Literacy

Close reading is purposefully reading a text several times in order to analyze and gain a deep understanding of the text.
 
Text Structure to Increase Reading Comprehension
From: http://www.readingrockets.org/article/52251

Structural elements in expository texts vary; therefore, it is important to introduce students to the components of various texts throughout the school year. It is also important to teach and model the use of these components properly at the beginning of the school year. The recognition and use of text organization are essential processes underlying comprehension and retention. As early as the third grade, students are expected to recognize expository text structures.

Meyer (1985) classified these text structures as follows:

Description-The author describes a topic.
Sequence-The author uses numerical or chronological order to list items or events.
Compare/contrast-The author compares and contrasts two or more similar events, topics, or objects. Cause/effect-The author delineates one or more causes and then describes the ensuing effects. Problem/solution-The author poses a problem or question and then gives the answer. The ability to identify and analyze these text structures in expository texts helps readers to comprehend the text more easily and retain it longer.



















spellingcity.com
Week 2 We are in the swing of things with our literacy centres. Our comprehension strategy continues to be making connections.

Activating and Building Schema


Making Connections

                  

Readers can make connections while reading, synthesizing new information, deepening existing understandings, broadening beliefs and informing misconceptions.


There are three types of connections:

 

Text to Self                 Connections between different books and the

                                    reader’s current personal background knowledge

                                    and experience base

-         choose texts with characters the same age as the students, or had similar problems and experiences

-         share connections from past experiences

 

Text to Text                Connections between books and different authors

-         comparing characters, their personalities, and actions

-         comparing story events and plot lines

-         comparing lessons, themes, or messages in stories

-         finding common themes, writing style, or perspectives in the work of a single author

-         comparing treatment of common themes by different authors

-         comparing different versions of familiar stories

 

Text to World             Connections between books and information about

                                    the world around us  

-         We must build background knowledge to help our students be successful with gaining new information.

-         Encouraging our students to build text to world connections supports our efforts to teach students social studies

 

We have started blogging! Below you will find our learning target. Students will also be setting multi- step goals in ELA. These will be posted on their personal blog page, as well included in their virtual learning portfolio. One of our centres has been making words- spelling. Spelling lists and weekly tests will begin next week (Sept. 24) with a Monday list and Friday test. Next week we will begin reading fluency.



Week One Reading: Students will be working on using prior knowledge to connect with text. A comprehension strategy that helps students understand what they read is making connections or activating and building schema. Visit our CAFE board to view student work on improving reading comprehesion- Making Connections or Building Schema



CR5.2 View and evaluate, critically, visual and multimedia texts identifying the persuasive techniques including promises, flattery, and comparisons used to influence or persuade an audience.

ü  Gather information from a variety of media (e.g., photographs, web sites, maps, diagrams, posters, videos, advertising, double bar graphs, maps, videos).

ü  Select and flexibly use appropriate strategies (before, during, and after) to construct meaning when viewing.

ü  Identify how the language, explicit and implicit messages, and visual and multimedia features (e.g., sound, colour, and movement) are used to influence the intended audience.



Story Starters http://www.scholastic.com/teachers/story-starters/writing-prompts/

























CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction, script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures including First Nations, Métis, and Inuit and countries (including Canada).

 
Week One Writing: Word Choice- Sensory Words. Students will communicate by creating a scene using sensory words.
 

CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters, timelines, multimedia presentations, and summary charts.
Use computers and authoring software to compose texts and graphic representations.
Include charts, graphs, tables, maps, graphics, and illustrations in researched inquiry presentations.
















http://youtu.be/fjQ3oBipvI8 Click Here




Week One Spelling/Word Work- Use a word attack strategy as well as knowledge of root words, prefixes and suffixes to determine pronounciation and meaning of words.

 

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