Our Daily and/or Repeated Learning
Transcript of Our Daily and/or Repeated Learning
1. Every day we started class by enjoying 15 minutes of Supported Independent Reading.
During or after the reading your self-selected books, you may have
• written a short response to your reading
• conferred with your teacher
• discussed your book with a partner or with your book club members
2. Throughout all units, we encountered new vocabulary words and learned their meaning
by using
• roots, prefixes, suffixes
• context (reading around the word) and sentence structure
• synonyms and antonyms
• cognates (words that are similar in other languages)
• word reference materials (dictionary, thesaurus, glossary)
Our Daily and/or Repeated Learning
TERMS
Denotation – dictionary definition of a word
Connotation – feeling the word suggests
Etymology – study of word origins
Cognate – words that sound similar in different languages
(impossible/imposible, restaurant/restaurante)
Synonym – word that has a similar meaning
Antonym – word that has opposite meaning
Homonym – two words having the same spelling but
different meanings and origins (ruler-king / ruler-math)
Homophone – each of two or more words having the
same pronunciation but different meanings, origins, or
spelling, (new and knew)
Context Clues – hints the author gives to help define a
difficult or unusual word.
STUDY GUIDE – WORD STUDY
PREFIX ROOT WORD SUFFIX
a word part added to the beginning of a word to change its meaning
the smallest part of a word that has meaning and can stand alone
a word part added to the end of a word to change its meaning
mis understand ing
re place ment
Common Prefixes & Meanings Common Roots & Meanings Common Suffixes & Meanings
un-, dis-, non- not cred believe -able, -ible able to
in-, im-, il-, ir- not scrib, script, graph write -er, -or, -ist one who
super- over Spec, spect see -ness, -tion, -sion The quality of
sub- under tact touch -less lacking
co- with therm heat -ful full of
mal- bad dict speak -ship art or skill of
bene- well, good ver truth -ism practice of
mis- wrong man hand -logy Study of
pre- before ped foot -ment condition of
post- after bio life -y, -ious, -ous characterized by
WORD REFERENCES
DICTIONARY a book or electronic resource that lists
the words of a language (in alphabetical order) and gives their
meaning, often also providing information about pronunciation,
origin, and usage
THESAURUS
a book or electronic resource that lists words in groups of synonyms
and related concepts
GLOSSARY
an alphabetical list (located at the end of a book), with meanings of the words or phrases in the text that are
difficult to understand
3. Throughout all units, we processed our thinking by participating in and contributing
to conversations, group discussions, and oral presentations.
4. Throughout all units, we recorded our thinking by
• taking notes
• using graphic organizers (charts, Venn diagrams, 4-squares, etc.)
• response writing
• summarizing
5. And, of course, you took unit tests to prove how well you mastered the skills and
objectives!
Reciprocal Teaching 4 - Square
Venn Diagram – Compare/Contrast
After reading, please share your thinking by using one
of these sentence starters or one of your own!
I think … I wonder …
I noticed… I realized …
I’m surprised that … I was reminded of …
I predict … I’d like to know …
I used to think …, but now I think ….
I think the main character is changing because …
The big idea (theme) in is the story is …
I like the way this book is written because …
Sentence Starters for Reading Response
Unit 1 – Getting the Big Ideas from Text
We started off the year determining the author’s message/meaning in both fiction and nonfiction
selections
In fiction, we introduced story structure and how these elements of fiction combined to help
readers understand the big ideas or themes (messages) in a story.
(Remember, Flocabulary – 5 Things?)
Our Learning Within Each Unit
THEME
Universal message or moral of the story which can usually be stated in a sentence.
Examples:
Love conquers all. There’s no place like home. Crime doesn’t pay. Violence never solves problems. Learning to forgive is part of becoming an adult. To err is to be human.
