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Chronological Show examples of each text pattern and explain why it can be classified as that type of text. Have students practice classifying an assortment of paragraphs by text pattern. As an extension, have students find examples in their text of each type of text pattern.c" Zc!Note Taking/Note MakingFrom Reading  What I m thinking while I m reading Summary/Outline Thoughts/Questions  Paired ReadingF1. Pair up with someone. 2. Designate partner A and partner B. 3. Partner A reads the first paragraph, then partner B gives a summary or main point statement for the paragraph. 4. Partner B reads the second paragraph, then partner A gives the summary statement. 5. Repeat the alternating pattern until the end of the reading. GG Jigsaw`" Form groups of students. " Assign each student one passage, text section, or article. " Direct students to read silently and independently, making a list of main ideas. " After everyone has finished reading, students share what they learned while the other students listen. " When the student who commented first on their reading is finished sharing, continue by having the students who read the other sections or readings to share it with their group. " Continue until each person reports on what they read. * It often helps to have students take notes while their peer is speaking.$O! =  S52  $$ ((,,J004488<<E8  JSummary ProtocolForm groups of three students, one student is chosen to keep the group on-task. Read one paragraph silently (leader makes sure all group members know where paragraph starts and ends). Group discusses main idea(s). Group comes to consensus about one (or two) main idea(s). Talk about how to write the main idea(s). Each group member writes down the main idea(s). Repeat for each paragraph of the reading. " ZReally ReadingI read, I thought Pre - Reading Outside-InsideRead article silently (SSR). Form groups of four. Draw a large circle on the poster paper. Each person writes 3 - 5 ideas from the article on different post-it notes. Place the post-it notes around the outside of the circle. Read all the post it notes aloud. Select one post-it note from each person to put into the center of the circle. Discuss why central ideas were chosen. (" Z~ K-W-L Reciprocal Teaching(Reciprocal Teaching QuestionerjHelps the group generate questions to further understand the meaning of the text, concept, or data. Sounds like:  How is this related to& (some other idea)  What are some of the reasons this might this be important?  Why might this be important?  What are the parts of ___?  How is ___ an example of ___?  How do ___ and ___ compare?  How are ___ and ___ different?  How does ___ happen?  What is your opinion of ___? 0 PPc    *>  ?$$((,,0094488<< ClarifierLooks for parts of the text or material that are not clear, leads the group to clarify these parts. CLARIFY parts when: " Someone does not understand " Someone has difficulty following the text " Someone doesn t know what a word means Sounds Like:  What are the new vocabulary words and what do they mean?  Were there parts that were hard to understand?  So, right now we need help with&  xc   n#   Visualizer BHelps the group make a mental picture of the information or concept. VISUALIZE a picture in your mind: Sounds Like:  When I read this, I imagine that&   As I read, in my mind I see&   What do you see when you think about&   Can you make a picture that includes all the information? r"0 ZD "    SummarizerTells the group the most important ideas in the reading. Summarizing includes - Looking for a topic sentence; rephrasing the main idea; deciding what is not important; Sounds Like:  The most important idea(s) seem to be&   This section is about&   The main idea(s) here is&   This passage about ___ begins with ___, discusses the idea that ___, and ends with ___. Z[!ZZ9p  *\  $$Sources( Common Text Patterns: Armbruster, B.B., Framing: A technique for improving learning from science texts. In C.M. Santa & D.E. Alvermann (Eds.), Science Learning: Processes and Applications, pages 104-113. Newark, DE: International Reading Association, 1991. Note Taking/Note Making: http://www.englishcompanion.com/Tools/notemaking.html Jigsaw: Grabe, W. & Stoller, F.L. Teaching and researching reading. Harlow: Pearson Education Unlimited, 2002. Paired Reading: Heckleman, R.G. Neurological Impress Method, Academic Therapy, Volume 4, pages 277-282, 1969. Summary Protocol: Winograd, Peter N. Strategic Difficulties in Summarizing Texts. Reading Research Quarterly, Volume 19, Number 4, pages 404-425, Summer, 1984. Really Reading: Kate