A Look at Book Club and A Look at Book Club and Discussion Components: Discussion Components:

The Learning ProcessThe Learning Process

Before ReadingBefore Reading Students gather information from the text by previewing Students gather information from the text by previewing

and using text cluesand using text clues With narrative, students may need to read 1With narrative, students may need to read 1stst chapter or chapter or

two to gather preliminary informationtwo to gather preliminary information Students apply strategiesStudents apply strategies

Preview (identify Introduction/Exposition elements)Preview (identify Introduction/Exposition elements) Predict based on text clues and text structure (e.g., setting: Predict based on text clues and text structure (e.g., setting:

characters, time, place, problem/conflict, solution/resolution, characters, time, place, problem/conflict, solution/resolution, theme)theme)

Ask questionsAsk questions Connect to self, text, worldConnect to self, text, world QuestionQuestion

Plan It Log

Mic

higa

n St

ate

Uni

vers

ity/A

CC

EL

Pro

ject

L: List Topics & Preview - What’s this topic about?

P: Purpose - Why am I reading/writing this?

A: Activate Prior Knowledge – Connect to Self, Text World - What do I know?

N: Note Your Questions – What do I Want/Need to Know?

Name __________________

Class __________________

S: Structure – What text structure?

Concept Map Venn Diagram Sequence/Steps ProblemSolutionPositionCheck a box. How is text organized? How will my text be organized?

PLAN-IT

PREVIEWPREDICT

During ReadingDuring Reading

Students use active reading comprehension Students use active reading comprehension strategies that have been taughtstrategies that have been taught

Students use Highlight-It/Mark-It strategies Students use Highlight-It/Mark-It strategies to interact with the text (active reading)to interact with the text (active reading)

Students use strategy cuecard or bookmark Students use strategy cuecard or bookmark with self-talk promptswith self-talk prompts

Students apply strategies to the text (post-it Students apply strategies to the text (post-it notes, annotated sections of the story)notes, annotated sections of the story)

MMark It ark It 1. Read and mark up the text2. Write comments in margins3. Re-read.4. Self-Check:

Do my marks and comments make sense?5. Pair/Share/Compare “Here’s what I marked up” … because

“I used these strategies because…”“Did you mark different things?”“What strategies did you use …” (Discuss and explain)

6. Discuss: How are We Different/Alike?7. Give one/Take One.8. Community Share

Mark-It SymbolsMark-It SymbolsPK: Prior knowledgeQ: QuestionCL: Clarify (idea or word)P: PredictS: SummarizeV: VisualizeI : InferenceC: Connect (self, text, or world)D Detail*** Key Point? Confusing Part

NotesNotes

Strategy

HHighlight It!ighlight It!1. Read section

2. Pause and Think

3. Highlight

4. Re-read Highlighting

5. Self-Check Does it make sense? Do I have the main idea(s)? Do I have several key details?

6. Pair/Share/Compare “I highlighted…” “I highlighted this because…” (Justify and Explain Thinking)

7. Discussion: How is our Highlighting Similar and Different?

8. Community Share: Report Out

Strategy

Cuecards

Students canMark-up Text and discuss mark-ups

Have students interact with text using the comprehension strategies

Students (partner, small group) read and apply strategies (taught by teacher & prompted by

cuecard) to interact with the text

1. Students stop at designated places (e.g., paragraph, page)

2. Students apply 1 or more taught strategies (e.g., using cuecard, bookmark) • Summarize story (story parts)• Connect to self, text, world• Ask Questions• Clarify• Visualize• Predict

3. Students interact with and mark up text (post-it notes)

4. Students note strategies

Provide a bookmark or cuecard with Key Active Reading Strategies and language to usewhile reading

Predict

Question

Clarify

Summary

Reciprocal Teaching

Lori Ozkus

Story Structure - Summarize Question

Clarify Connect and Predict

Summarize – what story parts did I find?

Discuss the supporting details I found that support the story parts? What are the Events?

Retell the story in my own words.

