: ______________________________ _______________________________ Strange (if any) aspects of object: : Cross-Curricular Approaches, Grades 7-12 RR RR Tips and Resources : Cross-Curricular Approaches, Grades 7-12 R R R R What teachers doWhat students do is stated explicitly in the text (for example, Teacher Resource, : Cross-Curricular Approaches, Grades 7-12 R R R R : Cross-Curricular Approaches, Grades 7-12 Teacher Resource Cleanliness Reliable organizational skills : Cross-Curricular Approaches, Grades 7-12 R R R R Visualizing Unseen text is the information that resides inside the reader’s head: ideas, opinions, essential back- ground knowledge. The unseen text is unique to each reader. (Cris Tovani, 2002) Visualizing text : Cross-Curricular Approaches, Grades 7-12 R R R R What teachers doWhat students do Visualizing the text. See Teacher Resource, Visualizing from Text – Sample Text to Practise Visualizing from Text Engage students in whole-class discus- : Cross-Curricular Approaches, Grades 7-12 Visualizing – Sample Text to Read Aloud Teacher Resource Text* Lumbering became a way of life for down safely. A good axeman could drop could weigh as much as 4 kg. Actually, *Excerpted from J. Bradley Cruxton and Robert J. Walker, , (Toronto: Oxford University : Cross-Curricular Approaches, Grades 7-12 RR RR Practise Visualizing from Text Read and think about each of the samples below. Then record in your notebook the pictures that come #Text Sample The ocean’s water is moving constantly, pushed by prevailing winds. The winds The temperature of a current depends on where it comes from. Warm currents originate in the polar regions and bring cool water toward the equator. : Cross-Curricular Approaches, Grades 7-12 R R R R Tips and Resources effects on the Trans Canada Highway during the months of traffic is a local environmental concern); and it may See Teacher Resource, Template for Drawing Conclusions that information and what they think it means. In the bottom row(Therefore), students record their : Cross-Curricular Approaches, Grades 7-12 RR RR What teachers doWhat students do in the course. Create a question or reading prompt to guide the reading (e.g., “How does light enter your eye?” “Describe the games of soccer or football.”). • Prepare a scenario based on the topic or issue. Provide students with information and : Cross-Curricular Approaches, Grades 7-12 particular text. However, they can also use it to accumulate information about a topic from several nal right to self-government, a country’s responsibility for its past actions/decisions, or the challenge of The the Meech Lake Accord gave Quebec special I think the Constitution should recognize backgrounds of all of the Provinces and Territories. The the Nisga’a negotiated and signed a treaty for wide-powers of self-government think could be a model Provinces. I think there still needs to discussion about economic and political matters. We started this section with Elijah Harper’s opposition to the Meech Lake Accord in 1990. You will remember that the Accord was designed to persuade Quebec to sign the 1982 Canadian Constitution by giving the province special status. Harper opposed the Accord because he believed that Aboriginal Peoples deserved special status, too. With that status , the inherent right to Aboriginal self-government would be recognized. After the defeat of the Meech Lake Accord, the governme nt of Prime Minister Mulroney tried again to revise the Constitution. This time, Aboriginal self- government was included in the agreement, called the The Aboriginal self- government was The the government apologized for its past mistakes in a Statement of Reconciliation. think this is a big step forward in trying to bring these two groups together. Therefore… The issue of Aboriginal self-government is a very complex issue. There are still many concerns that have not been addressed in political and economic matters. Civics Today, p. 100 : Cross-Curricular Approaches, Grades 7-12 R R R R Template for Drawing Conclusions I Read I Think : Cross-Curricular Approaches, Grades 7-12 R R R R Assess different viewpoints or perspectives. review different types of questions and how to answer them. Tips and Resources To importance and relevance of the information, and apply it in a new context. valuejudgments about the validity and accuracy of the ideas and information, the logic of a writer’s argument, the quality of a writer’s style, the effectiveness of the text organization, the - Teacher Resource, Template for Making Judgements - Student/Teacher Resource, Clues for Finding Answers in the Text write questions based on a textbook chapter, section or topic-related resource they have read. haveasked andanswered a question. : Cross-Curricular Approaches, Grades 7-12 RR RR What teachers doWhat students do Select course-related reading material that presents Prepare a question or statement about the text. Write : Cross-Curricular Approaches, Grades 7-12 RR RR help to educate people about different Statement Should there be zoos? Zoos could be created so that the animals can live in their natural habitats with minimal interference from people. Wildlife preserves help to protect animals from the expansion of towns and cities, and can provide a safe haven for migrating birds and animals. Reasons Teacher Resource : Cross-Curricular Approaches, Grades 7-12 R R R R Question or Statement Decision Reasons Student Resource Linked To The Grades 4 - 8 DRA Reflection: Reflecting on Our Thoughts Lambton Kent Dist Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Strategy: Reflection Activity: Questions That Encourage Personal Connections Ontario Language Arts Expectations: Reading 1.3 Use a variety of appropriate strategies before, during and after reading to understand texts. 