OTHER LITERARY TERMS
Point of View: 1st Person = told by narrator; uses the pronoun ‘I’ 3rd person limited = the narrator only knows the thoughts and feelings of one character: uses pronouns, such as 'they', 'he', and 'she'. 3rd person omniscient= the narrator knows the thoughts and feelings of all the characters; uses pronouns, such as 'they', 'he', and 'she'.
Author’s Purpose – (PIE) Persuade, inform or entertain
Foreshadow – hint about something that will happen in the future
Flashback –a transition in a story to an earlier time, that interrupts the normal chronological order of events
Mood – Overall feel of the story
Tone – quality of author’s voice (humorous, sarcastic, solemn)
Irony – unexpected twist (usually at the end of a story)
Genre – a category of literature based on format (For example: mystery, science fiction, realistic fiction, historical fiction, fantasy, horror, romance, etc. )
In nonfiction, we explored the author’s use of text features as well as fact, opinion,
supporting details, and examples to convey the main idea of their topic. We used these ideas
to write summaries of the texts.
MAIN IDEA AND SUPPORTING DETAILS
The MAIN IDEA is what the text is mostly about.
To find the main idea look for clues:
1. Look at titles and headings. 2. Look at pictures, photos & graphics. 3. Look for key words or ideas that are repeated. 4. Reread the first and last sentence of paragraph or section. Ask yourself, “What is the big idea?”
SUPPORTING DETAILS give more information about the main idea What? When? Where? Why? How much/many?
SUMMARY:
A summary is a shortened version of an original text
which contains the main idea or theme.
When you write a summary remember to
1. Keep it short.
2. Paraphrase (use your own words)
3. Include the main ideas and the important
supporting details
(Think: Who? What? When? Where? Why?)
4. Use only facts and not opinions.
Fact & Opinion
A fact is a statement that can be proven
true or false.
Example: Fred Lynn Middle school is located in Woodbridge, VA.
An opinion is an expression of a person's feelings
that cannot be proven.
Example: Fred Lynn Middle School is the very best!
TEXT FEATURES:
Text features are found outside of the main body of
text.
They refer to how the text looks.
Text features provide information that may not be
written in the text itself.
Text features help us find information efficiently.
Important text features in nonfiction magazines and articles include:
Titles Photos Boldface
Headings Captions Italics
Subheadings Maps Underlining
Sidebars Diagrams Type Color
Bullet Points Tables/Charts
Unit 2 – What the Author Says…What the Author Means…
During this unit, we continued to work with both fiction and nonfiction to examine the way
authors give us enough information to make inferences and draw conclusions from text.
In fiction, we focused on how authors use both explicit and implicit information to establish
well-rounded characters as well as the theme (or lesson the character learned) in the story.
S Speech What does the character say? How does he/she say it?
T Thoughts What does he/she think?
E Effects
on Others How do others react to this character? What do they say about him/her?
A Actions What does the character do? Why?
L Looks What does the character look like? (physical appearance)
Making Inferences
An inference is a conclusion that a reader makes while reading or after reading.
This conclusion is based on what the reader knows outside of the text plus
information that is presented in the text.
(Background Knowledge) (Textual Evidence)
Signal words that alert the reader to make an inference:
imply conclude decide indicate predict
suggest seems most likely probably assume
What I
already know My inference What I learned
from the text
Then, we used our knowledge to write personal narratives explaining a time in our lives when
we learned something or changed as a result of the situation. While using the writing process
to create a polished personal narrative, we focused on
• Indirect characterization (what the characters say, think, do & how they interact with others)
• Dialogue and correct punctuation
• Paragraphing
• Spelling
DIALOGUE RULES:
There are 3 parts to a quotation:
Quote Speaker Speaker Tag
“Are you sure?” Jeremiah asked his teacher.
1. Start each quote with a capital letter. Place a period at the end of the sentence – not the quote.
“Yes, I will do that!” exclaimed the author.
2. Place quotation marks around the actual words of a speaker.
“Yes, I will do that!” exclaimed the author.
3. Place punctuation (, ! or ?) inside the quotation marks and before the speaker tag.
“Yes,” exclaimed the author. “I will do that!”
