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Reading Processes - Columbus City Schools
RCfai,,,+a | \ Ea r ch stu cle n t is h ie h lv e ducatecl , prepared for l eadel shi p..rnri stni tc e r ip o r u e le d fir r - sut:cess as a ci ti zcn i n a ql obal conrrnnrri tr: an ,_l tr Li\, .1* I | zJr iLlll*,'l-.u;; r ! Reading!Process! ! ! ! ! “Conversations! to! Comprehension”! ! ! Columbus!City!Schools! Third!Grade! Parent!Academy! January!25,!2014! ! ! ! ! ! ! ! ! Reading!Process! ! What!is!the!“Reading!Process?”! ! Students!develop!and!learn!to!apply!strategies!that!help!them!to! comprehend!and!interpret!informational!(nonfiction)!and!literary! (fiction)!texts.!!Reading!and!learning!to!read!are!problem!solving! processes!that!require!strategies!for!the!reader!to!make!sense!of!written! language!and!remain!engaged!with!texts.!!! Beginning!readers!develop!basic!concepts!about!print!and!how!books! work.!!As!strategic!readers,!students!learn!to!analyze!and!evaluate!texts! to!demonstrate!their!understanding!of!text.!!Additionally,!students!learn! to!selfCmonitor!their!own!comprehension!by!asking!and!answering! questions!about!the!text,!selfCcorrecting!errors!and!assessing!their!own! understanding.!!They!apply!these!strategies!effectively!to!assigned!and! selfCselected!texts!read!in!and!out!of!the!classroom.!!Students!read!books! by!themselves!and!use!reading!strategies!to!help!understand!what!they! read.!! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Comprehension!Strategies! Fiction! !Monitor/Clarify-Reading!Asking-Questions!Answering-QuestionsPredicting! Summarizing! Inferring! Problem/Solution! Sequencing! Character!Analysis! Author’s!Purpose! Central!Idea/Theme!&!Details! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Non!Fiction! !Monitor/Clarify-Reading! !Asking-Questions!Answering-QuestionsText!Features! Main!Idea!&!Supporting!Details! Compare/Contrast! Cause/Effect! ! Strategy:!Asking!&!Answering!Questions! ! Through!the!use!of!questioning,!students!understand!the!text!on!a!deeper!level!because! questions!clarify!confusion!and!stimulate!further!interest!in!a!topic.!! Purpose!of!the!Strategy:!Through!questioning,!students!are!able!to!wonder!about! content!and!concepts!before,!during,!and!after!reading.!! ! Fiction! Non!Fiction! Before!Reading! Before!Reading! Explore!cover!and!back!of!the!book! Make!Predictions! Ask!questions!that!encourage!predictions! Make!predictions!using!the!pictures! Enjoy!spending!time!with!your!child! Make!predictions!using!the!title,!illustrations,! subheadings,!captions,!table!of!contents.! Skim!for!unusual!names,!words,!people!or!place! and!conventions!of!print! ! ! ! During!Reading! Discuss!the!characters!and!setting! Discuss!problems,!who!is!having!the! problem,!what!is!causing!the!problem! Discuss!characters’!actions! Make!connections! Reread,!confirm/reconstruct!your! predictions! Ask!and!answer!questions!as!you!read! Use!the!illustrations!(if!applicable)!to! understand!what!you!read! Create!“mind!movies,!mind!pictures”! Make!sure!you!understand!before!reading! further!in!the!text! ! Think!about!the!title!and!the!information!the! author!wants!you!to!learn! Read!captions,!graphs,!maps!and!charts! Ask!and!answer!questions!about!the!topic! Make!connections! Verify!your!questioning!with!evidence!from!the! text! Retell!the!story!in!your!own!words! How!did!the!problem!get!solved?! Make!connections! Who!was!your!favorite!character,!why! Did!the!main!character!change!over!the! course!of!the!story! ! Use!information!from!the!text!to!prove!you! answers!and!support!your!thinking! What!did!you!learn?! Make!connections! Would!you!like!to!learn!more!about!this!topic?! After!Reading! ! ! ! ! During!Reading! ! ! ! ! ! ! After!Reading! ! ! ! ! ! Parent!Resources! ! ! ! ! ! ! The!Helping!Hand! Website!Resources! Parent!Cues!–!What!to!do!for!unknown!words! Bookmarks! 2‐3 Grade Band Grades 2/3 Literary Text Stories The Fire Cat by Esther Averill When Pickles, a yellow cat with black spots, is rescued from a tree by firemen, he goes to live at the firehouse. 400L, GR J The Stories Julian Tells by Ann Cameron Julian learns that fibbing and telling stories can lead to a heap of trouble. 520L, GR N My Father’s Dragon by Ruth Stiles Gannett A young boy determines to rescue a poor baby dragon who is being used by a group of lazy wild animals to ferry them across the river on Wild Island. 990L,GR N The Raft by Jim LaMarche Reluctant Nicky spends a wonderful summer with Grandma who introduces him to the joy of rafting down the river near her home and watching the animals along the banks. 