Monday, August 29th, 2011

Hello, Reading! 

Day Three

When You Come In

·       Initial attendance on the clipboard on my desk.

·       Pick up a Vocabulary Review sheet, and follow the directions for completing it.

Vocabulary Review

·       Review Sheet #1

Strategy

·       Make predictions while I read “The Candy Bite”.

Housekeeping

·       Fill out the Reading Record with the information for Book #1.

o   FIRST AND LAST NAME

o   TITLE

o   AUTHOR

o   TOTAL NUMBER OF PAGES

·       Bring it back to me at my desk when someone touches you on the shoulder.

Read and Relax

·       Get your blue sheet (reading log).

·       Fill it out.

·       Read and enjoy your just-right book for thirty minutes!  J

Carpet Corner (LADIES)

1.      Lindsay

2.     Haley

3.     Mariah

4.     Katie

5.     Morgan

1.      MELISSA

2.     CAITI

3.     JO

4.     TAMERA

5.     DAYTON

Hey, AP!  

Day 3

What’s Our Focus for This Week?  Type it here, if you know!  J

·       Reading strats

·       Also to learn stuff and have a “BLAST!” (to spaaaaace!!)

·       Vocabulary

·       annotations

Interdisciplinary team with Modern US.

Homework Due

1.      Thirty questions completed on vocabsushi.

2.     Completed reading and annotation of “How to Mark Up a Book”.

3.     Flash me your annotated pages (at my desk).

4.     Don’t wait for the rest of us—you find a new partner, and start the pair-share described below.

“How to Mark Up a Book”—Pair-Share

·                Pair-share your annotations with a new partner.  What is DIFFERENT about your marginalia?  What is SIMILAR?

·                We can create text codes, if needed—shorthand or symbols for our margin thinking.  What have we come up with so far?  (Let’s make a our own list on the overhead now.)

Harvard Reading Habit #4:  Look for repetitions and patterns (p. 6)

·       Read this little snippet. 

·       In your journal (notebook), construct your own sentence or two as a reminder of what it says.

“Good Readers and Good Writers”, by Vladimir Nabokov (p. 11-15)

·       Introduction

·       Consider the tone (author’s attitude towards his or her subject) in everything we read this year.  I’m going to ask you what the writer’s tone is, and why you think that.  You’ll need details from the reading to explain.  I’ll model what I’m talking about as I read Nabokov’s piece.

·       I’ll start with a read-aloud.

·       You annotate.

·       We’ll stop and discuss periodically.

Journal Quote

·       Let me add a layer to our quote responses:  as a given week progresses, try to CONNECT some part of the quote to any of the following—a discussion we’ve had in class; part of a piece of reading; an annotation you made on a reading; something someone else said.

“When proficient readers read, they have an inner conversation with the writer and the text.  It’s as if they are talking to the text while reading.  For instance, when a reader is confused, she might hear a voice in her head say, ‘Huh—I don’t get this part,’ or when she meets new information, she might hear, “Wow—I never knew that before.’  This inner conversation is what active literacy looks like when the reader is reading silently.  By paying attention to this inner voice, readers create meaning and understand what they read.  They talk back to the text and have a dialogue with the author.  They respond with delight, wonder, even outrage.  They question the text, argue with the author, and connect to their own experience.”  (Strategies That Work:  Teaching Comprehension for Understanding and Engagement, Second Edition; Harvey and Goudvis)

Nabokov—“Good Readers and Good Writers”

·       We split in half—I took part of the class to the lounge for a read-aloud and discussion.  The rest of the class stayed in the room and read and annotated silently (twenty-five minutes).

Homework

·                Complete Wiki#3.  I’ve posted a topic, as well as a model for you (relates to the “How to Mark Up a Book” essay).

·                Finish reading and annotating Nabokov’s essay (if necessary)