Ask a question about the story ideas (right there)

Ask a question about meaning

Ask a text structure question (C/C, P/S, C/E, Story part)

Ask questions that make others think

Words? Vocabulary? Ideas?FIX-Up strategies• Think what makes sense• Look for parts, suffixes,

affixes• Read the sentence before &

after. Reread• Use context clues (definition,

example, explanation)

Connect ideas to self, text, world

Think what you know about the story (experience, TV, movies, books, friends, family)

Predict what the author will discuss next

1 2

3 4

Read – It & Mark-It Strategies: Cuecard with Four Strategies I can use while reading

Preview and Predict (“What’s this going to be about?” Make a prediction)

Connect … to self, to text, to world. What do I know about ____? What can I predict?

Use Story Structure – Preview /Predict ….

Setting: When? Where? Characters (Who) What’s the Problem? What does the MC want to do? (goal) What happens (1st? 2nd? 3rd?

Predict while reading: “What will happen next? (I predict that the next part will be about …)

Check my predictions. Read. Monitor.

Predict Cuecard Connect Cuecard – Connect to self, text, world:

BK

SELF: What do I know about ____. Has anything like this happened to

me? Have I been in a situation like this?

How did I feel? What would I do? Connect my experience to the

story.TEXT: Does this remind me of other

books, movies, characters.. (This reminds me)

What do I already know?

WORLD: What does this remind me of? Would this happen in the real

world?

Visualize CueCard: RIDER Read

• Read the paragraph

Image• Make an image or picture in my mind of

the story.. (I picture ….)• Use my senses . What do I see? hear?

feel?• Make a movie in my mind to record the

story

Describe• Describe what I see. (I see …. )

Evaluate• Evaluate …. (I like/dislike ….)• Check – Does my picture contain

everything.

Repeat• Repeat the steps as I read the next

paragraph

ReadRead a paragraph

AskAsk yourself what parts you found:Where or when?Who? (who are the characters?)What is the problem? What does the main character want to do?what happened? What are the events - 1st? 2nd? 3rd?How does the story end?How does the main character feel?

Paraphrase. Put the ideas in your own words in 10 words or less (I learned about …. )

RAP the Story Parts Question Cuecard Question the Author. The Text. Myself.

Why is the author saying this?What do I have questions about? What doesn’t make sense?Ask Wh- Questions (Who, where, where, what, why, how)Does this make sense with what the author told us before?How does this connect to what the author told us here?What would happen if ….What does this mean? (question author/text)Ask Text structure Questions (compare/contrast, sequence, problem/solution, cause/effect, description)

At conclusionOf Read-It,

Students can Write a

Summary

After Reading Segments of Text: After Reading Segments of Text: Getting the Meaning of the Text Getting the Meaning of the Text

Students extend active reading comprehension Students extend active reading comprehension strategies that have been taughtstrategies that have been taught

Students use MAPS-It strategies to interpret and Students use MAPS-It strategies to interpret and monitor their understanding of the text (active monitor their understanding of the text (active reading)reading)

Students organize their ideas and information Students organize their ideas and information from the strategies that they applied to the text from the strategies that they applied to the text (post-it notes, annotated sections of the story)(post-it notes, annotated sections of the story)

SKIN ….. Story (surface) level: MAP-It

Story MapSetting (who, when, where, what)Plot (problem, goal, response, events)ClimaxFalling actionResolution (ending)

• Cause-effect

• Timeline/ Sequence

• Compare-contrast

• Problem-solution

Self-talkI thought the character…I liked the part … (why)I didn’t get it when…. Read/Jot. Ask myself the story questions: Who? When? Where? What Happened? How? Why?Retell… Relate (to self, text, readings)Respond (Write your thoughts about text, dilemma, or topic)

Interpret or Map with Other Text Structures

Keep text structure organizers

in the classroom. Teach students how to read and write using

text structures.Students choose

text structure to helpthem discuss or write a response to a topic or text. They should explain why that text structure can be used

with that content.

Select/Model Expository Text Structures to Map-It

Problem SolutionCompare-Contrast

Timeline

Categories & Details

Cause-Effect

Story Map

Select/Model Text Structure: Expository Text structure that students need to know

Text Structure Organizer Includes Question Words & Keywords

ExpertStory Character

Select/Model Text Structure: Expository Text structure that students need to know

Text Structure Organizer Includes Question Words & Keywords

Cause-EffectCompare-Contrast

Cause

Effect

Effect

Effect

Example 2: Provide Maps in log that correspond to Individual Literary Elements (Story Parts) [4 options shown below that might be used to allow deeper study of story

parts]

Looks

Actions

Reactions

WhereWhere

WhenWhen

DescribeDescribe

What is the problem/conflict

Why does conflict occurHow does conflict affect MC?

what does the MC do? First?

