SCREWDRIVER. a paragraph or entire passage is mostly about.

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1 SCREWDRIVER MAIN IDEAwhat a paragraph or entire passage is mostly about. Activity: Main-Idea Map Main Idea Maps help you to understand what a passage is mostly about. Once you complete this map, you will be able to provide an objective summary of the 2. blank Main-Idea Map Steps to complete a Main-Idea Map : 1) Read the passage. 2) Go back to the opening paragraph. In the first box on the Main-Idea Map hand-out, list the paragraph number. Then, read the paragraph again and, using only one sentence, write the main idea of the paragraph, or, what the paragraph is mostly about. HINT: some paragraphs have summary sentences that state what the paragraph is mostly about. Other paragraphs have implied main ideas, which the reader must figure out, based on key facts or ideas that they contain. 3) Now go through each paragraph in the passage and, in each consecutive box on the hand-out, identify each paragraph s main idea, again using only one sentence to tell what the paragraph is mostly about. 4) When you have written the main idea for all of the paragraphs onto the graphic organizer, go back to the first paragraph. For each paragraph, pull out 2-3 important facts, ideas, or supporting details. On the graphic organizer, write these key pieces of additional information under the main-idea phrase for that paragraph. RI.7.2 determine two or more main ideas in a passage and analyze their development over the course of the provide an objective summary of the text! Berkowitz, S.J. (1986). Effects of instruction in text organization on sixth-grade students memory for expository reading. Reading Research Quarterly, 21,

2 HAMMER COMPREHENSIONunderstanding the meaning of a passage that you have read. Activity: Click or Clunk You can use Click or Clunk to check your understanding (comprehension) of sentences, paragraphs, and pages of a passage as you read. When you encounter problems with vocabulary or comprehension, just use the steps below and the My Reading Checklist to apply simple strategies to solve a reading roadblock. Steps to use Click or Clunk while reading: 2. blank My Reading Checklist RL.7.4 RI.7.4 During any reading assignment, when you come to: 1) The end of each sentence: Ask the question, "Did I understand this sentence?" If you understand the sentence, say "Click!" and continue reading. If you do not understand, say "Clunk!" and refer to the strategy sheet My Reading Checklist to correct the problem. 2) The end of each paragraph: Ask the question, "What did the paragraph say?" If you do not know the main idea(s) of the paragraph, refer to the strategy sheet My Reading Checklist to correct the problem. 3) The end of each page: determine the meaning of words, phrases, and paragraphs as they are used in a literary or informational Ask the question, "What do I remember?" If you do not remember sufficient information, refer to the strategy sheet My Reading Checklist to correct the problem. Anderson, T. (1980). Study strategies and adjunct aids. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.) Theoretical Issues in Reading Comprehension, Hillsdale, NJ: Lawrence Erlbaum Associates. Babbs, P. J. (1984). Monitoring cards help improve comprehension. The Reading Teacher, 38(2),

3 PLIERS PRIOR KNOWLEDGEall of the information that you already know about a given reading topic. Activity: PK Mind Map Personal connections help with comprehension! A great way to increase your understanding of a passage is to connect new information to something you already know or learned. One way to connect prior knowledge to a new reading passage is to make a PK Mind Map. Steps to create a PK Mind Map : 1) Review the student sample mind map for succulent plants (located on the Tool Box Board). 2) In the middle of the white paper, write a major concept from the new passage you are about to read. 3) Now think of other words or memories that you are reminded of when you think of the concept. 4) Write each memory in a different spot on your paper so they are surrounding the concept. Draw a line to each word or memory, connecting it to the concept. 5) Now list any words or memories that you associate with the first words you wrote. 6) Continue the process until everything you know about the major concept is listed in a grouping on your paper. HINT: Don t be afraid to draw pictures to go along with the words. Pictures help! 7) Color and decorate your mind map accordingly. Remember, everything on your mind map must relate to the major concept in some way. 2. piece of white construction paper 4. color pencils or markers NYS RL.7.11 RI.7.9.a recall my prior experiences in my own life to help me to better understand the content of what I am reading! use my experience and knowledge to think analytically, address problems creatively, and advocate persuasively! Hansen, J. & Pearson, P.D. (1983). An instructional study: Improving the inferential comprehension of good and poor fourth-grade readers. Journal of Educational Psychology, 75,

4 RULER STORY GRAMMARa set of vocabulary used to map out, identify and analyze significant components of a piece of literature. Activity: Advanced Story Map with Plot Diagram Story Grammar is a universal tool that helps us understand narratives presented in any fictional medium. Using the steps listed below, apply the basic Story Grammar to the advanced story map and plot diagram. You will then be able to clearly describe how these particular elements interact to create a great story! Steps to complete an Advanced Story Map with Plot Diagram: 1) Review your Story Grammar notes in your reading journal and keep them on your desk for the duration of this activity. 2. blank Plot Diagram 3. blank Advanced Story Map 4. pencil RL.7.3 2) Complete a first reading of the story. 3) Write your name and the title of the story on the blank Advance Story Map and Plot Diagram. 4) Complete the Advanced Story Map while you read the story again, this time stopping at key points to complete the questions on the map. analyze how particular elements of a story or drama interact! 5) When you have completed the Advanced Story Map, transfer the information to the Plot Diagram and skim the story to provide any other information needed to complete the diagram. Gardill, M.C. & Jitendra, A.K. (1999).Advanced story map instruction: Effects on the reading comprehension of students with learning disabilities. The Journal of Special Education, 28, 2-10.