540L, GR O Sarah, Plain and Tall by Patricia MacLachlan When their father invites a mail-order bride to come live with them in their prairie home, Caleb and Anna are captivated by their new mother and hope that she will stay. 560L, GR R Henry and Mudge: The First Book of the Adventures by Cynthia Rylant Henry, feeling lonely on a street without any other children, finds companionship and love in a big dog named Mudge. 470L, GR J The One-Eye Giant by Mary Pope Osborne Retells a part of the Odyssey in which King Odysseus fights the cyclops. 760L, GR P The Lighthouse Family: The Storm by Cynthis Rylant Pandora the cat becomes a lighthouse keeper and saves the life of Seabold the dog, and together the two of them create a family with three young mice rescued from the sea. 700L, GR M Poppleton in Winter by Cynthia Rylant Poppleton the pig makes a new friend after an icicle accident, creates a bust of Cherry Sue, and gets a wintry birthday surprise from his pals. 380L, GR J The Treasure by Url Shulevitz This is a retelling of the traditional English tale in which a poor man follows the advice of his dream and is eventually led to a treasure. 490L Cowgirl Kate and Cocoa by Erica Silverman Cowgirl Kate and her cowhorse Cocoa, who is always hungry, count cows, share a story, and help each other fall asleep. 390L.GR J Amos and Boris by William Steig Amos the mouse and Boris the whale: a devoted pair of friends with nothing at all in common, except good hearts and a willingness to help their fellow mammal. They meet after Amos sets out to sea in his homemade boat, the "Rodent, and soon finds himself in extreme need of rescue. Enter Boris. But there will come a day, long after Boris has gone back to a life of whaling about and Amos has gone back to his life of mousing around, when the tiny mouse must find a way to rescue the great whale. 690L AD, GR L Tops and Bottoms by Janet Stevens Hare turns his bad luck around by striking a clever deal with the rich and lazy bear down the road. 580L, GR L Read Aloud Stories The Search for Delicious by Natalie Babbit In this classic novel by a Newbery Honor author, the Prime Minister is compiling a dictionary, and when no one at court can agree on the meaning of delicious, the King sends his 12-year-old messenger Gaylen to poll the country. 910L, GR U Bud, Not Buddy by Christopher Paul Curtis Ten-year-old Bud, a motherless boy living in Flint, Michigan, during the Great Depression, escapes a bad foster home and sets out in search of the man he believes to be his father--the renowned bandleader, H.E. Calloway of Grand Rapids. 950L, GR T Uncle Jed’s Barbershop by Margaree King Mitchell Sarah Jean's Uncle Jed was the only black barber in the county. He travelled far to cut his customers' hair--and he dreamed of the day when he could open his very own barbershop. With Ransome's richly colored paintings brimming with life, this is a stirring tale of dreams long deferred and finally realized. It’s a 1994 Coretta Scott King Illustrator Honor Book. 710L, GR P Sign Painter by Allen Say An assignment to paint a large billboard in the desert changes the life of an aspiring artist. 250L Nothing Ever Happens on 90th Street by Schotter When Eva sits on her stoop trying to complete a school assignment by writing about what happens in her neighborhood, she gets a great deal of advice and action. 600L, GR P The Cricket in Times Square by George Seldon After Chester lands, in the Times Square subway station, he makes himself comfortable in a nearby newsstand. There, he has the good fortune to make three new friends: Mario, a little boy whose parents run the falling newsstand, Tucker, a fast-talking Broadway mouse, and Tucker's sidekick, Harry the Cat. The escapades of these four friends in bustling New York City makes for lively listening and humorous entertainment. And somehow, they manage to bring a taste of success to the nearly bankrupt newsstand. 780L, GR S Charlotte’s Web by E.B. White An affectionate, sometimes bashful pig named Wilbur befriends a spider named Charlotte, who lives in the rafters above his pen. A prancing, playful bloke, Wilbur is devastated when he learns of the destiny that befalls all those of porcine persuasion. Determined to save her friend, Charlotte spins a web that reads "Some Pig," convincing the farmer and surrounding community that Wilbur is no ordinary animal and should be saved. In this story of friendship, hardship, and the passing on into time, E.B. White reminds us to open our eyes to the wonder and miracle often found in the simplest of things. 680L, GR R Informational Text A Medieval Feast by Aliki This book describes the preparation and celebration of a medieval feast held at an English manor house entertaining royal guests. 