Genre: Teaching Elements of Fantasy and Non-Fiction Strategy: Asking Questions

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Genre Teaching Elements of Fantasy and
Non-Fiction Strategy Asking Questions
Visualizing

• EDC423 - Dr. Julie Coiro

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New activities and notes to share (download
slides)

• Share notes on the elements of quality fantasy
  and informational texts benefits of reading
  (Hancock, Ch. 4 7)
• Share notes on three instructional models from
  your text that integrate multiple genres and text
  formats for unit study and response (Hancock, Ch.
  14)
• Reminder We will go to the library on Thursday
  to explore basal reading series.

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Todays Learning Objectives

• 1. Two booktalks Feedback on Book Activity 3
• 2. Clarify the role of think-alouds as one part
  of reading comprehension strategy instruction
• 3. Clarify differences between fact, fiction, and
  fantasy (Book Activity 4)
• 4. Introduce Strategy Instruction for Visualizing
  Asking Questions (QAR framework)
• 5. Provide feedback for Quiz 1

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Feedback Book Activity 3
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Feedback - Book Activity 3 Think-Aloud Strategy
Script

• Remember The think aloud phase is all about the
  TEACHER DEFINING MODELING (teaching) the
  strategy and how and when to use it during real
  reading Introduce, define, and explain
• We ask students to notice how we applied the
  strategy and then we clarify the key points
  before guided practice Notice and Apply
  Clarify
• Then we give students LOTS of time to PRACTICE
  and LET IT GEL next phases

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Connect Two Explain
TEACH
TEST
ASK
MODEL
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Connect Two Explain
TEACH
MODEL
TEST
ASK
Dont forget to teach first!!
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Metacognitive Teaching FrameworkWhere is
think-aloud in the process?

• 1 Think Aloud
• Introduce, Explain, and Define Strategy
  Components
• Notice and apply strategy components
• Clarify strategy purpose
• 2 Refine (small and whole group practice)
• 3 Let Strategy Use Gel (apply in literature
  circles and content area studies)
• 4 Self-assessment/goal setting
• Reflect, monitor, and increase use of strategies

LESSON PLAN
Kelly Clausen-Grace, 2007
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This framework is designed to support readers
each step toward indep. reading

• Think-aloud to explicitly model what, how, and
  when a strategy is useful
• Class discussions and peer interactions (social
  interaction is key!)
• Integrate into practice activities to help
  transfer new learning to other settings
• Goal Self-regulation (students monitor and
  fix-up themselves) and independence

The Teacher The Students
I do You watch
I do You help
I help You do
I watch You do
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Promote Independence by Gradually releasing
Responsibility
I DO YOU WATCH
I DO YOU HELP
I HELP YOU DO
I WATCH YOU DO
Model, think-aloud, and SCAFFOLD your strategy
support
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Metacognitive Teaching Framework

• 1 Think Aloud
• Introduce, Explain, and Define Strategy
  Components
• Notice and apply strategy components
• Clarify strategy purpose
• 2 Refine (small and whole group practice)
• 3 Let Strategy Use Gel (apply in literature
  circles and content area studies)
• 4 Self-assessment/goal setting
• Reflect, monitor, and increase use of strategies

Kelly Clausen-Grace, 2007
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Promote Independence by Gradually releasing
Responsibility
I DO - YOU WATCH THINK-ALOUD
I DO - YOU HELP REFINE Small group guided
practice
I HELP - YOU DO LET STRATEGY USE GEL Apply with
peers (lit circles, center activities)
I WATCH - YOU DO SELF-ASSESS SET GOALS
Model, think-aloud, and SCAFFOLD your strategy
support
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Book Activity 4Knowing Fact, Fiction, and
Fantasy
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Whats the difference?
FACT (Non-fiction)
Realistic Fiction
FANTASY

• When a volcano erupts, hot melted rock called
  magma is pushed to the surface of the earth.
• Giant cracks split the stone floor as Jack and
  Annie ran to a window and looked out.
• In a great flash of fire, a strong man that
  looked like a gladiator picked them up and placed
  them both on the other bank of the stream.

????
????
????
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Whats the difference?
FACT (Non-fiction)
Realistic Fiction
FANTASY

• Realistic Fiction A story about something that
  is untrue, but it could actually happen (its
  realistic) some events, people, and places may
  even be real (adventure stories, family stories,
  societal or psychological problems)
• Fantasy A story of the impossible it contains
  some form of magic and/or enchantment
• Non-Fiction Informational or factual material
  presented to instruct the reader (science, art,
  human development, lands, and people)
• Can you locate examples of each in your Magic
  Treehouse book??

