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Courtney Mikulcik and Alison VrtisHinsdale South High SchoolCSCTFL March 2012
1. Vocabulary—Running the electrical line
2. Pre-Reading—Flipping the switch
3. During Reading –What is being illuminated ?
4. Post-Reading–What’s the BIG picture?
5. Timesaver combos–When you only have a few minutes!
6. Questions
“Missing just 5% of the words in a text makes it nearlyincomprehensible”
Fisher, Douglas and Nancy Frey. Word Wise and Content Rich. Portsmouth, NH: Heinemann, 2008.
Olé (p. 1A,1B) Cooperative activity
Guess the word (in
context--¡Adivina!)
(p. 2)
Individual activity
Palabras Palomitas
(chain drill) (p.3)
Whole class activity
Line jumper / Pop up
(p.4)
Whole class activity
Catch phrase (p.5) Large group / whole
class activity
Grammar Vocab
Toolbox (p.6)
Reference
“Prep – You
can‟t read what
you can‟t
understand.”
Vocabulary --
Running the electrical line
“Proficient learners build on and activate their background knowledge before reading, writing, speaking, or listening; poor learners begin without thinking.”
Irvin, J.L.; Lunstrum, J.P.; Lynch-Brown, C. & Shepard, M.F. (1996). Enhancing Social Studies Through Literary Strategies. (p. 5). Washington D.C.: National Council for the Social Studies.
Setting a purpose and
anticipation guide
(p. 7,8)
Individual activity
Really? (p. 9a, 9b) Partner activity
Making comparisons
(p.10)
Individual activity
Pretest (p. 10) Individual activity
Connections / Research
(p. 11)
Individual activity
“Making connections,
activating prior knowledge”
Pre-Reading --
Flipping the switch
“There is an old saying that a picture is worth a thousand words. When it comes to comprehension, this saying might be paraphrased, ‘a visual display helps readers understand, organize, and remember some of those thousand words.’”
Duke, N.K. & Pearson, D. (2002). “Effective Practices for Developing Reading Comprehension.” In A.E. Farstrup & S.J. Samuels (Eds.). What Research Has To Say About Reading Instruction(3rd ed., pp. 205–242). Newark, DE:International Reading Association.
Checklist / categories
(p. 12)
Individual activity
Order and Importance
(p.13)
Cooperative activity
Reading stations
(p.14a, 14b)
Cooperative activity
Illustrating important
dates / info (p.15)
Individual activity
That’s not true!—(Ce
n’est pas vrai!) (p. 16)
Individual activity
Who said what? (p.17) Individual activity
Three-Person Picasso
(p.18)
Cooperative activity
“ Get
acquainted
with the
text.”
During Reading –
What is being illuminated ?
“…research suggests instruction and practice in summarizing not only improves students’ ability to summarize text, but also overall comprehension of content.”
Duke, N.K. & Pearson, D. (2002). “Effective Practices for Developing Reading Comprehension.” In A.E. Farstrup & S.J. Samuels (Eds.). What Research Has To Say About Reading Instruction(3rded., pp. 205–242). Newark, DE: International Reading Association.
GIST (p. 19a, 19b Individual activity
Sentence strips (p. 20) Partner activity
Opinionnaire (p.21) Individual activity
Vocabulary Summary
(p.22)
Cooperative / individual
activity
Suena el timbre (p.23) Whole class activity
4-square summary
(p. 24)
Individual activity
Jigsaw drawing (p. 25) Cooperative activity
Acting (p. 26) Whole class activity
Character map / pyramid
(p. 27)
Individual activity
GIST Lesson Assessment
(p. 28)
Cooperative/
individual activity
“Focus in on an
idea and how it
relates to the
purpose or look at
the big picture.”
Post-Reading - What’s the BIG picture?
Vocabulary
Guess the Word from a
synonym, definition, or context
clue, or antonym
Find the equivalent in English
Find words from the passage in
the same word family
Pre-Reading
Personal questions related to
the reading
Setting a purpose
True/False/multiple choice
questions to actívate prior
knowledge
During Reading
„That‟s not true!‟ statements
Identify / match categories or
major themes
Illustrate events
Order and Importance
Post-ReadingText on Text
Students write questions using
question word prompts that
correspond to reading: who, what,
where, when, how, etc.
Students answer comprehension
questions
Timesaver combos (p. 29-33) –
Time‟s a ticking - put it all together in one
place!
Purpose Important Vocabulary Words Divide and Question Question Warm-Up QAR
