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TCH264: Character Development and Comprehension

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TCH264: CHARACTER DEVELOPMENT AND COMPREHENSION March 24, 2014 TODAY S CLASS Reader s Workshop Comprehension Character Development Minilesson A POEM FOR MY ... – PowerPoint PPT presentation

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Title: TCH264: Character Development and Comprehension


1
TCH264 Character Development and Comprehension
  • March 24, 2014

2
Todays Class
  • Readers Workshop
  • Comprehension
  • Character Development Minilesson

3
A Poem for My Librarian, Mrs. Long by Nikki
Giovanni, Acolytes
4
Symbol Stands for Means
8 Connections you have to the text. You have seen, read, or thought about that before.
? Question I dont understand. I need more information.
! Main Idea This is the important point the author is trying to get across.
(E) Agree I agree with the author on this point. (Support with (E)vidence)
- (E) Disagree I disagree with the author. I think differently. (Support with (E)vidence)
NEW New information This is brand new to my thinking.
Highlight Word analysis Structure/figurative language
5
  • Key Ideas and Details
  • CCSS.ELA-Literacy.CCRA.R.1 Read closely to
    determine what the text says explicitly and to
    make logical inferences from it cite specific
    textual evidence when writing or speaking to
    support conclusions drawn from the text.
  • CCSS.ELA-Literacy.CCRA.R.2 Determine central
    ideas or themes of a text and analyze their
    development summarize the key supporting details
    and ideas.
  • CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why
    individuals, events, or ideas develop and
    interact over the course of a text.
  • Craft and Structure
  • CCSS.ELA-Literacy.CCRA.R.4 Interpret words and
    phrases as they are used in a text, including
    determining technical, connotative, and
    figurative meanings, and analyze how specific
    word choices shape meaning or tone.
  • CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure
    of texts, including how specific sentences,
    paragraphs, and larger portions of the text
    (e.g., a section, chapter, scene, or stanza)
    relate to each other and the whole.
  • CCSS.ELA-Literacy.CCRA.R.6 Assess how point of
    view or purpose shapes the content and style of a
    text.
  • Integration of Knowledge and Ideas
  • CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate
    content presented in diverse media and formats,
    including visually and quantitatively, as well as
    in words.1

6
Turn and Talk
  • What do the previous exercises say about what
    happens in your Reader Mind as you read?
  • What do they say about comprehension instruction
  • Make a connection- What does your comprehension
    instruction involve? Does it get to the Heart of
    Reading?
  • What questions do you have about comprehension
    instruction?

7
Think about this quote
  • Even though a number of effective strategies have
    been identified for use in the elementary- and
    intermediate-grade classrooms to help students
    succeed, startlingly few teachers actually use
    them.
  • (Pressley, M., Wharton-McDonald, R.,
    Mistretta-Hampston, J., Echevarria, M., 1998)

8
Close Reading
  • Divide into article groups and discuss your 3,2,1
    Responses
  • What did you discover about Close Reading that
    you didnt already know. How does it change your
    mind about comprehension instruction?
  • What does your comprehension instruction involve?
    Does it get to the Heart of Reading?
  • What are some things you must consider?
  • What may be a struggle?
  • Questions?

9
What is Close Reading?
  • Close analysis of texts with evidence should
    verify claims and conclusions.
  • Reading shorter chunks of texts with close
    attention. Rereading and looking for evidence to
    support conclusions drawn from the text is
    critical to becoming an effective reader.

10
Baseball vs. Reading
11
7 Keys
  • Create mental images Readers create a wide
    range of visual, auditory, and other sensory
    images as they read, and they become emotionally
    involved with what they read.
  • Use background knowledge Readers use their
    prior knowledge before, during, and after reading
  • Ask questions Readers generate questions
    before, during, and after reading to clarify
    meaning, make predictions, and focus their
    attention on whats important.

12
7 Keys
  • Make inferences Readers use their prior
    knowledge and information from what they read to
    make predictions, seek answers to questions, draw
    conclusions, and create interpretations that
    deepen their understanding of the text.
  • Determine the most important ideas or themes
    Readers identify key ideas or themes as they
    read, and they can distinguish between important
    and unimportant information.

13
7 Keys
  • Synthesize information Readers track their
    thinking as it evolves during reading, to get the
    overall meaning.
  • Use fix up strategies Readers are aware of when
    they understand and when they dont. If they
    have trouble understanding specific words,
    phrases, or longer passages, they use
    problem-solving strategies.

14
Comprehension
  • The process by which we read and get meaning from
    text
  • It is the heart of reading
  • It happens while we read and as a result of
    reading
  • Different types of texts require different
    comprehending strategies (Common Core stress
    reading of Informational Texts)
  • We also need to teach students how to think
    critically about texts. (Question, respond,
    challenge, connect)
  • Mentor Texts for Comprehension
  • http//www.mauryk12.org/Literacy/reading20mentor
    20texts.htm

15
  • Deep Reading vs. Wide Reading

Vs.
16
Process
  • Students and teachers understand multiple reads
    will occur
  • Independently
  • By proficient readers including teacher
  • Vocabulary instruction with a focus on Tier 2
    words
  • Questions and discussion will vary with each read

17
Writers Workshop
  • Minilesson
  • Independent Writing
  • Develop a character from your Heart Map, Special
    Place Map, or any other idea from your writers
    notebook)
  • Work on your Place writing (I Am From, or write a
    Small Moments Story from your map) Try out what
    our mentor texts showed us about setting a scene.
  • Use our list of what writers write about
  • Tell someone about something on your Heart Map
    and write a Small Moments story
  • Ending Meeting- Well share our successes and
    struggles

18
Common Themes in Literature
  • Importance of Family
  • Love is a worthy pursuit
  • Death is a part of life
  • Sacrifice brings reward
  • Humans trying to understand divinity (higher
    power)
  • Yin/Yang- good balancing with bad
  • Honesty is the best policy
  • Change is inevitable
  • Human vs. Society
  • Human vs. Self
  • Human vs. Nature
  • How justice is decided
  • Definition of Hero
  • What it means to survive
  • The Big Journey
  • Crime does not pay
  • Overcoming Adversity

19
Next Time
  • Writers Workshop
  • Voice
  • Readers Workshop
  • Guided Reading and Comprehension
  • Read Wiki Article Guided Reading The Romance
    and Reality Fountas and Pinnell (See anticipation
    guiding questions posted with the article)
  • Resources http//olc.spsd.sk.ca/DE/PD/instr/strat
    s/guided/teacher.html
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