Book Study Through the Iowa Reading Association Comprehension Connections: Bridges to Strategic Reading Tanny McGregor ISBN

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1 Book Study Through the Iowa Reading Association Comprehension Connections: Bridges to Strategic Reading Tanny McGregor ISBN Verification Sheet Prologue and Chapter #1 By checking the activity/strategy below, the contact person indicates that the list of students attached completed those activities for the Prologue and Chapter #1 of Comprehension Connections. Prologue 1. Maintain a three to four sentence journal entry highlighting the impact of the various activities and strategies suggested in the book and the book study after you have implemented them in your classroom. Use this journal as a guide for your summary 5-7 page reflection paper on the impact of Comprehension Connections in your classroom. There are lesson designs shared throughout each chapter that you may change or modify to reflect your particular group of students. These lessons will provide a springboard for comprehension connections in your classroom. If you choose a similar lesson of your own design, please attach the lesson to your group's Verification Sheet for the corresponding chapter. Chapter 1 Bridge Building Review the six comprehension strategies shared in the first chapter. Think of an example of how you have utilized one of those strategies ion your classroom instruction during the first weeks of school. Share those examples with your book study colleagues. Which strategies are most commonly taught in those lessons. Which strategies are most commonly not taught in those lessons. Discuss those differences with your book study colleagues. 2. Using the launching sequence as a guide (p. 5), develop and share a four-part sequence of lessons around a specific story or content area lesson. Review your lessons and determine the best example from one of the sequences. Share the example with your book study colleagues. 3. Reflect on the quotation from Mem Fox (p. 8); From past experience we know that the act of transferring newly learned ideas into a concrete symbol demands a high level of intellectual reflection and entails a much deeper engagement with theory. Discuss this quotation with your book study colleagues using a specific example from your classroom instructional experience. (Signature) Address Date The contact person is responsible for completing the Verification/Attendance Sheet for the Prologue and each of the subsequent chapters. The instructor will send a confirmation back to the contact person for your group. The contact person will forward the to all members of the group. All Verification/Attendance Sheets will need the name, address and signatures of all students. The Verification/Attendance Sheets will be accepted in print form only and should be mailed to: Clark Goltz, Executive Director Iowa Reading Association P.O. Box 16

2 Ossian, IA Attendance Sheet Prologue and Chapter #1 Name Address Signature

3 Verification Sheet Chapter #2 Book Study Through the Iowa Reading Association Comprehension Connections: Bridges to Strategic Reading Tanny McGregor ISBN By checking the activity/strategy below, the contact person indicates that the list of students attached completed those activities for the Prologue and Chapter #2 of Comprehension Connections. Chapter #2 Metacognition: It's the Thought That Counts 1. Using the concrete experience of the reading salad (p ) or a similar analogy, select an appropriate story or passage from a book and model the experience with your students. Share the reaction of your students to the text-thinking-text-thinking experience, with your book study colleagues. List the title(s) of the story or book on your Attendance Sheet. 2. Select a Venn diagram or the thought bubble (p ) as a graphic representation of metacognition. Use the either one as a follow-up to your concrete experience of the reading salad. Summarize your students' responses with your book study colleagues. 3. Choose a wordless book to help your students be aware of their own thinking. Bring your wordless book and share it with your book study colleagues. Was this an appropriate book for your students? Why or why not? Discuss your response with your book study colleagues. 4. Reflect on the quotation from Thomas Hood (p. 26); A moment's thinking is an hour in words. Discuss this quotation with your book study colleagues using a specific example from your classroom instructional experience. (Signature) Address Date The contact person is responsible for completing the Verification/Attendance Sheet for the Prologue and each of the subsequent chapters. The instructor will send a confirmation back to the contact person for your group. The contact person will forward the to all members of the group. All Verification/Attendance Sheets will need the name, address and signatures of all students. The Verification/Attendance Sheets will be accepted in print form only and should be mailed to: Clark Goltz, Executive Director Iowa Reading Association P.O. Box 16

