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.

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)

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

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

SKILLS TO DEEPEN COMPREHENSION CONT.

Character and Setting Theme Cause and Effect Prediction Non-fiction text features Visual Information

COMPREHENSION STRATEGIES

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.

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.

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.

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.

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.

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.

COMPREHENSION SKILLS

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#)

SEQUENCE

You will be expected to look for the order in which things happen or identify the steps in a process.

CAUSE AND EFFECT

You will be expected to identify what happens (effect) and why it happens (cause).

EVALUATE EVIDENCE

You will be expected to study an author’s claims and the evidence that the author gives to support those claims.

COMPARE AND CONTRAST

You will be expected to note how two or more people or things are alike and different.

MAKE INFERENCES

You will be expected to use your background knowledge and clues from the text to infer information.

PREDICTION

You will be expected to use your background knowledge and clues from the text to figure out what will happen next.

CHARACTER AND SETTING

You will be expected to identify who or what a story is about and where and when the story takes place.

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.

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.

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.

VISUAL INFORMATION

You will be expected to study pictures, charts, graphs, and other forms of visual information.

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

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).

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?

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)