Happy New Year!!!

1
Happy New Year!!!

• Dont get too comfortable
• We will be changing desks after all have arrived

2
Goals

• Methods business
• www.rica.nesinc.com
• Feb. 11, April 22
• Experience activities that focus on the
  comprehension strategies of visualization and
  inferring
• A continued look at guided reading

3
A synthesis of research (Pearson, Dole, Duffy and
Roehler, 1992) reveals that active, proficient
readers construct meaning by

• Activating prior knowledge before, during and
  after reading (Anderson and Pearson, 1984)
• Asking questions of themselves, the authors, and
  the texts they read (Raphael, 1984)
• Creating visual and other sensory images from
  text during and after reading (Pressley, 1976)
• Drawing inferences from text to form conclusions,
  make critical judgments, and create unique
  interpretations (Hansen, 1981)
• Determining the most important ideas and themes
  in text (Palinscar and Brown, 1984)
• Synthesizing what they read (Brown, Day, and
  Jones, 1983)

4
Gradual Release of Responsibility

• There are, in the end, only two main ways
  human beings learn by observing others
  (directly or vicariously) and by trying things
  out for themselves. Novices learn from experts
  and from experience. Thats all there is to it.
  Everything else is in the details.
• --Deborah Meier

5
Think Aloud(from Opitz, M. Rasinski, T.
(1998). Goodbye round robin 25 effective oral
reading strategies. Portsmouth, NH Heinemann.)

• Select a passage to read aloud.
• Begin reading the passage aloud as the students
  follow along. When you come to a trouble spot,
  stop and think it through aloud while students
  listen.
• When you have completed the reading in this way,
  invite students to add their own thoughts.
• 4. Pair students had have them practice the
  procedure with each other.

6
Visualizing and Inferring

• What ideas did you get from chapter 8?

7
Visualizing

• Visualizing personalizes reading, keeps us
  engaged, and often prevents us from abandoning a
  book.
• Harvey and Goudvis
• p. 97
• Picture yourself
• in a boat
• on a river,
• with tangerine trees
• and marmalade skies.
• John Lennon 

8
Proficient readers

• Are aware of and can communicate the pictures
  that form in their minds
• Form images as active, self-regulated, learners
• Create images during and after reading.
• Make visual, auditory, other sensory, as well as
  emotional connections

9
Visualization Prompts

• Try to imagine the setting.
• What pictures came to mind as you read this page?
• As you listen, create a picture in your mind of
  what you think is happening.
• What sensory details did the author use to help
  create a picture of the story in your mind?
• What images did you see in your mind as your
  read?
• What sounds did you hear as you read?
• What words or phrases did the author use to help
  you create an image in your mind?
• Did you create a movie in your mind? Describe
  it.
• Try to picture in your mind someone who would
  remind you of a character in the story.
• In my minds eye, I imagine _____.
• In my head, I can see _____ .
• I have a picture of _____ .
• I imagine _____ .
• I can imagine what it is like to _____ .

10
Visualizing Sensory DetailsTar Beach by Faith
Ringgold
11
VisualizingSketch to Stretch

1. Explain the strategy.
2. Demonstrate the strategy. Be sure to explain to
   students that they need not be concerned with
   their artwork.
3. Guide students to apply the strategy.
4. Practice individually or in small groups.
5. Reflect.

12
(No Transcript)
13
Visualization Open Mind
14
To discuss

• What is important to remember about visualization
  experiences?
• What activities would you consider using with
  students?
• How would you scaffold these activities?

15
Inferencing

• Inferencing is the bedrock of comprehensionit
  is about reading faces, reading body language,
  reading expressions, and reading tone, as well as
  reading text.
• Harvey and Goudvis
• p. 105

16
Proficient readers

• Make simple and complex inferences, even with out
  being aware of it.
• Make original meaning out of an intersection of
  background knowledge and the text.
• Go beyond the literal.
• Revise, enrich and sometimes abandon meaning.
• Make predictions, confirm predictions, and test
  meaning while reading.

17
Inferencing Prompts

• What evidence does the author provide to support
  _____ ?
• What does the author want you to realize?
• What facts can you derive based on the following
  clues?
• What clues did the author give that led to your
  conclusion?
• What is the story beneath the story?
• What would happen if _____ ?
• Try to read between the lines.
• How do you know that?
• I wonder

18
Drawing InferencesBorreguita and the Coyote by
Verna Aardema
19
Character Report Card Borreguita and the Coyote
Subject Grade Comments
Survival skills
Cleverness
Courage
Cunning
Physical strength
Strategic thinking

20
Drawing Inferences Hot Seat

• Consider the characters in the story.
• Think of questions for which the text does not
  supply a literal answer but requires you to
  infer.
• When you are in the hot seat, answer as if you
  were the character. If you are asked a question
  that could be answered in a word, be sure to
  provide the rationale for your answer you are
  giving.

21
To discuss

• What did you like about Hot Seat and Character
  Report Card?
• How would you scaffold use with students?
• How might you use them in your classroom?
• What do they have to with drawing inferences?

22
Bibliography

• Snaphots by Linda Hoyt
• Reflect, Revisit, Retell by Linda Hoyt
• Mosaic of Thought Teaching Comprehension in a
  Readers Workshop by Keene Zimmerman
• Nonfiction Matters Reading, Writing and
  Researching in Grades 3-8 by Stephanie Harvey
• Tar Beach by Faith Ringgold
• Borreguita and the Coyote by Verna Aardema
• http//www.cde.ca.gov/ci/rl/ll/
• www.reading.org/resources/tools/choices.html

23
Next time Determining Importance and
Synthesizing

• Read Harvey and Goudvis, Ch. 9-11
• Due Language Arts Assignment 1
• Choose a piece of fiction or nonfiction that
  would be appropriate for use in teaching the
  comprehension strategy of determining importance
  or synthesizing. Write a lesson plan that
  incorporates both ELA and ELD standards.