Genre: Teaching Elements of Fantasy and Non-Fiction Strategy:
Asking Questions & Visualizing EDC423 - Dr. Julie Coiro Slide 2
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. Slide 3 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 Slide 4 Feedback: Book Activity 3 Slide 5
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]
Slide 6 Connect Two & Explain TEST TEACH ASK MODEL Slide 7
Connect Two & Explain TEST TEACH ASK MODEL Dont forget to teach
first!! Slide 8 Metacognitive Teaching Framework Where is
think-aloud in the process? Kelly & Clausen-Grace, 2007
THINK-ALOUD SCRIPT part of #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 Slide 9 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
doYou watch I doYou help I helpYou do I watchYou do Slide 10 Model,
think-aloud, and SCAFFOLD your strategy support Promote
Independence by Gradually releasing Responsibility I DO YOU WATCH I
DO YOU HELP I HELP YOU DO I WATCH YOU DO Slide 11 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 Slide 12
Model, think-aloud, and SCAFFOLD your strategy support 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
Slide 13 Book Activity 4: Knowing Fact, Fiction, and Fantasy Slide
14 Whats the difference? 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. FACT (Non-fiction)Realistic FictionFANTASY ???? Slide
15 Whats the difference? 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?? FACT (Non-fiction)Realistic FictionFANTASY Slide
16 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) Slide 17 Book Activity 5: Strategy
Instruction for Visualizing (Ch. 6) and Asking Questions (Ch. 7)
Slide 18 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) Slide 19 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. Slide 20 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)
Slide 21 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] Slide 22 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 Slide 23 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? Slide 24 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)? Slide 25 Feedback: Quiz 1 Slide 26 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 Slide 27 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)
