Teacher reads the passage on frame 3 and thinks aloud the connections that come to mind as s/he thinks “This reminds me of. . .” (text-to-self = how passage reminds the teacher of something in his or her own life; text-to-text = how passage reminds the teacher of something s/he has read; text-to-world = how passage reminds the teacher of something that has happened in the world)
1 From “Raymond’s Run” p. 32+, LOL, McDougal Littell 2. The teacher reads the passage aloud. 3. The teacher ‘thinks aloud’ as s/her read making connections to the text using “This reminds me of . . .” 4. The teacher and the students discuss the types of connections (to-self, to-another-text, or to-the-world).
From “Raymond’s Run” p. 32+, LOL, McDougal Littell Student partners read the passage silently. The partners jot down their connections to the text using “This reminds me of . . .” The partners share their thoughts with each other and then with the class.
From “Who are the Ninety Nines” p. 131+, LOL, McDougal Littell The teacher reads the title of the passage aloud. Using the two-column format, the teacher writes questions in the left column under “Questions”. The teacher then reads the passage aloud and models answering the questions. Write the answers under the “Answers” heading. NOTE: 2-Column notes may have various column headings: Opinion/Proof; Facts/Questions, Direct Quote/Personal Response; etc.
From “Who are the Ninety Nines” p. 131+, LOL, McDougal Littell Using the 2 Column Notes format, students write 2 or 3 questions that the information on the previous frame made them think of. They may use the term “I wonder. . .” to assist in thinking of questions to write. Students read the passage independently and write answers to their questions in the right hand column. Students share their questions and answers. NOTE: Explain that not all questions will be answered in the passage. Sometimes more reading & research about a topic is needed.
From “Paul Revere’s Ride” p. 717+ ,LOL, McDougal Littell Make copies of this frame, copy on the board, or make a transparency. The teacher reads this beginning of the poem. Model questioning by writing questions beside the words where you think of a question (Use question beginnings like “Who,” “What,” “Where,” “Why,” & “How”)
From “Paul Revere’s Ride” p. 717+ ,LOL, McDougal Littell Make copies of this frame, copy on the board, or make a transparency. Student partners read this beginning of the poem. Partners write questions beside the words where you think of a question (Use question beginnings like “Who,” “What,” “Where,” “Why,” & “How”) Partners share their questions (& possible answers) with another set of partners.
From “Paul Revere’s Ride” p. 717+ ,LOL, McDougal Littell Teacher and students discuss their questions and answers. Discuss a possible theme or poet’s point of view. (NOTE: The teacher may guide the students with the following: -Why does Longfellow address ‘my children’? -Why does Longfellow write ‘echo forevermore . . Borne on the night-wind of the Past’? Possible answer: The poet thinks that future generations can learn lessons from the past.
Teacher makes copies of the continuum for students. The facts are from “A Mother in Mannville,” p. 60+ ,LOL, McDougal Littell. In the story the time of the setting is not stated but the reader can infer it from the facts and the clues in the story. 3. Using the passage on frame 12, the teacher models making inferences about the time of the story’s setting. -Read the passage. --List or reveal the facts from the passage on the left side of the continuum. --narrator uses a typewriter ----orphanage ---narrator: woman with career --pay scale=10 cents per hour ---narrator drive a car ---gloves cost $1 --List or reveal things each reminds the reader of on the clues side of the continuum. ---typewriters used in recent past --orphanage: not common in U.S. today ---woman with a career not common before 20 th century ----pay scale & cost of gloves = not in the recent past ---narrator’s car: probably 20 th century --In the middle, write or reveal inferences based upon the facts and clues. (predictions, judgments, conclusions, etc.) --Infer that the setting is the early part of the 20 th century.
Teacher makes copies of the continuum for students. Student partners use the continuum to make inferences as they read “Mother to Son”, p. 193, LOL, McDougal Littell or another very short passage. Partners read the poem. Partners list facts from the poem Partners list things the facts remind them of under the clues side Partners make inferences about ---what the title tells the reader about the speaker ---what the reader learn about the speaker’s experiences ---what advice the speaker gives 6. The teacher monitors for accuracy. 7. Share inferences and reasons during the next day’s target time.
The teacher chooses a paragraph from a selection or a poem from ,LOL, McDougal Littell The teacher models this strategy by following the steps on the slide.(Note: The paper is folded top to bottom, not lengthwise.) On the next target time day, students follow the steps using a paragraph or short poem from LOL, McDougal Littell. The teacher monitors for accuracy.
![Read for a variety of purposes ,[object Object]](https://image.slidesharecdn.com/reading-purposes-091113211140-phpapp02/85/Reading-Purposes-1-320.jpg)
![Reading for a purpose to answer questions and to stimulate ideas ,[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)