1. Introducing the Activity Read a meaningful passage from a book and explain a connection that you have. Refer to one question below in section 2. 2. Implementing the Activity Paired or Small Group Activity: Questions should be put on index cards. If only one deck is made, students can select one card to discuss. If several decks of index cards ar e made, groups can use the whole deck. a) Is there a passage in the story you found meaningfu l? Read it and explain why. b) Have you had any experiences that are similar to th ose of a character in the story? c) How did the story make you feel? Can you explain wh at about the story aroused these feelings? d) Is there a character in the story you relate to? Wh at do you both have in common? e) Did this story change or affect your beliefs about life? People? Explain. 3. Reflecting on the Activity In their reflection journals, students should summa rize the highlights of their group’s discussion. Each student includes points she or he made, ideas offered by others, and conflicting issues. 4. Applying the Activity You can read these summaries yourself or begin the next class by inviting students to share them. Adapted from “Reading Strategies that Work” by Laur a Robb. Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Strategy: Reflection Activity: Reflecting on Our Thoughts Ontario Language Arts Expectations: Reading 4.1 Identify, in conversations with the teacher and peers or in a reader’s notebook, what strategies they found most helpful before, during a nd after reading and how they can use these and other strategies to improve as readers. 1. Introducing the Activity Review what is currently being read aloud or some o ther reading material. Introduce the Lesson: “For the last couple of weeks, we’ve been working h ard to incorporate the strategies of strong readers into our daily reading practice. Tod ay, we’re going to continue using sticky notes to record a variety of our responses, but we’re also going to take time to reflect on those sticky notes. We’re going to inve stigate what they say about us as readers – the ways we’ve changed and grown and the work we still need to do to improve our reading abilities.” 2. Implementing the Activity Making Connections During Read Aloud 1. Tell the students, “As I read aloud today, inste ad of modeling my thoughts as a reader, I’m going to stop in places and have you share your thoughts with someone near you. This is called a “say something” read-aloud because when I say, “Say something,” you’ll start your discussion. While I read, jot down some of your connections, either on sticky notes or in your reader’s notebooks, so that when i t comes time to discuss what you’ve heard, you’ll have something to refer to. Does that make sense?” 2. After reading a paragraph or two and students ha ve had a chance to make some connections, say, “Turn to someone near you and sha re a response to something you’ve just heard.” As students are talking, move around a nd listen to responses. 3. Continue reading aloud having students jot conne ctions down on the sticky paper for two or three read aloud sessions. 3. Reflecting on the Activity Student Directions: a) Attach sticky notes from the past two days of readi ng on the back of your reflection sheet. If you need more room, use a piec e of loose-leaf paper. b) Reread your sticky notes. c) Answer the questions on the reflection sheet “Readi ng Reflection: Connecting and Sticky Notes” based on what you learn from your sticky notes. Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board 4. Applying the Activity Confer with Students (Possible Questions): 1) What kinds of responses have you been using sticky notes for? 2) Are there any kinds of responses you haven’t record ed on sticky notes yet? 3) What do you think your sticky notes say about you a s a reader? 4) What do you think your sticky notes do for you as a reader? 5) Are they helping you? 6) Have you noticed any changes in the way you use sti cky notes? 7) Did you use sticky notes one way in the beginning b ut now use them another way? Explain. 8) What have you done really well in this activity? Adapted from “Workshops That Work!” by Kirsten Widm er and Sarah Buxton Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Reading Reflection: Connections and Sticky Notes 1. What do you notice about how you are making connect ions to your books? 2. Which kinds of connections haven’t you tried yet? 3. How does using sticky notes to record your thoughts help you as a reader? 4. What do the connections you record on sticky notes tell you about yourself as a reader? 5. How have you grown as a reader from the first day o f class to now? Linked To The Grades 4 - 8 DRA Using Background Knowledge Questioning Making Connections Visualizing Lambton Kent Dist Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Strategy: Metacognitive Awareness of Using Backgro und Knowledge Activity: Anticipation Guide Ontario Language Arts Expectations: Reading 1.3 identify a variety of reading comprehension str ategies and use them appropriately before, during, and after reading to understand tex ts 4.1 Identify, in conversations with the teacher and peers or in a reader’s notebook, what strategies they found most helpful before, during, and after reading and how they can use these and other strategies to improve as readers. 