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Focusing on Literacy Links

READING
COMPREHENSION

Chapter 3
Pages 148 - 158
Focusing on Reading Comprehension
Objective:
•To use Thinking Maps for Reading Comprehension Skills in both fiction
and non-fiction (informational) texts

Modeling One
Guided Practice
Welcome or More
of Reading
and Reading
Comprehension
Agenda Comprehension
Skills
Skills

Planning Closure and


time for expectations A Language for
classroom for sharing Learning
applications. student work
Chapter 3
Pages 148 - 158
Page 127 Your students are
beginning to use Thinking
Maps to deepen their
understanding of academic
vocabulary.

You Have You have modeled the use


Applied of Thinking Maps for writing
across the curriculum.
Thinking
Maps to
Literacy Skills You have integrated the use
of Thinking Maps with your
students’ note taking
strategies.
CHAPTER 3
LITERACY Your students are beginning
to use Thinking Maps as
LINKS
strategies to improve their
reading comprehension.
READING COMPREHENSION
• TEXT FEATURES
• AUTHOR’S PURPOSE
• PREVIEWING THE TEXT
• PREDICTING BEFORE READING
• MAKING INFERENCES
• FACT VS. OPINION
• SUMMARIZATION
Page 148
TEXT FEATURES

Teaching students
to recognize the
text features an
author uses to
present information
on a page will give
students another
tool to understand
the text.
TEXT FEATURES Page 148

Why did the


author use this
text feature?
To extend their
thinking, students
can construct a
Multi-Flow Map to
discuss the
effects the author The
hoped to achieve author
by using specific
text features. uses bold
print
TEXT FEATURES Page 149

Using the Text


Features only, predict
what you think the
article will be about.
TEXT FEATURES

Before reading this


article, have students
create a Brace Map to
identify the “parts” of
the article.

What strategies and


text features are a part
of this whole article?
Using Text Features to
preview a text.
TEXT FEATURES

Choose one The effect


of the parts the text
The author uses feature
of the article a diagram of the
has on
and identify parts of a
Pre-Reading volcano.
the reader
the effects of Strategy
that text
structure on
the reader’s
understandin
g of the
article.
Predict what the article will be
about based on the pictures,
illustrations, bold headings, etc.
Now You Try

Plan how you might use a Brace Map, a Circle


Map and/or a Multi-Flow Map to identify and
analyze Text Features.

Save your students’ work and be prepared to


share their examples at our next follow-up
session.
Page 150

Curriculum State
Guides Tests

AUTHOR’S
PURPOSE

Why did
the author
write this
passage?

Textbooks
Page 150
AUTHOR’S PURPOSE

HELEN LESTER
WROTE
Page 150
AUTHOR’S PURPOSE
Once students have begun to understand the concept of Author’s
Purpose, create a bulletin board Tree Map to classify examples of each
type of reading that you and your students identify.
AUTHOR’S PURPOSE

The
author
wrote
Page 150
AUTHOR’S PURPOSE
Once students have begun to understand the concept of Author ‘s
Purpose, create a bulletin board Tree Map to classify examples of each
type of reading that you and your students identify.
Now You Try

Plan how you might use a Circle Map, Tree Map


and/or a Multi-Flow Map to identify and
analyze Author’s Purpose.

Save your students’ work and be prepared to


share their examples at our next follow-up
session.
Page 151
PREVIEWING THE TEXT
PREDICTING BEFORE READING
Page 152
PREVIEWING THE TEXT
PREDICTING BEFORE READING

A A
Volcano Volcano
Erupts Erupts
Pages 151-1522
DURING READING
Post all of the maps you make before reading and refer to them as you
read through the informational text.

A
Volcano
Erupts
Page 152
DURING READING
Post all of the maps you make before reading and refer to them as you
read through the story.
Page 153
PREDICTING DURING READING

Predictions

Sequence of Events
Page 154
PREDICTING DURING READING
Predictions

Sequence of Events

I made these predictions because…


Page 154
PREDICTING DURING READING

I made this
prediction because
Page 154
PREDICTING DURING READING
Predictions

Sequence of Events

I made this prediction because . . .


Now You Try

Plan how you might use a Circle Map, Flow Map,


and/or a Multi-Flow Map to Preview and
Predict before and during reading.

Save your students’ work and be prepared to


share their examples at our next follow-up
session.
MAKING INFERENCES Page 155
MAKING INFERENCES Page 156

“Thank You M’am” by


Langston Hughes
I infer that there is a
“Thank You M’am” by dresser because she
Langston Hughes has to keep her
clothes in something.
I keep my clothes in
a dresser.

I infer that there is a cabinet in


the kitchen area of her room
because “she set the table.” She
needed somewhere to keep the
things she needed to set the
table.
They had an
Hunters’
idea about
POV
penguins and
Tacky does not confusing
fit that idea, so
they are
confused.

loud annoying

Un-
penguin -
like
MAKING INFERENCES
Any map
can be
used to
help
students
make
inferences.
Now You Try

Plan how you might use a Brace Map, a Bubble


Map and/or any other map to Make Inferences.

Save your students’ work and be prepared to


share their examples at our next follow-up
session.
Page 157

FACT VS. OPINION


Page 157
FACT VS. OPINION

Sample Passage
North Carolina is the
most beautiful state.
It has mountains and
beaches that
everyone can enjoy.
The average
temperature during
the summer is a
warm 88 degrees.
This state is the best
place to live.
1. Scientists have identified more
FACT and OPINION than 350,000 beetle species.

MEET THE 2. The elytra are the most


interesting part of a beetle’s
BEETLES body.
3. Entomologists are scientists
who study insects.
4. Beetles live on every continent.
5. Beetles are the coolest of all
insects.
6. Many leaf beetles eat poisonous
plants.
7. Beetles are ugly and creepy.
8. The habits of dung beetles are
disgusting.
9. Ladybugs protect plants from
aphids.
10. All beetles have wings.
Now You Try

Plan how you might use a Tree Map and a Circle


Map to identify and differentiate between Fact
and Opinion.

Save your students’ work and be prepared to


share their examples at our next follow-up
session.
SUMMARIZATION Page 158

Informational
Text

Fiction
Sorting and Classifying
Sorting
Classifying
SUMMARIZING INFORMATIONAL TEXTS
Page 158
Using Classification
Page 158

SUMMARIZING FICTION
What do you understand now that you have read
and summarized this story?

What are some of the BIG ideas you are


learning from this story?
Now You Try

Plan how you might use a Tree Map and/or a


Flow Map to Summarize.

Save your students’ work and be prepared to


share their examples at our next follow-up
session.
CLOSURE
Take some time to meet by grade level or
department in order to plan how you might
use these Reading Comprehension strategies
in your own classroom.
Save your students’ work and be prepared to
share their examples at our next follow-up
session.