Kinsella, San Francisco State University I read, I thought: Schoenbach, R., Greenleaf, C., Cziko, C., and Hurwitz, L. Reading for Understanding: A guide to Improving Reading in Middle and High School Classrooms. San Francisco: Jossey-Bass, 1999. Guided Reading: Dan Holbrook, Redwood Science Project, 2005 Vocabulary Mnemonic Device: King-Sears, M. E., Mercer, C. D., and Sindelar, P. Toward independence with keyword mnemonics: A strategy for science vocabulary instruction. Remedial and Special Education, Volume 13, pages 22 33, 1992. Outside-Inside: John Dyer, Cognitive Coaching Trainer K-W-L: Carr, E., and Ogle, D., K-W-L Plus: A strategy for comprehension and summarization. Journal of Reading, Volume 30, Number 7, pages 626-63, 1987. Reciprocal Teaching: Palincsar, A. and Brown, A. Reciprocal teaching of comprehension fostering and comprehension-monitoring activities. 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Chronological Show examples of each text pattern and explain why it can be classified as that type of text. Have students practice classifying an assortment of paragraphs by text pattern. As an extension, have students find examples in their text of each type of text pattern.c" Zc!Note Taking/Note MakingFrom Reading  What I m thinking while I m reading Summary/Outline Thoughts/Questions  Paired ReadingF1. Pair up with someone. 2. Designate partner A and partner B. 3. Partner A reads the first paragraph, then partner B gives a summary or main point statement for the paragraph. 4. Partner B reads the second paragraph, then partner A gives the summary statement. 5. Repeat the alternating pattern until the end of the reading. GG Jigsaw`DForm groups of students. Assign each student one passage, text section, or article. Direct students to read silently and independently, making a list of main ideas. After everyone has finished reading, students share what they learned while the other students listen. When the student who commented first on their reading is finished sharing, continue by having the students who read the other sections or readings to share it with their group. Continue until each person reports on what they read. * It often helps to have students take notes while their peers are speaking. " N! <R3  3J  $$((,,E0044688<<LP:PSummary ProtocolForm groups of three students, one student is chosen to keep the group on-task. Read one paragraph silently (leader makes sure all group members know where paragraph starts and ends). Group discusses main idea(s). Group comes to consensus about one (or two) main idea(s). Talk about how to write the main idea(s). Each group member writes down the main idea(s). Repeat for each paragraph of the reading. " ZReally ReadingI read, I thought Pre - Reading Outside-InsideRead article silently (SSR). Form groups of four. Draw a large circle on the poster paper. Each person writes 3 - 5 ideas from the article on different post-it notes. Place the post-it notes around the outside of the circle. Read all the post it notes aloud. Select one post-it note from each person to put into the center of the circle. Discuss why central ideas were chosen. (" Z~ K-W-L Reciprocal Teaching(Reciprocal TeachingReciprocal Teaching: Questioner ( jHelps the group generate questions to further understand the meaning of the text, concept, or data. Sounds like:  How is this related to& (some other idea)  What are some of the reasons this might this be important?  Why might this be important?  What are the parts of ___?  How is ___ an example of ___?  How do ___ and ___ compare?  How are ___ and ___ different?  How does ___ happen?  What is your opinion of ___? 0 PPc    *>  ?$$((,,0094488<<Reciprocal Teaching: Clarifier( Looks for parts of the text or material that are not clear, leads the group to clarify these parts. CLARIFY parts when: " Someone does not understand " Someone has difficulty following the text " Someone doesn t know what a word means Sounds Like:  What are the new vocabulary words and what do they mean?  Were there parts that were hard to understand?  