1. Introducing the Activity Create an anchor chart with students to help deepen their understanding of the activating prior knowledge pre-reading strategy. See page 117 of A Guide to Effective Literacy Instruction Grades 4 to 6. On chart paper, put the heading Using Background Knowledge. Pose and record the question: “What do you do befor e reading that connects you with the topic”? Elicit and record responses. The list sho uld include: I preview the text by Scanning the cover Reading the title Looking at the pictures Reading the blurb I recall what I already know about the topic the author similar texts my own experiences stories people have told me movies and documentaries I have seen Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board 2. Implementing the Activity Anticipation guides are graphic organizers that hel p students to activate their prior knowledge on a topic, concept, theme, genre, author , or other point of interest. See page 118 of A Guide to Effective Literacy Instruction Gr ades 4 to 6. Pre-select a non-fiction shared reading text. Create an anticipation guide that consists of a number of statements that support or challenge students’ beliefs and exp eriences about the topic and are tied to the selected text. Tell students the topic and di stribute an anticipation guide to each student. Have students mill to music. When the mu sic stops students read and discuss the first statement with an elbow partner. Partners dis cuss (give reasons) and indicate on paper whether they agree or disagree with the statement ( partners record their INDIVIDUAL response). Continue milling to the music and findin g a new partner until all of the statements on the guide have been read and responde d to. Next, students preview the enlarged text and engage in a shared reading of the text. During the reading, teacher and students revisit the anticipation guide and reread the statement and their “before reading” response. Then they consider any relevant evidence from the text that supports or refutes the statement and, based on this information, they complete the “after reading” response. The teacher goes through each statement and poses q uestions such as: “Has your opinion changed after reading the text? Why or why not? W here did the text deepen your understanding about the topic, genre, theme or othe r point of interest? 3. Reflecting on the Activity Ask students to reflect on the prereading portion o f the anticipation guide activity and to explain how using background knowledge helped them to understand the text. 4. Applying the Activity Before independent reading, students activate their prior knowledge by recording everything they already know about the topic on a b ookmark. During reading, students record a “C” for confirmed and an “M” for misconcep tion beside each of their statements. During and after reading, students record any new f acts learned on the back of the bookmark. Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Using Background Knowledge Bookmark Template Using Background Knowledge Name: Topic: My background knowledge about the topic before reading is… When reading put a “C” for confirmed or an “M” for misconception beside each of your statements. ___________________________________ New information I learned: Using Background Knowledge Name: Topic: My background knowledge about the topic before reading is… When reading put a “C” for confirmed or an “M” for misconception beside each of your statements. ___________________________________ New information I learned: Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Strategy: Metacognitive Awareness of Questioning Activity: The Three Types of Questions Ontario Language Arts Expectations: Reading 4.1 Identify, in conversations with the teacher and peers or in a reader’s notebook, what strategies they found most helpful before, during a nd after reading and how they can use these and other strategies to improve as readers. 1. Introducing the Activity Select a complex picture book that has some ambigui ty. Possible titles include Fox (Margaret Wild), Cheyenne Again (Eve Bunting), or Voices in the Park (Anthony Browne). Prepare for a think-aloud by noting quest ions you may have from the text. Include questions the text answers, questions resea rch can answer, and questions the readers have to answer for themselves. Read the text aloud, asking these questions as you read, and mark the places where you have asked them with post-it notes. Anchor chart See page 117 in Guide to Effective Literacy Instruc tion Create an anchor chart with students that lists the se three types of questions. 1. questions the text answers, 2. questions research can answer, 3. questions the readers have to answer for themsel ves Categorize the questions you asked in your think-al oud with the students, and then ask the students to come up with an example for each qu estion that will help them to understand the categories. 2. Implementing the Activity Post three pieces of chart paper labeled with quest ion types. Distribute post-it notes to students. Read aloud a complex picture book, giving students opportunities to record their questions and post th em on the appropriate chart. Review charts at the end of the book and move questions as necessary. Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board 3. Reflecting on the Activity Ask students to reflect on questions such as these: How does asking questions while reading help you un derstand the text? What kind of questions do you ask as a reader? Do the questions you ask ever make you want to keep reading? How can you become more aware of the questions you are asking? 4. Applying the Activity Students use a bookmark to keep track of the questi ons they are asking as they read and the types of questions they are. Bookmark Headings: Same as question headings, with room to record questions. Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Questioning Bookmark Template Questioning Name: Text: Jot down questions under the correct heading that you ask as you read the text: 1. Questions the text answers: 2. Questions research can answer: 3. Questions the readers have to answer for themselves: Questioning Name: Text: Jot down questions under the correct heading that you ask as you read the text: 1. Questions the text answers: 2. Questions research can answer: 3. Questions the readers have to answer for themselves: Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Strategy: Metacognitive Awareness of Making Connections Activity: Using Sticky Notes To Categorize Ontario Language Arts Expectations: Reading 1.6 Extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other famil iar texts, and to the world around them. 4.1 Identify, in conversations with the teacher and peers or in a reader’s notebook, what strategies they found most helpful before, during a nd after reading and how they can use these and other strategies to improve as readers. 