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Inferring With Commercials. My favorite reading strategy to teach is inferring. I guess because I love mysteries. When I teach this strategy, I compare it to solving a mystery. As I was wrapping up my Economics Unit with commercial analysis, it occurred to me how perfect these commercials would be for inferring. So I created a printable to go with some of my favorite commercials that are PERFECT for an inferring lesson. Doritos' Commercial: Happy Grad Commercial: Chevy Commercial: Darth Vader Commercial: I hope you enjoy these. Local Video Player. Reading Worksheets, Grammar, Comprehension, Lesson Plans | Synthesize. Strategy lessons: Synthesize Students stop often while reading to synthesize the information gained from texts to form opinions, cite evidence to support their conclusions, change perspectives, develop new ideas, and, in general, enhance a personal understanding of the concepts presented in a text.

Learning targets I can explain the difference between retelling, summarizing, and synthesizing. I can read independently and determine my opinion. Getting started: Are we retelling, summarizing, synthesizing? Below is a silly story I heard on the radio. There once was a squirrel who went into an ice cream shop and asked the clerk, "Do you have walnuts? " "No. The squirrel went away, but came back an hour later and said, "Have you got any walnuts? " The clerk looked at the squirrel angrily. The squirrel went out the door, but in an hour came back again. "I told you we don't have any walnuts. The squirrel went out again but, sure enough, an hour later he was back. The clerk looked surprised. "Great! " ELA Units of Study - Wayland Public Schools. Teach Mentor Texts. Title: The Pigeon Needs a Bath!

Author: Mo Willems Illustrator: Mo Willems Publisher: Disney Hyperion Publication Date: April 1st, 2014 Genre/Format: Fiction/Picture Book GoodReads Summary: The Pigeon really needs a bath! Except, the Pigeon's not so sure about that. Besides, he took a bath last month! Maybe. Reading Strategies to Practice: Activating Background Knowledge, Making Connections, Making Predictions, Making Inferences Writing Strategies to Practice: Personal Narrative, Descriptive, Five Sense, $100 Words, Author's Purpose, Craft Writing Prompts: Write about an experience you have had that you think others might be able to relate to.

I *heart* It: **I'm super excited to have three copies of The Pigeon Needs a Bath! Inferencing Mini Lessons. These lessons were modified and modeled from ideas in Strategies that Work by Harvey and Goudvis and Reading With Meaning by Miller. I am currently working on my Masters. One of my projects for a class was to create this HUGE unit using the Understanding By Design Backward Planning Model. I decided to create a unit about inferencing because this is an area I struggled with last year and was not really pleased with how I pulled it all together. Well, this project became a MONSTER. I had no idea how big the unit would become. Click here to see a content map of all the objectives taught in this unit. Books Used in the Unit Mini Lesson Plans Printable Copy of Plans Printable and Activities Used in This Unit Other Links and Resources Books Used In This Unit: A Study of Eve Bunting: Train to Somewhere Smoky Night The Blue and the Gray Fly Away Home Books for the Browsing Box: A Day's Work The Wednesday Day Surprise Gleam and Glow How Many Days to America: A Thanksgiving Story Dandelions Red Fox Running The Wall.

Comprehension Strategies - Making connections, questioning, inferring, determining importance, and more. From Strategies That Work, Mosaic of Thought, and Reading with Meaning, this page gives you information on the six comprehension strategies known as making connections, questioning, visualizing, inferring, determining importance, and synthesizing. Bloom Taxonomy Book Review Questions. Bloom's Taxonomy Book Review Questions KNOWLEDGE: 1 point each 1. Make a list of facts you learned from the story 2. 3. 4. 5. 6. 7. 8. 9. 10.

COMPREHENSION: 2 points each 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. APPLICATION : 3 points each 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. ANALYSIS : 4 points each 33.If your story happened in a foreign land, compare that land to the United States. 34. 35. 36. 37. 38. 39. 40. 41. 42. SYNTHESIS : 5 points each 43. 44. 45. 46. 47. 48. 49.Design a poster for this book. 50. 51. 52. 53. 54. 55. 56. 57. EVALUATION : 6 points each 58. 59. 60. 61. 62. 63. 64. Discussion Guide for Train to Somewhere published by Houghton Mifflin Company. In the introduction to Train to Somewhere, Eve Bunting tells the reader that while the names of the towns and the route the train takes are fictional, the Orphan Train was indeed real. From the 1850s to the 1920s, thousands of homeless children were sent from New York City by train to families in the Midwest in the hope they would be adopted.

Many of the experiences and recollections of these children have been documented and can be found on the Internet. Have your fourth-grade class do a research project on Orphan Trains. Things to discover are: • What are the names of real Orphan Train children? • Why were children placed on Orphan Trains? • When did they ride the train? • What were the real routes Orphan Trains took? • What cities did they pass through? • Did children get adopted by loving families, or were they just a source of cheap labor?