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Book Activity 4

• Planning the Activity
• Part A. Knowing Fact, Realistic Fiction,
  Fantasy Locate examples of each and sort
  statements into three lists.
• Part B. Briefly describe an activity that
  requires students to separate fact from fiction.
• Part C. Planning Your Teaching Write a short
  think-aloud to help students understand the
  difference between a story event that is
  fictional and fantastic (using particular
  examples from your text to illustrate the
  differences)

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Book Activity 5Strategy Instruction for
Visualizing (Ch. 6) and Asking Questions (Ch. 7)
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Book Activity 5 Applying Reading Strategies in
Vacation Under the Volcano

• Two short scripts
• One for Visualizing (Explain, Define, Two Models
  Student response, Clarify)
• One for Asking Questions (Explain, Define, Two
  Models Student response, Clarify)
• So, what does your book teach you about
  Visualizing (Ch. 8) and Asking Questions (Ch. 7)

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Visualizing (Ch. 8)

• Define Visualize means to draw, diagram,
  imagine, make a picture in your head
• How Make personal inferences/connections (text
  clues background) but in picture form
• How use your senses, emotional reaction, or text
  features to create a picture/feeling/mood
• Why helps relate to characters, better
  understand the setting connect new to old
  without words
• Its hard for some students Start simple
• Imagine a huge plate of your favorite food.
• We had the BEST day today! Picture in your mind
  what you did.

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Visualizing (Ch. 8)

• Then model apply to the text you are reading
  (and ask students to notice how you visualized)
• The spinning treehouse
• The lively city streets of Pompeii
• The soothsayer
• The volcano erupting
• Refine Extend with practice activities
  timelines, diagrams, setting quilt, draw to
  remember, sketch to stretch (see p. 138-151)

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Asking Questions (Ch. 7)

• Question answering versus question generating
  both solid strategies for supporting higher-level
  comprehension
• Problem Questions not always relevant
• Set a purpose at three key points Before
  readingduring readingafter reading
• Why/How ask questions? To clarify meaning
  understand vocabulary locate specific info
  connect see/feel like summarize extend
  learning predict Skim Ch.7 p. 123-129 for
  ideas

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Question-Answer Relationships (QAR)

• By recognizing the type of question being asked,
  students are better able to find the answer
• So, they dont spend all their time looking for
  answers that are not right there
• They learn how to generate their own high-level
  (or low-level) questions
• Move on to Thick Questions (big picture concepts)
  and Thin Questions (specific details) that guide
  their own thinking

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Question-Answer Relationships (QAR)

• Albert was afraid that Susan would beat him in
  the tennis match. The night before the match,
  Albert broke both of Susans racquets.
• RIGHT THERE When did Albert break both of
  Susans racquets?
• THINK SEARCH Why did Albert break both of
  Susans racquets?
• ON YOUR OWN Why was Albert afraid that Susan
  would beat him?
• AUTHOR YOU What does the author seem to imply
  about Albert in this passage?

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Question-Answer Relationships (QAR)

• Refer to your handouts for more examples
• How can QAR help (as a reader)?
• How can QAR help (as a teacher)?

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Feedback Quiz 1
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Todays Learning Objectives

• 1. Two booktalks Feedback on Book Activ 3
• 2. Clarify the role of think-alouds as one part
  of reading comprehension strategy instruction
• 3. Clarify differences between fact, fiction, and
  fantasy (Book Activity 4)
• 4. Introduce Strategy Instruction for Visualizing
  Asking Questions (QAR framework)
• 5. Provide feedback for Quiz 1

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Homework and Next Week

• Due Thursday, Oct. 21 Book Activity 4 and 5 (Meet
  in the library and please be on time)
• CHANGE IN PLANS!
• Due Tuesday, Oct. 26 NO INTERNET WORKSHOP, BA
  6, OR DISC MEMO 2
• Instead Chapter on Guided Reading and Read
  Lesson Plan Assignment come with questions
  about the readings
• Bring in completed QAR handout too (from class
  today)
• Due Thursday, Oct. 29 (Hollis Woods Ch. 1-5 and
  first part of Summary Notes Sheet)