So, right now we need help with&  xc   n#  Reciprocal Teaching: Visualizer ( BHelps the group make a mental picture of the information or concept. VISUALIZE a picture in your mind: Sounds Like:  When I read this, I imagine that&   As I read, in my mind I see&   What do you see when you think about&   Can you make a picture that includes all the information? r"0 ZD "   Reciprocal Teaching: Summarizer ( Tells the group the most important ideas in the reading. Summarizing includes - Looking for a topic sentence; rephrasing the main idea; deciding what is not important; Sounds Like:  The most important idea(s) seem to be&   This section is about&   The main idea(s) here is&   This passage about ___ begins with ___, discusses the idea that ___, and ends with ___. Z[!ZZ9p  *\  $$Sources( Common Text Patterns: Armbruster, B.B., Framing: A technique for improving learning from science texts. In C.M. Santa & D.E. Alvermann (Eds.), Science Learning: Processes and Applications, pages 104-113. Newark, DE: International Reading Association, 1991. Note Taking/Note Making: http://www.englishcompanion.com/Tools/notemaking.html Jigsaw: Grabe, W. & Stoller, F.L. Teaching and researching reading. Harlow: Pearson Education Unlimited, 2002. Paired Reading: Heckleman, R.G. Neurological Impress Method, Academic Therapy, Volume 4, pages 277-282, 1969. Summary Protocol: Winograd, Peter N. Strategic Difficulties in Summarizing Texts. Reading Research Quarterly, Volume 19, Number 4, pages 404-425, Summer, 1984. Really Reading: Kate Kinsella, San Francisco State University I read, I thought: Schoenbach, R., Greenleaf, C., Cziko, C., and Hurwitz, L. Reading for Understanding: A guide to Improving Reading in Middle and High School Classrooms. San Francisco: Jossey-Bass, 1999. Guided Reading: Dan Holbrook, Redwood Science Project, 2005 Vocabulary Mnemonic Device: King-Sears, M. E., Mercer, C. D., and Sindelar, P. Toward independence with keyword mnemonics: A strategy for science vocabulary instruction. Remedial and Special Education, Volume 13, pages 22 33, 1992. Outside-Inside: John Dyer, Cognitive Coaching Trainer K-W-L: Carr, E., and Ogle, D., K-W-L Plus: A strategy for comprehension and summarization. Journal of Reading, Volume 30, Number 7, pages 626-63, 1987. Reciprocal Teaching: Palincsar, A. and Brown, A. Reciprocal teaching of comprehension fostering and comprehension-monitoring activities. Cognition and Instruction, Volume 1, pages 117-175, 1984.,P(?(,  $Y-O  $$((\,,0044Y88(<<b  ;oW;%d h4     `( E|{ l  C   `@  8   C   `S 8 "P@08Xv  6 }}0___PPT106___PPT9B___PPTMac11   hnamd` Arial&Monotype Typography  @   H  0޽h ? 3380___PPT10."tJ  x(  x~ x s *p  `  8  x 0 S @___PPT10 X___PPT9:2J___PPTMac11$   hnamd` Arial&Monotype Typography   Form groups of four, each group member takes a different task (role) - Summarizer, Questioner, Clarifier, Visualizer. Read the first sentence aloud as a group. Read the rest of the passage silently. Work together to fill in the reciprocal teaching chart. " Use the following role descriptions and summaries to help group members know what to focus on, be attentive to, or how to speak.H   8XH x 0޽h ? 33___PPT10u.]?WA+D=' n= @B +  <(  ~  s *j  `@  8 ~  s *l  `S 8 H  0޽h ? 33___PPT10u.']W+D=' = @B +  <(  ~  s *@1  `@  8 ~  s *2  `S 8 H  0޽h ? 33___PPT10u.(]n++D=' = @B +  <(  ~  s *  `@  8 ~  s *p  `S 8 H  0޽h ? 33___PPT10u.(]@z+D=' = @B +   <(  ~  s *  `@  8 ~  s *  `S 8 H  0޽h ? 33___PPT10u.(]r<+D=' = @B +r,cX@~`'ceyh S""k"m( b/ 0DArial00G  @Hn@fD-3 00000G  @Hn@f ` .  @n?" dd@  @@`` @v       ,,b$}m70 0AA`3f)kIP((@[9ʚ;ʚ;g4WdWdn ppp@  <4ddddʚ;<4!d!dʚ;8___PPT10          H@P ___PPT9rjz      (      h___PPT2001D<4XT/___PPTMac11./@f   hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography (   hnamd` Arial&Monotype Typography h   hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography T   hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography  x     hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography  x  x    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography O =/ Purposeful Reading  Common Text PatternsbDiscuss text patterns with students: Descriptive, Procedural, Cause/Effect. Chronological Show examples of each text pattern and explain why it can be classified as that type of text. Have students practice classifying an assortment of paragraphs by text pattern. As an extension, have students find examples in their text of each type of text pattern.c" Zc!Note Taking/Not     e MakingFrom Reading  What I m thinking while I m reading Summary/Outline Thoughts/Questions  Paired ReadingF1. Pair up with someone. 2. Designate partner A and partner B. 3. Partner A reads the first paragraph, then partner B gives a summary or main point statement for the paragraph. 4. Partner B reads the second paragraph, then partner A gives the summary statement. 