Part+2


 * PART 2: FACTORS THAT INFLUENCE READING COMPREHENSION (TEXTS, TASKS, TEACHER KNOWLEDGE AND PRACTICES) **


 * Oct. 5: **** What key instructional shifts are needed to implement the Common Core State Standards? **

Never underestimate the power of giving young children some choice, a voice, and a digital tool (or two)!
 * [|First Graders' Tutorial on Using Seesaw] (and [|many more uses of Seesaw on Pinterest])
 * [|Fourth Grader's Screencast on her Wonder Project] (inspired by Wonderopolis and a great teacher)


 * ACTIVITY:** Map out sections of Common Core Standards and understand key instructional shifts - see slides for more info

HOMEWORK: **1. Read Magic Treehouse Vacation Under the Volcano**
 * TEXT: Think about main ideas and big idea(s)
 * TEXT: Think about genre and text structures? Fictional? Non-fiction?
 * TASK/TEACHER: Think about B/D/A activity ideas;
 * READER: What does the reader bring?


 * 2. Read Cornett Ch. 4: Assessment** (organize, create, and adjust reading groups based on need)

3. Finish adding your notes to your row on the Student Interview Class Database


 * Oct. 10: **
 * What key instructional shifts are needed to implement the Common Core State Standards? **


 * Today's Powerpoint Slides:**

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 * Feedback from Student Interview and Digital Text/Tool Review: How do YOU look on paper (or digitally) compared to your peers? Is it good enough to land you an interview and/or impress others wanting to hire creative and reflective teachers (who can spell, use correct grammar, and follow directions)?
 * Continue mapping patterns across CCSS
 * CCSS Appendix A on Text Complexity (for more background):

Book Launch for Magic Treehouse (download and type your ideas into this template; **Rename the file LAST NAME_MTH Book Launch Part 1 **) - WRITE YOUR BOOK LAUNCH FOR YOUR ASSIGNED SECTION OF THE BOOK: Part 1 (Ch. 1-3); Part 2 (Ch. 4-6), Part 3 (Ch. 7-10)
 * Homework:**
 * [[file:MTH Book Launch Part 1.docx]]
 * Please Copy/Paste your file into a "New" File in the [|MTH Book Launch Google Drive Folder] so I can add comments to your work. Do not just drag your file into the folder.


 * EXTRA TOPIC:**
 * How can student interview data inform reading instruction? **
 * How do we organize, create, and adjust guided reading groups based on need? **

> [|Grouping Data from Student Interview] > Optional Readings FYI:
 * [|How to create a holistic view of students? 360 Spreadsheets] (link to your student interview assignment)
 * **Activity:** Identifying reader needs and characteristics to help you establish flexible groups
 * FYI: [|Information about RI teachers and PARCC Exam (March, 2015)]
 * FYI: Good news! [|PARCC Achievement Levels Rise in Rhode Island]
 * FYI: [|RIDE Slideshow on Building Academic Vocabulary to Enhance Understanding of Complex Texts]
 * Optional: Explore website for [|Grouping Students for Guided Reading]




 * Oct. 12: How do text characteristics influence comprehension? Part 1 **
 * Class Activity:** Van den Broek's Building a Representation of Text: Using Connections to Build Coherence
 * Slideshow**:

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 * Supplemental resources:**
 * Transition Words for Grades 2-3
 * Using Transition Words in Your Writing (College Level)
 * Homework:**
 * 1) Read Cornett, Ch. 5 (Text Characteristics)
 * 2) Comprehension Self-Assessment (due Tues. Oct. 24)
 * 3) Begin **studying for Quiz #1 (on Oct. 24):** Review the topics in your syllabus, readings, notes, and class activities; **Please note: In our next class** you will be assigned a section to generate three possible quiz questions to type into [|this Google Doc]


 * Oct. 17: How do text characteristics influence comprehension? Part 2 **


 * Class Activity:**
 * Review feedback on MTH Book Launch assignment (and revising scoring)
 * Review "What Is Comprehension" and issues of text complexity and coherence to continue discussion on what makes text easy or hard to comprehend.