4 Ossian, IA Attendance Sheet Chapter #2 Attach a list of book titles used for the reading salad for Activity #1. Name Address Signature

5 20. Book Study Through the Iowa Reading Association Comprehension Connections: Bridges to Strategic Reading Tanny McGregor ISBN Verification Sheet Chapter #3 By checking the activity/strategy below, the contact person indicates that the list of students attached completed those activities for Chapter #3 of Comprehension Connections. Chapter #3 Schema: Your Own World Wide Web 1. Use the one-minute schema determiner or t-chart (p ) to model the concept of schema. Select a topic relevant for your students. Share the resulting chart and share the lesson with your book study colleagues. 2. Using the example in the book as a guide, concentric circles of connection (p ), select a song, story or non-fiction text selection to demonstrate the concept of schema. Emphasize the connections of text-to-text, text-to-me and text-to-the world. Bring your students together and talk about how their connections promoted a deeper understanding of the song, story or non-fiction text selection your chose. Summarize your lesson experience with your book study colleagues. 3. Reflect on the quotation from Patricia Polacco (p. 43); There is beauty in tangible memories. Discuss this quotation with your book study colleagues connecting it to the concept of schema. (Signature) Address Date The contact person is responsible for completing the Verification/Attendance Sheet for the Prologue and each of the subsequent chapters. The instructor will send a confirmation back to the contact person for your group. The contact person will forward the to all members of the group. All Verification/Attendance Sheets will need the name, address and signatures of all students. The Verification/Attendance Sheets will be accepted in print form only and should be mailed to: Clark Goltz, Executive Director Iowa Reading Association P.O. Box 16 Ossian, IA 52161

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8 Verification Sheet Chapter #4 Book Study Through the Iowa Reading Association Comprehension Connections: Bridges to Strategic Reading Tanny McGregor ISBN By checking the activity/strategy below, the contact person indicates that the list of students attached completed those activities for Chapter #4 of Comprehension Connections. Chapter #4 Inferring: Not Just Anybody's Game 1. Using the example of the mystery house (p ), bring a bag of six objects to your class and ask your students to make inferences about the people who reside in the mystery house based on those objects. For each of the objects, record three inferences your students have made. Share your bag and your students' inferences with your book study colleagues. Assign your students to small groups based on the number of students in your class. Provide time for the groups to meet and ask them to decide, as a group, a bag of six objects that they can bring to school the following day. Have each group follow the same mystery house lesson with their peers. After all of the groups have shared their mystery house lessons, ask your students to share what they have learned about inference and evidence. Share your student observations with your book study colleagues. Post the inferring thinking stems (p. 51) in your classroom. 2. Construct an Inference/Evidence Chart (p ) with the purpose of expanding your students' abilities to know what an inference is and the importance of citing evidence. Select a concrete object appropriate for your students and their grade level and complete the inference/evidence chart. 3. Reflect on the quotation from Logan Smith (p. 58); What I like in a good author isn't what he says, but what he whispers. Discuss this quotation with your book study colleagues using a specific author and/or favorite book from your classroom instructional or personal experience. Record your selection on your book study group's Attendance Sheet. (Signature) Address Date The contact person is responsible for completing the Verification/Attendance Sheet for the Prologue and each of the subsequent chapters. The instructor will send a confirmation back to the contact person for your group. The contact person will forward the to all members of the group. All Verification/Attendance Sheets will need the name, address and signatures of all students. The Verification/Attendance Sheets will be accepted in print form only and should be mailed to: Clark Goltz, Executive Director Iowa Reading Association P.O. Box 16

9 Ossian, IA Attendance Sheet Chapter #4 Attach a list of the specific authors and/or favorite books from the classroom instructional or personal experience selected by students for Activity #3. Name Address Signature