5. Repeat the alternating pattern until the end of the reading. GG Jigsaw`DForm groups of students. Assign each student one passage, text section, or article. Direct students to read silently and independently, making a list of main ideas. After everyone has finished reading, students share what they learned while the other students listen. When the student who commented first on their reading is finished sharing, continue by having the students who read the other sections or readings to share it with their group. Continue until each person reports on what they read. * It often helps to have students take notes while their peers are speaking. " N! <R3  3J  $$((,,E0044688<<LP:PSummary ProtocolForm groups of three students, one student is chosen to keep the group on-task. Read one paragraph silently (leader makes sure all group members know where paragraph starts and ends). Group discusses main idea(s). Group comes to consensus about one (or two) main idea(s). Talk about how to write the main idea(s). Each group member writes down the main idea(s). Repeat for each paragraph of the reading. " ZReally ReadingI read, I thought Pre - Reading Outside-InsideRead article silently (SSR). Form groups of four. Draw a large circle on the poster paper. Each person writes 3 - 5 ideas from the article on different post-it notes. Place the post-it notes around the outside of the circle. Read all the post it notes aloud. Select one post-it note from each person to put into the center of the circle. Discuss why central ideas were chosen. (" Z~ K-W-L Reciprocal Teaching(Reciprocal TeachingReciprocal Teaching: Questioner ( jHelps the group generate questions to further understand the meaning of the text, concept, or data. Sounds like:  How is this related to& (some other idea)  What are some of the reasons this might this be important?  Why might this be important?  What are the parts of ___?  How is ___ an example of ___?  How do ___ and ___ compare?  How are ___ and ___ different?  How does ___ happen?  What is your opinion of ___? 0 PPc    *>  ?$$((,,0094488<<Reciprocal Teaching: Clarifier( Looks for parts of the text or material that are not clear, leads the group to clarify these parts. CLARIFY parts when: " Someone does not understand " Someone has difficulty following the text " Someone doesn t know what a word means Sounds Like:  What are the new vocabulary words and what do they mean?  Were there parts that were hard to understand?  So, right now we need help with&  xc   n#  Reciprocal Teaching: Visualizer ( BHelps the group make a mental picture of the information or concept. VISUALIZE a picture in your mind: Sounds Like:  When I read this, I imagine that&   As I read, in my mind I see&   What do you see when you think about&   Can you make a picture that includes all the information? r"0 ZD "   Reciprocal Teaching: Summarizer ( Tells the group the most important ideas in the reading. Summarizing includes - Looking for a topic sentence; rephrasing the main idea; deciding what is not important; Sounds Like:  The most important idea(s) seem to be&   This section is about&   The main idea(s) here is&   This passage about ___ begins with ___, discusses the idea that ___, and ends with ___. Z[!ZZ9p  *\  $$Sources( Common Text Patterns: Armbruster, B.B., Framing: A technique for improving learning from science texts. In C.M. Santa & D.E. Alvermann (Eds.), Science Learning: Processes and Applications, pages 104-113. Newark, DE: International Reading Association, 1991. Note Taking/Note Making: http://www.englishcompanion.com/Tools/notemaking.html Jigsaw: Grabe, W. & Stoller, F.L. Teaching and researching reading. Harlow: Pearson Education Unlimited, 2002. Paired Reading: Heckleman, R.G. Neurological Impress Method, Academic Therapy, Volume 4, pages 277-282, 1969. Summary Protocol: Winograd, Peter N. Strategic Difficulties in Summarizing Texts. Reading Research Quarterly, Volume 19, Number 4, pages 404-425, Summer, 1984. Really Reading: Kate Kinsella, San Francisco State University I read, I thought: Schoenbach, R., Greenleaf, C., Cziko, C., and Hurwitz, L. Reading for Understanding: A guide to Improving Reading in Middle and High School Classrooms. San Francisco: Jossey-Bass, 1999. Guided Reading: Dan Holbrook, Redwood Science Project, 2005 Vocabulary Mnemonic Device: King-Sears, M. E., Mercer, C. D., and Sindelar, P. Toward independence with keyword mnemonics: A strategy for science vocabulary instruction. Remedial and Special Education, Volume 13, pages 22 33, 1992. Outside-Inside: John Dyer, Cognitive Coaching Trainer K-W-L: Carr, E., and Ogle, D., K-W-L Plus: A strategy for comprehension and summarization. Journal of Reading, Volume 30, Number 7, pages 626-63, 1987. Reciprocal Teaching: Palincsar, A. and Brown, A. Reciprocal teaching of comprehension fostering and comprehension-monitoring activities. Cognition and Instruction, Volume 1, pages 117-175, 1984.,P(?(,  $Y-O  $$((\,,0044Y88(<<b  ;oW;%d h4   rzk"Vk^"