• Were they happy with their new families? • Are there any Orphan Train children still alive today? • How have foster child programs changed? A Train to Somewhere Lesson Plan.


Creating books. The Reader's Notebook. Literature Circle Models. After experimenting for many years, I discovered an approach that's easy, fun, and effective. I refer to it as Classroom Book Clubs because it's a more relaxed method of doing Literature Circles that doesn't involve roles. You can view a narrated slidecast to this model by scrolling down to the Classroom Book Clubs section. On this page you can also learn about different types of Literature Circles. I've had some success with all the models below, but all models haven't been successful with all groups of students.

Read through the various descriptions and find something that feels right to you. Each description has a link to the part of the page that describes how to do a specific type of Literature Circles. Ways to Structure Literature Circles Classroom Book Clubs - My favorite method at the moment is a flexible approach to Literature Circles that does not require the use of extensive handouts and assignment booklets. Classroom Book Clubs Mini Literature Circles (Using Leveled Readers)

Literature Circles Structure: Grades 2-3. In my classroom, literature circles are called "Book Clubs. " The components of book clubs include choosing a book, reading the book, discussing the book, writing in your journal, and sharing the book by doing an extension project. This is how I begin the year: 1. Setting the Climate: I choose a story from our anthology because I want everyone to read the same story to build a community of readers, and I also want to begin with an author/genre study.

At the same time, I want to lay the foundation for literature circles. We read and discuss the story as a whole group. During the discussion, we practice using good listening skills, asking thoughtful questions and making appropriate comments. Then I provide several other book sets by the same author to extend the study. 2. 3. Later in the year, students get to vote for the book they want to read after I do a book talk and they have had the chance to browse through the choices (Click here to learn more about students choosing books). 4. 5. 6.

How to conduct a Literature Circle. CAFE. In our classroom, we will use the structure of CAFE to focus on reading comprehension strategies. During Daily Five, two of our whole class mini-lessons will focus on CAFE strategies. I will also meet with small strategy groups and individual students when I finish meeting with guided reading groups. Our CAFE board shows the four strategies we will focus on- Comprehension, Accuracy, Fluency, and Expanding Vocabulary. As we learn skills for each strategy, we will post them below. The most exciting part is that students will have the chance to declare the strategy they are working on. This is our CAFE board. Here are the skills we will work on this year: Your TICKET to teaching comprehension! A Photo Tour of my Pensieve Don't try and implement this without reading the book by The Sisters! CAFE.

Ricba blog. Adrienne Gear Reading Power Recommended Book Lists. Adrienne Gear's recommended book lists: Fiction Reading Power - Tried & True Connect (Primary, Intermediate), Question (Primary K-3, Intermediate Gr. 4-7), Visualize (Primary, Intermediate), Infer (Primary, Intermediate Gr. 4-7), Transform (Primary, Intermediate Gr. 4-7) Fiction Reading Power - What's New?

(Spring 2010) Connect (Primary, Intermediate Gr. 4-7), Question (Primary, Intermediate), Visualize (Primary, Intermediate), Infer (Primary, Intermediate), Transform (Primary, Intermediate) Nonfiction Reading Power - Tried & True Recommended books for read alouds, Zoom In, Determining Importance, Question, Connect, Infer and Transform Nonfiction Reading Power - What's New? Nonfiction Reading Power Anchor Books Adrienne's Hot Picks for Novel Studies and Lit. Novel List - What's New? Books for Spring (Spring 2011) Primary K-3, Intermediate Gr. 4-8 Books for Fall (Fall 2010) Primary K-3, Intermediate Gr. 4-8 Writing Power Top Pick Anchor Books 2011 Primary K-3, Intermediate Gr. 4-8. Reading Comprehension & Language Arts Teaching Strategies for Kids. Friday Freebie - Shared Reading in the Upper Elementary. Even big kids need shared reading! It's the perfect way to model/practice comprehension strategies and build oral fluency, and it only takes 10-15 minutes a day.

I'm linking my Shared Reading in the Upper Grades FREEBIE on Freebie Friday at Teaching Blog Addict and Manic Monday on Classroom Freebies. This resource outlines how we share reading each day in room 206 and it includes our shared reading note-taking graphic organizers. So how do we share reading in room 206? On Day 1, (preview and predict) before I pass out the text, I give students the headline/title of the piece and they predict the genre. On Day 2, (fluency and wonderings) I read the text aloud. On Day 3, (author's purpose or perspective) depending on the genre, students reread the text with a partner to determine the author's purpose for writing the piece and the point of view of the author (nonfiction) or perspective (fiction).

So, there you have it! Enjoy! Reader's Workshop. This website is designed and maintained by Karen A. McDavid © 2004. Ideas, content, activities, and documents for this website are copyrighted by Karen A. McDavid and should not be copied or downloaded without permission. All graphics seen throughout this website should not be removed, copied, or downloaded. You may download the banner below with a link back to this site. Graphics by.

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