840L, GR Q Throw Your Tooth on the Roof: Tooth Traditions Around the World by Selby Beeler Consists of brief statements relating what children from around the world do with a tooth that has fallen out. It includes facts about teeth. 770L AD, GR M The Cloud Book by Tomie dePaola This fun-filled, interesting book introduces readers to the 10 most common types of clouds, myths that have been inspired by their shapes, and what they can tell about coming weather changes. 680L, GR N Moonshot: The Flight of Apollo 11 by Brian Floca Here is the story of the Apollo 11 mission to the Moon -- a story of leaving and returning during the summer of 1969, and a story of home, seen whole, from far away by steady astronauts in their great machines. 990L, GR N So You Want to be President? By Judith St. George This books presents an assortment of facts about the qualifications and characteristics of U.S. presidents, from George Washington to Bill Clinton. 730L, GR S Bicycle Book by Gail Gibbons Traces the history and evolution of the bicycle, the different kinds and how they work. 530L, GR P From Seed to Plant by Gail Gibbons This books explores the intricate relationship between seeds and the plants which they produce. 660L, GR M Boy, We were Wrong About Dinosaurs by Kathleen V. Kudinski Examines what is known about dinosaur bones, behavior, and other characteristics and how different the facts often are from what scientists, from ancient China to the recent past, believed to be true. 900L AD, GR P Bats: Creatures of the Night by Joyce Milton Did you know that bats are not blind? That the smallest bat is the size of a bee? Kids will learn all this and more in this exciting book about one of nature's most misunderstood creatures. 510L, GR K Martin Luther King and the March on Washington by Frances E. Ruffin On August 28, 1963, more than 250,000 people came to the nation's capital. They came by plane, by bus, by car-even on roller-skates--to speak out against segregation and to demand equal rights for everyone. They also came to hear the words of a very special leader, Martin Luther King, Jr. Told with a wonderful immediacy, this book captures the spirit of this landmark day in American history and brings Dr. King's "I Have a Dream" speech to vivid life for young children. 480L, GR N Read-Aloud Informational Text Ah, Music by Aliki This book surveys the history and components of music, concentrating on Western musical traditions. 910L, GR N Wild Track! A Guide to Nature’s Footprints by Jim Arnlsky When children learn to recognize and read animal tracks they're actually mastering an ancient language of shapes and patterns--and gaining knowledge of the natural world. Acclaimed artist and naturalist Jim Arnosky has created a breathtaking and informative reference on the subject, filled with intricately drawn prints from creatures both wild and domestic, as well as large-scale paintings of the animals in their environment. Some of the art, labeled in Arnosky's own handwriting, even looks as if it came straight out of his personal notebooks. And best of all, many of the tracks are true to size, so kids can compare the trace left by a big-footed polar bear (whose paws act as snowshoes in its icy environment) with that of a small bird. Adding to the eye-catching illustrations are four awesome gatefolds that display paintings of a bobcat, wolf, deer, and a variety of hoofed animals right next to their prints. Every spread has plenty of details on how to interpret the footprint, and the featured menagerie includes bighorn sheep and goats, chipmunks and rabbits, grizzlies and brown bears, horses and burros, domestic cats and dogs, and even slithering reptiles! 1040 Ruby’s Wish by Shirin Yim Bridges In China, at a time when few girls are taught to read or write, Ruby dreams of going to the university with her brothers and male cousins. 600L, GR N The Story of Ruby Bridges by Robert Coles For months, six-year-old Ruby Bridges must confront the hostility of white parents when she becomes the first African American girl to integrate Frantz Elementary School in New Orleans in 1960. 