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 * Homework:**
 * 1) **Redo just the book launch part of MTH Book Launch Part 1** - focus your launch ONLY on getting students ready to read and comprehend your assigned section of book (first part of word document below)
 * 2) **Complete MTH Part 2:** Generate During Reading Comprehension Questions for your section of Magic Treehouse - Please PRINT OUT for Thursday so I can collect and give you feedback
 * 1) **Generate three possible quiz questions** in your assigned section to help study for Quiz 1: Type into [|this Google Doc]and sign your name after each idea
 * 2) Please note: Flipgrid Reflection #3 is POSTPONED until next week.


 * Oct. 19: **** How do text characteristics influence comprehension? Part 3 **


 * 1) Generating Mental Representations of Expository Text Structures - discuss coherence in narrative texts and expository texts with Olympics Worksheet
 * 2) High Priority Comprehension Processes

Today's Powerpoint Slides:

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 * Homework:**
 * Study for Quiz - use [|this Google Doc]
 * Finish the remaining Olympic text structures - create a visual organizer, circle the text markers that help establish coherence, and identify the informational text type - bring to pass in on Tuesday
 * Complete Comprehension Self-Assessment (due Tues. Oct. 24)
 * Challenges of Reading Web-Based Informational Texts: **Read Coiro (2005) Making Sense of Online Texts** for four strategy lessons to address challenges of locating, navigating, evaluating, and synthesizing
 * **Flipgrid Reflection #3: What Is Comprehension?**
 * What did you learn about comprehension from recent class activities (referential and causal connections, sentences about ice cream; boy and melting butter; expository text structures) and Cornett's Chapter 5 on the explicit teaching of comprehension strategies?
 * How are these activities and readings connected?
 * How will this influence how you teach comprehension?


 * Oct. 24: **** What kinds of guided comprehension activities cut across all three parts of the B/D/A Framework? **


 * QUIZ #1
 * Introduction to comprehension activities that can be used before, during, and after reading (includes Graphic Organizers, Vocabulary [Frayer Model], and Thinglink (more to come next week)


 * Today's Powerpoint Slides: **


 * Explore Using [|Thinglink]** to build skills in vocabulary, fluency, comprehension, engagement, and personal inquiry!
 * [|ThingLink Teacher Challenge: Digging Deeper Into Vocabulary](including the [|Ultimate Word Wall])
 * Example: [|Am I Fiction or Non-Fiction] (purpose: to review concepts taught in class; note, some links no longer work)
 * Example: [|Investigating Simple Machines] (purpose: to build deeper understanding of concepts)
 * Example: [|Let's Discover Parts of Animals] (purpose: to foster inquiry, exploration, and synthesis around a topic in our curriculum; note: some links no longer work)
 * Example: [|Derek Jeter] (purpose: to foster //personal// inquiry in a biography unit by asking to students to think about a person they are interested in and to gather resources to create their own thinglink to share with their classmates) > then expand to vocabulary about [|pitching grips]
 * Example: [|Class Portfolio] (purpose: to foster student agency and sense of belonging as a contributing member of their class)
 * [|ThingLink for Elementary School Teachers] features a tool introduction, tutorial, and lots of great examples, including a Grade 4 Class Portfolio (links to many more digital tools and student products)

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 * Homework:**
 * **Cornett, Chapter 8** (Teaching Vocabulary and Fluency for Comprehension).
 * **Explore ThingLink examples and resources:** [|ThingLink Teacher Challenge: Digging Deeper Into Vocabulary](including the [|Ultimate Word Wall]) - see links above we didn't cover in class too
 * **Vasinda, S. & McLeod, J.** (2009). Extending reader's theatre: A powerful and purposeful match with podcasting. The Reading Teacher, 64(7), 486-497
 * Read and identify TWO specific activities for vocabulary and TWO for fluency that resonated with you and explain why you selected each. Then, consider how you might use each of these activities to build vocabulary and fluency in your section of the Magic Treehouse book, and draft some initial ideas for these in the table. Come to class prepared to share.Use this template to organize your ideas:[[file:Ch 8 Vocab Fluency Ideas .docx]]