good monday morning welcome to academic review tuesday september 24th, 2014 wmdms morning...
TRANSCRIPT
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GOOD MONDAY MORNING WELCOME TO ACADEMIC REVIEW
Tuesday September 24th, 2014WMDMS MORNING ANNOUNCMENTS
Lunch menu
Upcoming events at MDSM
CHANNEL ONE NEWS Current Events
Students will engage in active listening – no talking during morning announcements and news cast. We will conduct academic conversations following these presentations. Please record your questions generated while actively listening. We will include them in our discussions.
I am available to provide assistance with Social Studies, Science, or Language Arts assignments/homework. Please ask for my assistance and we can sit and work together.
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COMPREHENSION INSTRUCTION SEQUENCE (CIS)
Preview the text (read and discuss pictures, captions, title, headings) Number the paragraphs Read the passage aloud (softly) and mark up the text
– Member #1 (Group Leader) reads aloud paragraph 1– Other members mark up text
Highlight key words or phrases Circle confusing words Start important information
– Member #2 re reads paragraph 1 (P1) Other members mark up text – Member #3 re reads paragraph 2 (P2) Other members mark up text
If there is a Member#4 he/she reads paragraph 4 etc. Read the questions: Determine important information and locate
textual support from the passage. – Member #1 reads question #1, Member #2 reads ?#1, Member #3 reads question #3: Group decides who reads
#4 and #5– Come to a consensus on which is the BEST answer
Generate questions based on the text (2 column notes) 1 per paragraph or topic
Check with your teacher to determine accuracy of your groups’ responses
Homework: Write corrected responses in complete sentences – Be sure they are completed and in your binder for our next binder check (usually in the following week)
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TO DEEPEN YOUR COMPREHENSION
You will be able to apply the following strategies:
– Monitor Comprehension – Pre Test
– Make Connections to the text
– Visualization of text
– Organization of text
– Determine Important Information
– Ask Questions
– Main Idea and Details, Sequence, Monitor Comprehension, Visualization
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SKILLS TO DEEPEN YOUR COMPREHENSION
You will be able to determine : Main Idea and Details
Sequence of events
Author Purpose
Evaluate Evidence
Compare and Contrast
Make Inferences (SIM)
Character and Setting
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SKILLS TO DEEPEN COMPREHENSION CONT.
Character and Setting Theme Cause and Effect Prediction Non-fiction text features Visual Information
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COMPREHENSION STRATEGIES
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MAKE CONNECTIONS
You will make connections to the text to help your comprehension.
Connections can be made to your personal experiences or to things you have seen or read.
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MONITOR COMPREHENSION
You will learn to pay attention to your own reading process and notice when you are losing focus or when comprehension is breaking down.
You can then use another strategy to help you overcome your difficulty.
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VISUALIZATION
Students make mental images of what they are reading.
You will learn to look for vivid language, including concrete nouns, active verbs, and strong adjectives.
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ORGANIZATION
You will learn to find the organizational pattern of a text.
This allows you to anticipate what you are reading and helps you to focus on the author’s central message or important ideas.
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DETERMINE IMPORTANT INFORMATION
You will learn to categorize information based on whether or not it supports an author’s central message or is important for a specific purpose.
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ASK QUESTIONS
You will learn to ask questions before reading to set a purpose for reading, during reading to identify when your comprehension breaks down, and after reading as a way to check you understanding of a passage.
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COMPREHENSION SKILLS
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MAIN IDEA AND DETAILS
You will be expected to identify what a passage is mostly about and find important details that support the main idea (TS).
TS = (P#L#)
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SEQUENCE
You will be expected to look for the order in which things happen or identify the steps in a process.
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CAUSE AND EFFECT
You will be expected to identify what happens (effect) and why it happens (cause).
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EVALUATE EVIDENCE
You will be expected to study an author’s claims and the evidence that the author gives to support those claims.
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COMPARE AND CONTRAST
You will be expected to note how two or more people or things are alike and different.
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MAKE INFERENCES
You will be expected to use your background knowledge and clues from the text to infer information.
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PREDICTION
You will be expected to use your background knowledge and clues from the text to figure out what will happen next.
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CHARACTER AND SETTING
You will be expected to identify who or what a story is about and where and when the story takes place.
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THEME
You will be expected to look for the moral or lesson in a fiction story or an author’s view about the world in nonfiction.
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AUTHOR’S PURPOSE
You will be expected to determine why an author wrote a passage and whether the purpose is to entertain, to inform, to persuade, or to teach.
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NONFICTION TEXT FEATURES
You will be expected to study features that are not part of the main body of text, including subheadings, captions, entry words, and titles.
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VISUAL INFORMATION
You will be expected to study pictures, charts, graphs, and other forms of visual information.
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QUESTION AND ANSWER TIME
Are you only to use these strategies on the Daily Reading Passages? Why or why not?
Create an acronym for the reading skills
Create an acronym for the reading strategies
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YOUR TURN
What questions do you have that can benefit the class as we learn about skills and strategies that you will learn and be expected to apply when reading for understanding (comprehension).
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REVIEW
Where are you on the performance scale if you were asked to name and explain 2 skills and 2 strategies you find most challenging?
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COMPREHENSION INSTRUCTION SEQUENCE (CIS)
Preview the text (read and discuss pictures, captions, title, headings) Number the paragraphs Read the passage aloud (softly) and mark up the text
– Member #1 (Group Leader) reads aloud paragraph 1– Other members mark up text
Highlight key words or phrases Circle confusing words Start important information
– Member #2 re reads paragraph 1 (P1) Other members mark up text – Member #3 re reads paragraph 2 (P2) Other members mark up text
If there is a Member#4 he/she reads paragraph 4 etc. Read the questions: Determine important information and locate
textuap support from the passage. – Member #1 reads question #1, Member #2 reads ?#1, Member #3 reads question #3: Group decides who reads
#4 and #5– Come to a consensus on which is the BEST answer
Generate questions based on the text (2 column notes) 1 per paragraph or topic
Check with your teacher to determine accuracy of your groups’ responses
Homework: Write corrected responses in complete sentences – Be sure they are completed and in your binder for our next binder check (usually in the following week)