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11 Verification Sheet Chapter #5 Book Study Through the Iowa Reading Association Comprehension Connections: Bridges to Strategic Reading Tanny McGregor ISBN By checking the activity/strategy below, the contact person indicates that the list of students attached completed those activities for Chapter #5 of Comprehension Connections. Chapter #5 Questioning: Fuel for Thought 1. Review Michael Gelb's tenets regarding questioning (p. 62). Select one that corresponds with a situation you have experienced in your classroom. Share the tenet and your personal example with your book study colleagues. 2. McGregor shares a series of question quickies (p ) in the book. Choose one of the questioning thinking strategies, or one from your own lesson repertoire, to integrate into one of your daily literacy lesson designs. Write a quick summary of your question quickie lesson. Reflect on how you might have improved the lesson and share the lesson and your reflection with your book study colleagues. 3. Introduce your students to the questioning thinking stems (p. 64). Replicate the questioning lesson design shared by McGregor using an object of personal significance for you (p ). Ask the students to record their questions on sticky notes and share their questions with their classmates. 4. Reflect on the quotation from Zilpha Snyder (p. 71); The answers aren't important really... What's important is - knowing all the questions. Discuss this quotation with your book study colleagues using an example from your classroom instructional experience. (Signature) Address Date The contact person is responsible for completing the Verification/Attendance Sheet for the Prologue and each of the subsequent chapters. The instructor will send a confirmation back to the contact person for your group. The contact person will forward the to all members of the group. All Verification/Attendance Sheets will need the name, address and signatures of all students. The Verification/Attendance Sheets will be accepted in print form only and should be mailed to: Clark Goltz, Executive Director Iowa Reading Association P.O. Box 16 Ossian, IA 52161

12 Attendance Sheet Chapter #5 Name Address Signature

13 Book Study Through the Iowa Reading Association Comprehension Connections: Bridges to Strategic Reading Tanny McGregor ISBN Verification Sheet Chapter #6 By checking the activity/strategy below, the contact person indicates that the list of students attached completed those activities for Chapter #6 of Comprehension Connections. Chapter #6 Determining Importance: Under the Big Top 1. Post the thinking stems for determining importance in your classroom. Use the questions in your book (p ) as a guide for a classroom discussion. Record some of their answers. Use this lesson as a transition activity for later lessons on determining importance. 2. Replicate the purse, briefcase or backpack lesson (p ) using concrete items that are important to you. You can use the exercise scenario or set up your own. Assign your students to small groups based on the number of students in your class. Provide time for the groups to meet and ask them to decide, as a group, to decide what was important to take along for your particular lesson scenario. After sharing each group's priorities, remind your students that they have just used a comprehension strategy that proficient readers use; determining importance. Reflect on your purse, briefcase or backpack lesson and how you might improve it. 3. Use A Circle of Friends by Giora Carmi or another wordless book appropriate for the students in your classroom. Use your book with your class as another springboard opportunity for teaching determining importance (p ). Consider the use of highlighting tape or sticky tabs to help your students identify what is important. Assign your students into pairs. Gather a selection of wordless books from your library or from your colleagues throughout your building. Provide time for the student pairs to meet. Ask each student pair to determine which illustrations or portions of their wordless book are most important to the book and to share their rationale with another student pair in your class. 4. Reflect on the quotation from Anthony D'Angelo (p. 85); In your thirst for knowledge, be sure not to drown in all of the information. Discuss this quotation with your book study colleagues using a specific example from your classroom instructional experience. (Signature) Address Date The contact person is responsible for completing the Verification/Attendance Sheet for the Prologue and each of the subsequent chapters. The instructor will send a confirmation back to the contact person for your group. The contact person will forward the to all members of the group. All Verification/Attendance Sheets will need the name, address and signatures of all students. The Verification/Attendance Sheets will be accepted in print form only and should be mailed to:

14 Clark Goltz, Executive Director Iowa Reading Association P.O. Box 16 Ossian, IA Attendance Sheet Chapter #6 Name Address Signature