What happens second? 3rd? 4th?

How does the story end?

Students fill out the literary elements over course of the book

Event Map

Problem/Solution

Categories and Details

Compare/Contrast

Sequence/Steps

Timeline

Cause(s)/Effect(s)

I can interpret this section with main ideas and details.The main ideas are …The details that support the main idea(s) are...Does anyone have a different main idea?Are there other details we should consider?Other discussion or structures for this section?

I can interpret this section with a timeline of events.My evidence for thinking I can use a timeline is….Some of the key events or people are….The sequence or dates of the events are ….Do others think this is a timeline?I think this timeline is important because….Other discussion or structures for this section?

I can interpret this section with sequence.My evidence for thinking it is a sequence is….Some of the steps in the sequence are ….(first, second, third, then, next, last)Other discussion or structures for this section?

I can interpret this section with problem/solution.My reason for thinking it is problem/solution is…I think the main problem(s) are…..I think the main solution(s) are ..Other discussion or structures for this section?

I can interpret this section with cause and effect.My reason for thinking I can use cause and effect is…I think the causes are ….I think the effects are….Other discussion about causes and effects?

I can interpret this section with compare and contrast….My reason for thinking it is compare/contrast is…How the two concepts are alike or different is …Does anyone have a different idea about what is being compared and contrasted? likenesses or differences?Other discussion or structures for this section?

After Reading: Personal After Reading: Personal Interpretation and Author’s Craft Interpretation and Author’s Craft

– Author and Me – Author and Me Students deepen understanding of the book Students deepen understanding of the book

by considering the author’s craftby considering the author’s craft

Students extend understanding by Students extend understanding by interpreting the text based on selfinterpreting the text based on self

FRUIT … Writer’s LevelAuthor’s Craft

• Tone• Mood• Details• Dialogue• Illustrations• Imagery• Suspense• Figurative language• Exaggeration• Symbolism• Hyperbole• Irony• Oxymoron• Sarcasm• Allusion• Foreshadowing• Personification• Protagonist• Satire• Setting

• If I was the author ….• The author made me

feel….• I was surprised at how the

author …• I wonder why the author

did ….• I liked how the author …• I noticed the special way

the author did ….• The special technique that

the author used to draw in the reader was ….

• The author made things vivid/exciting/sad/moving when s/he ….

• I didn’t like how the author ….

• I think the author is trying to ….

Core … Personal (heart) level - ME

Author meets reader•Change of attitude•Change of beliefs•Change of heart

The story made me feel…. (why)I can relate to …. (how)I think the characters felt ….When something like this happens, you feel ….I wonder why …. I learned that …. I feel that …. It makes me sad when ….It makes me happy when ….

AUTHOR’S CRAFT

Sometimes authors use special words, paint pictures with words, use funny language, write really good dialogue, etc. I can give examples of special things the author does to make me like the story.

Self-In-Situation

Sometimes when I’m reading, I think to myself, “Something like this happened to me!” Or I put myself in the situation and I think what I’d do. I can write down what I’d do if I was in the situation, or how I would feel.

Theme

When I read, I think about what the author is saying to me, what he or she hopes I’ll take away from the story. I can write down what I think the author’s purpose was for writing this story.

POINT OF VIEW

Sometimes as I read, I think about 2 characters and their different poinst of view. I can write from one or both character’s points of view, and explain my ideas.

Visualize

I can visualize the setting, character or events when I read. I can write or draw a picture of what I visualize. I can include traits, descriptions, actions, and anything else I think is interesting about that picture

WONDERFUL WORDS

I can find some really wonderful words – words that are new, or crazy, descriptive, confusing, or I want to know. I can write them down with a sentence or two telling why I picked them, and the page number so I can find them again.

Feelings

Sometimes a book makes me feel a certain way. I can write about that feeling and tell why the book makes me feel that way. I can also write about what the characters in the book might be feeling or their goals.

Things I can doin my Log

Story MapI can look for the story parts and map/retell the story:1.Where, when, who2. Problem3.Goal - What does the MC want to do? 4.Action - what happened 1st? 2nd? 3rd? 5.How does the story end?