1. Introducing the Activity Create an Anchor Chart. See page 117 in A Guide to Effective Literacy Instruction Grades 4-6 Volume One for instructions on creating an Anchor Chart. Divide the chart into 3 columns. Brainstorm differ ent types of connections with students. Begin to title the columns and fill in the columns with examples from students. ie: Text to Text Text to Self Text to World Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board 2. Implementing the Activity Teacher models the “making connections” strategy by using sticky notes to mark the spots in the text while reading aloud to the studen ts. See page 47 in A Guide to Effective Literacy Instruction Grades 4-6 Volume One for more details. See “Coding the Text ” (page 121) and “Highlighting the Text” (page 130) i n A Guide to Effective Literacy Instruction for further details on how to apply these strategi es. Students use 3 different colours of sticky notes to represent each type of connection. Students put the sticky note on the particular page in their book where the connection was made. The teacher models how to use the “Self-Assessment – Making Connections” Assessment BLM 11 sheet found in Comprehensive Lite racy Strategies Gr. 3 – 6 (Miriam Trehearne). Students then use the Self-Assessment Chart during independent reading. 3. Reflecting on the Activity With their “elbow partner”, students share their co nnections. 4. Applying the Activity Students continue to use this self-assessment forma t independently during independent reading time. ** A bookmark with the 3 icons for each type of con nection may be used to assist students with remembering the types of connections. ** Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Making Connections Bookmark Template Making Connections Name: Text: Jot down the connections you make under the appropriate heading: Text to Text: Text to Self: Text to World: Making Connections Name: Text: Jot down the connections you make under the appropriate heading: Text to Text: Text to Self: Text to World: Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Strategy: Metacognitive Awareness of Determining Important Information Activity: Placemat Ontario Language Arts Expectations: Reading 1.3 Use a variety of appropriate strategies before, during and after reading to understand texts 4.1 Identify, in conversations with the teacher and peers or in a reader’s notebook, what strategies they found most helpful before, during a nd after reading and how they can use these and other strategies to improve as readers. 1. Introducing the Activity During the current class read aloud or with a pictu re book the teacher thinks aloud how to find the important information. When reading the t eacher pauses at appropriate moments and completes sentence starters such as “This is re ally important…” or “So far, I have learned that…”. The teacher and students then develop an anchor cha rt about how to determine important information. After creating this chart post in the classroom. This may include the following: Determining Important Information It is all about understanding the purpose of the te xt and distinguishing between interesting and essential information. Some ways to determine the important information: Skimming and scanning Using text features (paragraphs, headings, subheadi ng, italics) Recognizing signal words that reinforce important i nformation (“in other words” or “for example”) Interpreting maps, graphs, text boxes, and charts t hat reinforce important information Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board 2. Implementing the Activity When reading another section of the read aloud impl ement this following activity to have students to collaboratively determine the important information from the text. (Alternative texts such as non-fiction books and ne wspaper articles may be used.) Placemat activity. 1. Focus students on the purpose of the activity: to determine important information from the read aloud. 2. Organize the students into groups of four, and give each group a piece of chart paper. 3. Direct each group to draw a circle or square in the centre of the paper and then divide the remaining area of the paper into equal sections , with one section for each group member. 4. As you read the text ask the students to think about the chosen topic and then silently write the “key information” in their own area of th e chart. 5. After the read aloud section is complete, allow several minutes to finish jotting down their individual ideas about what is the “key infor mation”. Signal the students to stop. Instruct them to discuss the ideas on the placemat with their group – looking for common elements. The group must reach consensus and recor d the most important points in the centre of the place mat. 6. Each group shares its important information fro m the text with the other groups. 7. Refer back to the anchor chart. Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board 3. Reflecting on the Activity 1. What strategy do you use to determine important information when reading? 2. What is one strategy for determining important information that you can try in guided and independent reading? 4. Applying the Activity Students are given a bookmark to help them apply th e strategy during independent reading. The bookmarks allow students to make note s on them and can be collected for assessment of their learning. Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Determining Important Information Bookmark Template Determining Important Information Name: Text: Important ideas from the text: 1. 2. 3. 4. 5. _______________________________________ Based on the anchor chart ideas, the most important idea is: Determining Important Information Name: Text: Important ideas from the text: 1. 2. 3. 4. 5. _______________________________________ Based on the anchor chart ideas, the most important idea is: Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Strategy: Metacognitive Awareness of Inferring Activity: Cartoon Inference Ontario Language Arts Expectations: Reading 1.5 Make inferences about texts using stated and im plied ideas from the texts as evidence. 4.1 Identify, in conversations with the teacher and peers or in a reader’s notebook, what strategies they found most helpful before, during, and after reading and how they can use these and other strategies to improve as readers. 1. Introducing the Activity When introducing inferencing to students use everyd ay examples (facial expressions, tone of voice, body language, emotions) where they automatically draw inferences. Brainstorm as a class what skills are required to m ake inferences. (Refer to page 117 of A Guide to Effective Literacy Instruction, Grades 4 t o 6 to create an anchor chart.) The anchor chart should include: a definition of inferencing, reading between the lines, readers infer what authors imply, draw on prior knowledge, use the words and the pictures, make connections and ask questions while creating a n inference. Some sample statements are: I think the author is saying…, This makes me think that… When students understand what it means to make infe rences in a real life context then they can begin to infer while reading texts. 2. Implementing the Activity Cut cartoons from the newspaper and put them onto a n overhead. Read them aloud, and then think aloud the inferences that you make that allow you to perceive the cartoon as funny. Invite students to cut out their favourite cartoons and bring them in. (Give credit for students who bring in cartoons they can’t figure ou t. This allows the class an opportunity to discuss how inferencing doesn’t work if you don’ t have the right background knowledge. Most often these would be political car toons). Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board 3. Reflecting on the Activity Were you surprised at how much you had to infer to understand the comic? Why do you think some comics are easier than others to understand? 4. Applying the Activity Make inferences in your everyday reading. Using yo ur bookmark identify what the text says and what you as the reader infer. The text says…. I know that…. I infer…. Adapted from Kylene Beers. Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Inferring Bookmark Template Inferring Name: Text: __________________________________________ The text says… __________________________________________ I know that…. __________________________________________ So I infer… Inferring Name: Text: __________________________________________ The text says… __________________________________________ I know that…. __________________________________________ So I infer… Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Strategy: Metacognitive Awareness of Visualizing Activity: Stretch to Sketch Ontario Language Arts Expectations: Reading 1.3 Use a variety of appropriate strategies before, during and after reading to understand texts 4.1 Identify, in conversations with the teacher and peers or in a reader’s notebook, what strategies they found most helpful before, during, and after reading and how they can use these and other strategies to improve as readers. 1. Introducing the Activity Create an anchor chart with students for “visualizi ng”. (e.g. I make a picture in my head; it’s like a movie in my mind. I use pictures in my head to help me understand the text. Elicit information from them (see pg. 117 A Guide t o Effective Literacy Instruction). Activate prior knowledge-talk about the strategy of making pictures in your head to help comprehend a story, poem, information text, etc. Re ad aloud a section of text ( e.g. one page of Charlotte’s Web to the students and have th em sketch as they listen). Have them share their sketch with an elbow partner. 2. Implementing the Activity Use a Fiction or Non-Fiction text. During or after reading or listening to a text, stu dents sketch what they visualize. Students are encouraged to use their own method of sketching their visualizations (using pictures and words, pictures alone, webs, etc. to d emonstrate what meaning they get from the text. Next, students work in groups of 3-5. Eac h group member shares his or her sketch. The members of the group give their interpr etation of the sketch and then the student who has done the sketch gives his/her expla nation. 3. Reflecting on the Activity Have students reflect on how visualizing and sketch ing helped increase their understanding of the text. Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board 4. Applying the Activity 1. Students choose a section of their independent r eading text and “sketch” on a bookmark as they read to help them understand the t ext. 2. Students could also work with a partner to read and sketch the meaning of a text (poem, narrative, expository text, etc.) Adapted from : Guided Comprehension, A Teaching Mod el for Gr. 3-8; M. McLaughlin, Mary Beth Allen Lesson Ideas: Language Strategies Linked To The Gra des 4 - 8 DRA Lambton Kent District School Board Visualizing Bookmark Template Visualizing Name: Text: __________________________________________ Sketch: On the back of the bookmark explain the meaning. Visualizing Name: Text: __________________________________________ Sketch: On the back of the bookmark explain the meaning.