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16 Verification Sheet Chapter #7 Book Study Through the Iowa Reading Association Comprehension Connections: Bridges to Strategic Reading Tanny McGregor ISBN By checking the activity/strategy below, the contact person indicates that the list of students attached completed those activities for Chapter #7 of Comprehension Connections. Chapter #7 Visualizing: See for Yourself 1. Post the thinking stems for visualizing in your classroom (p. 95). McGregor brings visualizing tubes into the classroom to focus students' attentions on concrete objects placed throughout the room (p ). Replicate this lesson or a similar lesson with your students. Write a quick summary of your visualizing lesson. Reflect on how you might have improved the lesson and share the lesson and your reflection with your book study colleagues. 2. Select one of the sensory exercises to reinforce visualizing with your students (p ). Prepare a lesson design and share it with one of your book study colleagues. Choose a picture book or a selection from a novel, depending on the age level of your students, which reinforces the importance of visualizing. Read the picture book aloud; sharing only portions of the illustrations. Then ask students to create their own illustrations based on the text they heard. More advanced readers might listen to a selection from a novel that the class has been reading and create a picture or written description of a character or setting based on the information in the text. List your book selection on your Attendance Sheet. Post your students illustrations throughout your classroom. 3. Reflect on the quotation from Jack Youngblood (p. 99); I visualize things in my mind before I have to do them. It's like having a mental workshop. Discuss this quotation with your book study colleagues using a specific example from your classroom instructional experience. (Signature) Address Date The contact person is responsible for completing the Verification/Attendance Sheet for the Prologue and each of the subsequent chapters. The instructor will send a confirmation back to the contact person for your group. The contact person will forward the to all members of the group. All Verification/Attendance Sheets will need the name, address and signatures of all students. The Verification/Attendance Sheets will be accepted in print form only and should be mailed to: Clark Goltz, Executive Director Iowa Reading Association P.O. Box 16

17 Ossian, IA Attendance Sheet Chapter #7 Attach a list of the book selections for Activity #2. Name Address Signature

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19 Verification Sheet Chapter #8 Book Study Through the Iowa Reading Association Comprehension Connections: Bridges to Strategic Reading Tanny McGregor ISBN By checking the activity/strategy below, the contact person indicates that the list of students attached completed those activities for Chapter #8 of Comprehension Connections. Chapter #8 Synthesizing: Keep the Change 1. Replicate the nesting dolls lesson in your classroom with your students as a concrete example of synthesizing. Ask your students, How could these nesting dolls represent your thinking?. Record and share their answers. Complete the lesson by put the nesting dolls together and relate the key concepts on synthesizing from McGregor's lesson (p. 105). 2. Post the thinking stems for synthesizing in your classroom. Relate the concept of a spiral i.e. a spiral slide on the playground, spiral notebook, spiral lollipop or a cinnamon roll (p ) as suggested by McGregor, with your students. Use one of the stems as a spiral organizer and connect it to a favorite poem or children's song. Using the figure (p. 107) as a model. Replicate the synthesis spiral with your students. 3. Select one of the examples to reinforce visualizing with your students (p ). Prepare a lesson design and share it with one of your book study colleagues. 4. Choose a children's book, poem or song that is structured on a spiral, where each new verse builds upon a previous one i.e. There Was an Old Lady Who Swallowed a Fly, The Green Grass Grows All Around or The House That Jack Built (p ). Ask your students to sketch or take notes about the different images they hear that represent what synthesizing is like. List your children's book, poem or song on your Attendance Sheet. (Signature) Address Date The contact person is responsible for completing the Verification/Attendance Sheet for the Prologue and each of the subsequent chapters. The instructor will send a confirmation back to the contact person for your group. The contact person will forward the to all members of the group. All Verification/Attendance Sheets will need the name, address and signatures of all students. The Verification/Attendance Sheets will be accepted in print form only and should be mailed to: Clark Goltz, Executive Director Iowa Reading Association P.O. Box 16

20 Ossian, IA Attendance Sheet Chapter #8 Attach a list of the children's books, poems or songs used by students for Activity #4. Name Address Signature

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