4. Start a new paragraph each time a different person speaks.
“Yes,” exclaimed the author. “I will do that!” “Of course, you will,” replied his editor.
Unit 3 – How Characters Change and What We Learn from Them
This short unit focused on how authors use cause and effect, plot and conflict to develop
characters, resolve the problem and imply the theme of the story.
Unit 4 – Reading and Writing with Cause and Effect
Building on our last unit, we continued to explore how cause and effect (which is just one of the
many organizational patterns of text) is used in nonfiction.
After studying how authors organize information using the structure of cause and effect, we
began researching and writing our own nonfiction piece using the same text pattern. While
using the writing process to create a polished paper explaining the causes and effects of a
specific natural disaster, we focused on using
• Effective introductions, organization (especially transitions), and conclusions
• Purposeful elaboration using facts and anecdotal information
• Correct punctuation when citing information found in other texts
• Consistent tone and verb tense
CHARACTERS
people (or animals) in a narrative
• Protagonist – main character
• Antagonist – secondary characters
• Dynamic – character changes
• Static – character remains the same
CONFLICT
Problem to be solved which usually leads to theme
INTERNAL EXTERNAL
Individual vs self Individual vs individual
Individual vs nature
Individual vs supernatural
Individual vs society
Individual vs technology
Describe the character (TRAITS) at the beginning of the story.
Textual Support:
Describe the character (TRAITS) in the middle of the story.
Textual Support:
Describe the character (TRAITS) at the end of the story.
Textual Support:
Character’s name:
STUDY GUIDE - ORGANIZATIONAL PATTERNS OF TEXT
Text Structure Signal Words Graphic Organizer
Concept/Definition A topic described in full detail.
refers to, thus, in other words,
described as, equals,
Description
A set of characteristics, such as
attributes, facts, and details
about a general or specific
topic
for example, to begin with, in
front, beside, near, has/have,
is/are, eats, lives, looks, some
characteristics are, for instance
List or Enumeration A series of items presented in a numbered or bulleted format; the order of the items does not matter
Numbers (one, two, three, etc.)
or bullets
Sequence/Process A sequence of events or
ordered steps in a process
first, second, last, before, until,
on (date), not long after, after,
at the same time, at (time), by
then, following, finally, by,
lastly, 1, 2, 3
Chronological Order A main topic supported by
details presented in a specific
time order
first, second, last, before, until,
on (date), not long after, after,
at the same time, at the
beginning, in the middle, at the
end, by then, following, finally,
by, lastly
WINTER SPORTS:
-Basketball -Hockey -Wrestling
STUDY GUIDE - ORGANIZATIONAL PATTERNS OF TEXT
Text Structure Signal Words Graphic Organizer
Compare-and-contrast
Two or more
things/subjects/people are
described, pointing out
similarities and differences.
both, like, unlike, in contrast, on
the other hand, also, too, as well
as, likewise, similar to, same as,
as opposed to, different from,
nevertheless, in like manner,
alike, resembles
Cause-and-effect
The results of something are
explained or the reasons why
something happens or exists
since, because, this led to /
leads to, on account of, due to,
may be due to, as a result of, for
this reason, consequently, then,
so, therefore, thus so that, in
order to
Problem-and-solution
A conflict (problem) including
its causes is described, and a
response or resolutions is
proposed.
one reason for that, a solution,
try, attempt, have solved this
problem, by, has caused, so, to /
in order to
Generalization
Categorizing everyone or
things into the same group,
even if not every person or
thing fits within that category.
all, none, most, many, always,
everyone, never, usually, few,
generally, in general, overall
CAUSE
EFFECT 1
EFFECT 2
EFFECT 3
Unit 5 – How Poets Use Language to Create Meaning
This unit took us down a different path to discover what tools the poet uses to create meaning.
We read, analyzed, discussed and wrote a variety of poems focusing on
• Word meaning – denotation and connotation
• Word choice
• Figurative language
• Sound devices
• Literary devices
• Forms of poetry
When working with each
poem, we considered both
craft and meaning and how
they worked together to
create the theme.
