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10/23/2010
Higher level reading skills
• influence of CCSS
• bands of text complexity
1. What happens in books that are n,o,p,q?
R,s,t?
• where do the bulk of my kids fall?
• look deeply at our units of study.
• if kids fall above what your UOS
studies, then up the ante
• conferences
• methods to improve retelling
• retelling should match complexity of book
• informal reading clubs right away and not
waiting till Feb.
•reading partners
Text complexity
• levels/band
My Title 1:17pm
10/23/2010
• Types of retelling
1. Sequential-pays off in complex texts, confusing texts,
multiple perspectives (example, Franzen's Freedom). What
do you think happened?
2. Accumulating retelling- what is happening now, and what
led up to this. Combines retell and analysis/thinking
3. What the story is starting to be about.....(eg when Katniss
takes Prim's place, saves Peeta, saves Peeta again. I feel
like this book is starting to be about love and what it means
to love someone.) Then move to I used to think......but now I
think.....
4. Favorite, important, or connected parts and what the
author does in those parts to get my attention. (life)
My Title 1:35pm
10/23/2010
KLM NOPW
• character traits • traits vs emotions
• how prob goes • changing emotions
• strong emotion/causes and causes
• • parts of prob
• •
•
• RST
• complications/multiple •
persp emotions • UVW
• getting to know char • character resp to trouble
• kind of place • infer ahead of char
• multiple probes
• what's not solved
Do this with the. Read aloud!
Have diff kids focus on diff things