5 SAW MENTAL IMAGERYthe "mental pictures" that readers experience while reading a passage of literature. Activity: MI Comic Strip By constructing "mental pictures" of what you are reading, drawing these pictures as you read, and closely studying any text illustrations, you can increase your reading comprehension skills almost instantly! Try it out! Make an MI Comic Strip by following the steps listed below. Steps to complete a MI Comic Strip: 1) Complete a first reading of the story. 2. blank MI Comic Strip sheet 4. color pencils and markers RL.7.3 2) Write your name and the title of the story on the blank MI Comic Strip sheet. 3) Read the story again. This time, stop at several points where you think the author provided you with the most vivid mental images. Starting at box #1, draw these images in the order they occur in the story. analyze how particular elements of a story or drama interact! HINT: To make your MI Comic Strip accurate and entertaining, be sure to include a series of images from the story s beginning, middle, and end. 4) When you have completed the MI Comic Strip, skim the story to be sure you have included images from the beginning, middle, and end. Gambrell, L.B. & Bales, R.B. (1986). Mental imagery and the comprehension-monitoring performance of fourth- and fifth-grade poor readers. Reading Research Quarterly, 21, Gambrell, L.B. &Jawitz, P.B. (1993).Mental imagery, text illustrations, and children's story comprehension and recall. Reading Research Quarterly, 23,

6 FILE ANNOTATINGactively interacting while reading by jotting comments in the margin of the text or passage. Activity: Annotated Passage You can read actively by jotting down your questions and thoughts (annotations) in the margins of a passage. To successfully annotate a piece of literature, you must engage in an on-going 'conversation' with the writer by recording a running series of brief comments in the margins of the text. 2. pencil Steps to annotating a text or passage: 1) Study the ANNOTATED PASSAGE EXAMPLE poster on the Tool Box Board. 2) Begin reading the assigned or selected text or passage. 3) As you read, use a pencil to record: a. your opinions about certain issues raised by the writer b. questions you have for the author or your teacher c. unknown vocabulary words in context d. all points and elements in the passage that intrigue you HINT: Neatness goes a long way! Try to limit your annotations to the margins while only underling or circling or boxing certain parts of the text or passage. RL.7.1 cite several pieces of textual evidence to support analysis of what the text says explicitly! draw inferences based on explicit information from the text or 4) Share your annotations with your teacher and classmates during a whole group Socratic discussion. Harris, J. (1990). Text annotation and underlining as metacognitive strategies to improve comprehension and retention of expository text. Paper presented at the Annual Meeting of the National Reading Conference (Miami). Sarkisian V., Toscano, M., Tomkins-Tinch, K., & Casey, K. (2003).Reading strategies and critical thinking. Retrieved October 15, 2006, from

7 HARDWARE SUMMARIZING- To briefly tell, explain, write, or outline the important information in any given text or passage. QUESTION GENERATING- To form several questions after reading and summarizing any given text or passage. These questions are related to the information found in the text or passage. CLARIFYING- To discuss any concepts or vocabulary that is troublesome or difficult to understand in any given text or passage. This can be accomplished with help from the teacher or by utilizing available classroom resources (dictionary, thesaurus, internet, library, etc.). PREDICTING- To forecast, before reading, what a reader might expect to follow in any given text or passage. Predictions rely on prior knowledge and attempt to make meaningful connections to the reading. Activity: Reciprocal Reading Reciprocal reading is a set of comprehension strategies that you can use independently. These strategies include text prediction, summarization, question generation, and clarification of unknown or unclear content. Steps to applying Reciprocal Reading techniques: 2. blank copy of Reciprocal Reading Worksheet 1) Before you begin to read the selection, look at the main title, scan the pages to read the major headings, and look at any illustrations. In the PREDICTION section on the Reciprocal Reading Worksheet write down your prediction about what the text or passage will cover. 2) As you finish reading each paragraph or key section of the passage, summarize the main idea of that paragraph or section in one or two complete sentences. Write your answers in the LIST MAIN IDEAS section. 3) For each main idea listed, write down at least one question that the main idea will answer. Write your questions in the GENERATE QUESTIONS section. HINT: Good questions should include words like who, where, when, why, and what. 4) In the CLARIFYING section, write down any words, phrases, or sentences in the passage that are unclear. 5) Be prepared to share your answers with your teacher and classmates during a whole group Socratic discussion. RL RI apply a variety of comprehension strategies before, during, and after reading! References Lysynchuk, L.M., Pressley, M., &Vye, N.J. (1990). Reciprocal instruction improves standardized reading comprehension performance in poor gradeschool comprehenders. Elementary School Journal, 90,