We asked ourselves:
• Why did the poet
choose the form, words,
images, and devices?
• How did these choices
contribute to the
meaning of the poem?
• What is my response to
this poem?
A poem is a little path
That leads you through the trees.
It takes you to the cliffs and shores,
To anywhere you please.
Follow it and trust your ways
With mind and heart as one,
And when the journey’s over,
You’ll find you’ve just begun.
-Charles Ghinga
TERM DEFININTION EXAMPLE
Rhyme repetition of sounds at the ends of words in a poem
“Flecks of diamonds catch my eye As they sparkle in the sky.”
Rhyme Scheme a specific pattern of rhyme (represented by letters)
aabba
Rhythm overall pace or tempo of the poem “Listen my children and you shall hear Of the midnight ride of Paul Revere”
Repetition repeated use of sounds, words, or ideas for effect and emphasis
“And miles to go before I sleep And miles to go before I sleep.”
Alliteration repetition of initial consonant sounds; tongue twisters
Ralph really wrecked the roof!
Onomatopoeia words whose sounds suggests its meaning Buzz, crash, bang!
Simile a comparison of 2 things using “like” or “as” “Day is like a new paper to write on”
Metaphor a comparison of 2 things frequently uses “is” “Day is a new paper to write on”
Hyperbole extreme exaggeration for dramatic effect I’m so tired I could sleep forever!
Personification applying human characteristics to inanimate objects
The telephone poles stretched their arms across the sky.
Idiom an expression that does not have literal meaning
I totally lost my head!
Imagery use of sensory details (sight, sounds, smell, taste, touch) to describe & help readers visualize
The white fluffy clouds bounced across the bright blue sky
Symbolism something that stands for more than just itself Flags symbolize countries
Irony an unexpected twist at the end of a poem or story
Foreshadowing a hint of something which will happen later
Haiku a 3-lined Japanese verse (17 syllables) about nature
Limerick a humorous, 5-lined rhyming poem
Ballad a poem telling a story usually about a legendary hero
Free Verse a poem with no specific structure or rhyme
Stanza a grouping of poetic lines; similar to a paragraph in prose
Couplet 2 lines of poetry that are about the same length & rhyme
Quatrain a stanza or complete poem with 4 lines
WORD CHOICE
Almost every word has two different kinds of meanings...
DENOTATION - the straightforward dictionary meaning of a word CONNOTATION - the ideas and feelings associated with a word There are 3 types of connotations:
Positive: ++ good Neutral: not good or bad; indifferent; used when you or the author don’t want to show strong emotion either way Negative: - - bad
TONE - Word choice helps establish the tone--the poet’s attitude--about the subject. Here are some different types of tone:
enthusiastic humorous objective solemn serious sarcastic disapproving hostile
Sizzling
Hot
Warm
Cold
Frigid
Unit 6 – Putting It All Together
In our last unit, we used paired passages to compare and contrast forms of a variety of texts as
well as the information within them.
By reading, discussing, and analyzing texts on the same topic, we began to appreciate
choices that authors make to deliver their message. Specifically, we were using our Reciprocal
Teaching 4-Square and discussion to process our thinking.
In addition, the Comprehension Check following the paired passages included the following
types of questions:
Questions about each passage:
• What was the author’s purpose in writing the passage?
• What is the message/theme?
• Who was the author’s audience?
• Why did the author choose this genre/format?
• What facts/opinions did the author present?
• What would be the best summary for this passage?
• What stylistic choices (words, images, viewpoint)
did the author use? Why?
Questions to compare/contrast the passages:
• How are the two passages similar?
• How are they different?
• Which passage do you find most effective? Why?
Passage 1
.3
Passage 2
Paired Passages
Mr. Beatty Ms. Rodriguez
Mr. Blake Mrs. Rice
Ms. Kopstein Mrs. Carr Mrs. Seeman