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Immersed in Reading!

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Lucy and the Big Bad Wolf - Ann Jungman. Grade 4/5, Canadian Historical Fiction ... Island Gordon Korman. Bridge to Terabithia Katherine Paterson. Holes ... – PowerPoint PPT presentation

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Title: Immersed in Reading!


1
Immersed in Reading!   Literature Circles in the
Middle Years   By   Faye Brownlie Hosted by
the The BC Ministry of Education
2
  • What Really Matters for Struggling Readers
  •  
  •   reading volume
  •   high success reading opportunities
  • engage in literate conversations
  • useful, explicit strategy instruction
  • Richard Allington, Vancouver,
  • LOMCIRA Fall Conference, October 2004

3
Grade 4/5   Strategies various strategies
for unknown words   Comprehension identifying
main ideas and relevant details
4
Content Vikings   Strategies  
  • Listen and Sketch
  •  
  • whole class repeated read aloud
  •  
  • sketch whats happening
  •  
  • emphasize one way to learn new words in
    context
  •  
  • compare with a partner
  •  
  • listen again
  •  
  • add on

5
 
 
6
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7
Note Taking   as a class, highlight the words
you needed for your sketch on the overhead
8
They have placed me outside their tents where
they can keep an eye on me. I notice they took
care to stake me in a grassy area empty of
anything but myself. There is nothing close by
that I can use to cut the bindings that tie my
wrists to the stake.   Joan Carter Dream
Carvers
9
In partners, read another section of the text  
individually, underline key words   together,
compare your underlined words and highlight key
words
10
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11
Webbing Students are working in small groups,
collecting information on their aspect of Viking
life. as a class, create a web of what is
currently known about Vikings use three
colours of chalk for the web, one for Viking, a
second for big ideas about Vikings, a third for
details students give an idea and tell what
colour it should be written in
12
  • students individually web what they remember
    about their aspect of Viking life
  • students meet in partners and add on
    information in a second colour
  • students read independently for 20 minutes
  • students return to their webs and add on
    information in a third colour

13
  • Collaborative Summary
  •   individually each student generates three big
    ideas about the topic being studied
  • these are written down, one per strip of paper
  • students meet in pairs and negotiate their six
    ideas into three
  • pairs meet in groups of four and negotiate their
    six ideas into three
  • students write one paragraph for each big idea
    10 to 15 minute write

14
  • each step of the process is modeled
  • an idea is a big idea if you can talk about it,
    adding on, for 1 minute
  • students reflect on how their negotiations
    worked

15
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16
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17
Literature Circles
18
  • no assigned roles
  • no limits on amount of reading
  • constantly changing discussion groups
  • student choice of books
  • journals
  • bi-weekly comprehension strategies

19
  • Introducing Lit Circles
  •  
  • Novice
  •  
  • say something
  • learning how to talk about text
  • See My Relatives in Resource Package

20
  • Experienced
  •  
  • The Story Behind the Poem (Student Diversity
    Brownlie, Feniak)
  • setting the stage (themes and/or critical
    issues)
  • See Hiroshima Exit in Resource Package

21
  • Marketing the Books
  •  
  • Novice/Experienced
  •  
  • managed choice choose two books
  • background/brief summary/length/style notice
    that
  • who would like this book/why
  • read a page
  •  