730L AD, GR O What the World Eats by Faith D’Aluisio A photographic collection exploring what the world eats featuring portraits of twenty-five families from twenty-one countries surrounded by a week's worth of food. 1150 14 Cows for America by Carmen Agra Deedy In June of 2002, a very unusual ceremony begins in a far-flung village in western Kenya. An American diplomat is surrounded by hundreds of Maasai people. A gift is about to be bestowed on the American men, women, and children, and he is there to accept it. The gift is as unsought and unexpected as it is extraordinary. A mere nine months have passed since the September 11 attacks, and hearts are raw. Tears flow freely from American and Maasai as these legendary warriors offer their gift to a grieving people half a world away. Word of the gift will travel news wires around the globe. Many will be profoundly touched, but for Americans, this selfless gesture will have deeper meaning still. For a heartsick nation, the gift of fourteen cows emerges from the choking dust and darkness as a soft light of hope-and friendship. An afterword by Wilson Kimeli Naiyomah-the Maasai warrior at the center of the story-provides additional information about his tribe and their generous actions. 540L Lincoln: A Photobiography by Russell Freedman Photographs and text trace the life of the Civil War President. 1110, GR V Richard Wright and the Library Card by William Miller Based on a scene from Wright's autobiography, Black Boy, in which the seventeen-year-old African-American borrows a white man's library card and devours every book as a ticket to freedom. 700L Animals of Africa, Planet Earth Reader by Ryan-Herndon This book explores the large continent of Africa and the different habitats where animals live. 870L, GR O If the World Were a Village: A Book About the World’s People by David J. Smith Comparing the world population to a village of 100 persons, the author reveals such facts as the languages of the village, how much each earns, if the person is literate, has a television and has enough to eat. 710L, GR S Poetry “Autumn” by Emily Dickinson “Something Told the Wild Geese” by Rachel Field “Stopping by Woods on a Snowy Evening” by Robert Frost “Knoxville Tennessee” by Nikki Giovanni “Grandpa’s Stories” by Langston Hughes “A Bat is Born” by Randall Jarrell “Weather” by Eve Merriam “Afternoon on a Hill” by Edna St. Vincent Millay “Who Has Seen the Wind” by Christina Rossetti “Eating While Reading” by Gary Soto Read-Aloud Poetry “The Pied Piper of Hamelin” by Robert Browning “The Song of the Jellicles” by T.S. Elliot “Fireflies” by Paul Fleischman “Your World” by Georgia Douglas Johnson “The Jumblies” by Edward Lear Reading Comprehension Bookmarks Enjoy 9 bookmarks appropriate for grades 2-5 ! Copyright © 2013 bbap Comprehension Strategy Bookmarks Ask Questions Make Connections text Ask and answer questions before, during, and after reading about important ideas and wonderings in the story. text text Visualize Self-Monitor and Clarify self text world Think of my own experiences that compare with a situation in my book. Copyright © 2013 bbap If I’m having trouble, I can • re-read the story to • This reminds me of look for answers. ____ because ____. • think about what I’ve • This is different from already read and what ____ because ____. I already know. Imagine the story in my mind and add extra details using my senses. • What could I see, smell, hear, taste, or feel? • I visualized ______ when I read ______. Stop and think while I read. • Does my reading make sense? • Did I understand this sentence, paragraph, page, or chapter? • Did I learn what I needed to learn? If I’m having trouble, I can… • Read the sentence or paragraph again. • Use a dictionary or glossary to look up unknown words. • Read ahead. After Reading • What did the reading say? • I didn’t understand the ______ (word, part, sentence, paragraph, chapter) so I ______. Comprehension Strategy Bookmarks Date Date Date Date ___________ ___________ ___________ ___________ Copyright © 2013 bbap Book Read Book Read Book Read Book Read _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ Strategy Notes Strategy Notes Strategy Notes Strategy Notes Comprehension Strategy Bookmarks Evaluate Summarize Next First Predict Infer Then Finally Carefully form Use Read between my own Retell important what I know the lines! opinions about and events and facts what I read. from the story what I’ve read to Use what I know and what I’m Copyright © 2013 bbap in an organized guess what will • I agree with ____ because ____. happen way. • I disagree with ____ in the story. because ____. • I enjoyed reading this • This story is about • I think _____ will _____. because _____. happen because • I did not enjoy reading • The problem was ______. _____. It was solved this because _____. • My prediction was when _____. • What was correct when _____. • First, ____. Next, ____. entertaining, • I changed my Then, ____. Finally informative, or useful prediction to _____ ____. about what I read? because _____. reading to form a new idea about the story. • I can tell that ____ because ____. • This character may be feeling ____ because ____. • Because the story says ____, I think ____. Comprehension Strategy Bookmarks Date Date Date Date ___________ ___________ ___________ ___________ Copyright © 2013 bbap Book Read Book Read Book Read Book Read _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ Strategy Notes Strategy Notes Strategy Notes Strategy Notes Comprehension Strategy Bookmarks Synthesize Comprehension Strategies Bookmarks (front) Use what I have learned from reading and what I already know to form new understandings, thoughts, and perspectives. Copyright © 2013 bbap • At first, I thought _____. Now I think _____. • _____ gives me the idea that _____. • Now I understand why _____. Comprehension Strategy Bookmarks Date ___________ Book Read _________________ Strategy Notes Comprehension Strategies Bookmarks (back) Copyright © 2013 bbap _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ Reading Comprehension Bookmarks Enjoy 9 bookmarks appropriate for grades 2-5 ! Copyright © 2013 bbap Comprehension Strategy Bookmarks Ask Questions Make Connections text Ask and answer questions before, during, and after reading about important ideas and wonderings in the story. text text Visualize Self-Monitor and Clarify self text world Think of my own experiences that compare with a situation in my book. Copyright © 2013 bbap If I’m having trouble, I can • re-read the story to • This reminds me of look for answers. ____ because ____. • think about what I’ve • This is different from already read and what ____ because ____. I already know. Imagine the story in my mind and add extra details using my senses. • What could I see, smell, hear, taste, or feel? • I visualized ______ when I read ______. Stop and think while I read. • Does my reading make sense? • Did I understand this sentence, paragraph, page, or chapter? • Did I learn what I needed to learn? If I’m having trouble, I can… • Read the sentence or paragraph again. • Use a dictionary or glossary to look up unknown words. • Read ahead. After Reading • What did the reading say? • I didn’t understand the ______ (word, part, sentence, paragraph, chapter) so I ______. Comprehension Strategy Bookmarks Date Date Date Date ___________ ___________ ___________ ___________ Copyright © 2013 bbap Book Read Book Read Book Read Book Read _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ Strategy Notes Strategy Notes Strategy Notes Strategy Notes Comprehension Strategy Bookmarks Evaluate Summarize Next First Predict Infer Then Finally Carefully form Use Read between my own Retell important what I know the lines! opinions about and events and facts what I read. from the story what I’ve read to Use what I know and what I’m Copyright © 2013 bbap in an organized guess what will • I agree with ____ because ____. happen way. • I disagree with ____ in the story. because ____. • I enjoyed reading this • This story is about • I think _____ will _____. because _____. happen because • I did not enjoy reading • The problem was ______. _____. It was solved this because _____. • My prediction was when _____. • What was correct when _____. • First, ____. Next, ____. entertaining, • I changed my Then, ____. Finally informative, or useful prediction to _____ ____. about what I read? because _____. reading to form a new idea about the story. • I can tell that ____ because ____. • This character may be feeling ____ because ____. • Because the story says ____, I think ____. Comprehension Strategy Bookmarks Date Date Date Date ___________ ___________ ___________ ___________ Copyright © 2013 bbap Book Read Book Read Book Read Book Read _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ Strategy Notes Strategy Notes Strategy Notes Strategy Notes Comprehension Strategy Bookmarks Synthesize Comprehension Strategies Bookmarks (front) Use what I have learned from reading and what I already know to form new understandings, thoughts, and perspectives. Copyright © 2013 bbap • At first, I thought _____. Now I think _____. • _____ gives me the idea that _____. • Now I understand why _____. Comprehension Strategy Bookmarks Date ___________ Book Read _________________ Strategy Notes Comprehension Strategies Bookmarks (back) Copyright © 2013 bbap _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ Thanks for teaching with resources from the Trendy Teacher's Lounge! These bookmarks come from a series of units available at: http://www.teacherspayteachers.com/Store/Bethany-Baptiste Please stop by and follow me to receive updates on new products and upcoming sales! Enjoy your bookmarks! - Bethany Baptiste :) Coming soon... Predicting Unit! http://www.facebook.com/TrendyTeachersLounge