22
Grade 4/5 Number the Stars - Lois Lowry Stone
Fox - John G. Reynolds Midnight Fox - Betsy
Byars Woo -Constance Horne Jacobs Little Giant -
Barbara Smucker How Come the Best Clues Are
Always in the Garbage? - Linda Bailey Lucy and
the Big Bad Wolf - Ann Jungman
23
Grade 4/5, Canadian Historical Fiction Camp X
Eric Walters Danger at the Landing Becky Citra
(Orca Young Reader) The Lost Sketch Andrea and
David Spalding (Adventure Net) Terror in the
Harbour Sharon McKay (Our Canadian
Girls) Across the James Bay Bridge Julie Lawson
(Our Canadian Girls) A Mighty Big Imagining
Lynne Kositsky (Our Canadian Girls) Hobo Jungle
Dorothy Harris (Our Canadian Girls)
24
Grade 5/6   The Breadwinner Deborah
Ellis Parvanas Journey Deborah Ellis Good-bye
Marianne Irene N. Watts Remember Me - Irene N.
Watts Island Gordon Korman Bridge to Terabithia
Katherine Paterson Holes Louis Sachar
25
Grade 6/7, Hope/Courage/Survival/Persecution   Wh
en the Soldiers Were Gone Vera W.
Propp Daniels Story Carol Matas Jesper Carol
Matas Willow and Twig Jean Little The Old Brown
Suitcase Lillian Boraks-Nemetz Goodbye, Vietnam
Gloria Whelan So Far from the Bamboo Grove
Yoko Kawashima Watkins, Jean Fritz
26
Grade 6/7 The Saga of Darren Shan Darren
Shan Roman Mystery Series Caroline Lawrence
Silverwing Series Kenneth Oppal Run Eric
Walters Feather Boy Nicky Singer Hitlers
Daughter Jackie French Petey Ben
Mickaelsen Habibi Naomi Shihab Nye The
Amah Lawrence Yep The Girls Amy Goldman
Koss The Shadow Children Series Margaret
Peterson Haddix  
27
Grade 8/9 Soldier Boys Dean Hughes Caught in
the Crossfire Alan Gibbons The Shakespeare
Stealer - Gary Blackwood Running Loose Chris
Crutcher Hope Was Here Joan Bauer Search of the
Moon Kings Daughter Linda Holman Private
Peaceful Michael Morpurgo The Garbage King
Elizabeth Laird Lord of the Nutcracker Men Iain
Lawrence
28
  • Lit Circle Conversations
  •  
  • Novice
  • begin with say something
  • each student responds in turn
  • general conversation can follow
  • teacher meets with each group
  •  other students are reading

29
  • Experienced
  •  
  • groups meet simultaneously
  •  teacher moves from group to group
  •  begins with student observations or questions
    about their reading
  •  groups can all be talking about an assigned
    critical focus

30
  • Response Journals
  •  
  • Novice
  • double-entry journals
  •  written in class, together
  •  10 minute write
  •  develop criteria for powerful responses

31
  • Response Journals
  • Experienced
  •  
  • personal response
  •  written as individually appropriate,
    independently
  •  establish criteria for powerful responses

32
Double-entry Journal   What Happened My
Thinking   Event 1   Event 2
See Terror in the Harbour in Resource Package
33
Quote My Thinking   1.   2.  
See The Giver in Resource Package
34
  • Dialogue Journal
  •  
  • students reading the same book, in about the
    same place
  • students write to each other
  • the next day students exchange books and respond
    to each other
  • See Cleopatra VII in Resource Package

35
Integrated Response   -students write in
response to what they are reading, including both
text references and personal connections
See Power of Family in Resource Package
36
  • Comprehension Strategies
  •  
  • Novice
  •  
  • every two weeks, as a class
  •  
  • specific comprehension focus chosen based on
    student need and curriculum
  •  

37
  • Comprehension Strategies
  • Experienced
  • every two weeks
  •  students can choose their comprehension strategy
    to demonstrate the specific curriculum outcome

38
Comprehension Strategies can include Containers
for Characters
39
  • Comprehension Strategies can include
  • Setting
  • Venn Diagram
  • Venn Diagram with 2 books
  • Character Tree
  • Hot Seat
  • See Resource Package for Examples

40
Finale/Culminating Activities   Novice/Experienced
  Write to the teacher, a letter of advice,
about teaching Lit. Circles See Resource
Package for Samples
41
  • Finale/Culminating Activities
  • may vote on best reads, books to exclude, have a
    book club party
  •  
  • consider the question, What have these books
    taught you about life and living? (Drew Davies)
  •  
  • ideogram on the theme
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