The First 10 Days of School Reading

Presentation compiled by JenniPresentation compiled by Jennifer Livingston, DeTour Area Schoolsfer Livingston, DeTour Area Schools

The First 10 Days of The First 10 Days of SchoolSchool

ReadingReadingMEAP PreparationMEAP Preparation

Grade 6Grade 6

Adapt for Grades 7 and 8Adapt for Grades 7 and 8


Lesson 1Lesson 1

Assessing Prior Knowledge of Tests- Assessing Prior Knowledge of Tests-

Genre ExplorationGenre Exploration

What do you know about taking a test?What do you know about taking a test?

Discuss in groups then share.Discuss in groups then share.


What are the supports and What are the supports and challenges in texts?challenges in texts?

What makes some texts easy or hard to read? What makes some texts easy or hard to read? Look at different examples.Look at different examples. Discuss with the examples: Discuss with the examples:

What text features make it easy to read?What text features make it easy to read?

(bold print, black and white only, few (bold print, black and white only, few pictures, pictures,

graphics, headings, labels, captions, titles)graphics, headings, labels, captions, titles)

What features make it hard to read?What features make it hard to read?


How can you cope with what makes How can you cope with what makes text hard to read?text hard to read?

Read with a bright lightRead with a bright light Pay close attention-focus, concentrate on its Pay close attention-focus, concentrate on its

meaningmeaning Read more slowly- take your timeRead more slowly- take your time Use tools to help youUse tools to help you Read againRead again Others?Others?


Lesson 2Lesson 2

Explore Prototype TestExplore Prototype Test

Discuss the easy and hard aspects of the prototype.Discuss the easy and hard aspects of the prototype.

Discuss adjustments to make as you read to overcome Discuss adjustments to make as you read to overcome the hard parts.the hard parts.

Create notes: TEST READING STRATEGIES Create notes: TEST READING STRATEGIES

Read ALL textRead ALL text


Lesson 3Lesson 3

Discovering the Language of Test Questions Discovering the Language of Test Questions in a Prototypein a Prototype Look at the language in the test. What is different Look at the language in the test. What is different

about it?about it? Class will discuss a question from the test. “This Class will discuss a question from the test. “This

question is really asking me _________.”question is really asking me _________.” Example: The question “The author probably wrote Example: The question “The author probably wrote

this selection for which audience?” is asking who the this selection for which audience?” is asking who the author was picturing would read the text as he wrote author was picturing would read the text as he wrote it.it.


Question TranslationQuestion Translation

Example: The author uses dialogue to show…Example: The author uses dialogue to show… Why did the author make the characters talk to each other?Why did the author make the characters talk to each other?

Using the prototype test, go over the questions Using the prototype test, go over the questions following the first and second readings. Assign 2-3 following the first and second readings. Assign 2-3 questions to each small group to put into everyday questions to each small group to put into everyday language. Share these as a class.language. Share these as a class.


Question StemsQuestion Stems Discuss what each of the following is asking.Discuss what each of the following is asking.• According to this selection, which of these is a fact?According to this selection, which of these is a fact?• Which one of the following is one central idea of this Which one of the following is one central idea of this

selection?selection?• What is a major theme of this story?What is a major theme of this story?• Which of the following best describes the character?Which of the following best describes the character?• When (character does something), it tells us that…When (character does something), it tells us that…• Which sentence BEST reveals (character’s) problem?Which sentence BEST reveals (character’s) problem?• Which mood is communicated by this sentence…?Which mood is communicated by this sentence…?• Why did the author include conversation in this selection?Why did the author include conversation in this selection?• The main conflict of the story is that…The main conflict of the story is that…


More Question StemsMore Question Stems• The conversation between ___ and ___ showed that…The conversation between ___ and ___ showed that…• Which word BEST describes (character)?Which word BEST describes (character)?• The following is true EXCEPT…The following is true EXCEPT…• According to this selection, what was NOT a factor?According to this selection, what was NOT a factor?• What is one of the MAIN/MAJOR reasons that (something What is one of the MAIN/MAJOR reasons that (something

happens)?happens)?• In this selection, (vocabulary word) means…In this selection, (vocabulary word) means…• According to the author, (something happened) because…According to the author, (something happened) because…• The central purpose of this selection is to…The central purpose of this selection is to…• What is the best summary of this selection?What is the best summary of this selection?• What is an important lesson of this selection?What is an important lesson of this selection?• How does the author of this selection feel about…? How does the author of this selection feel about…?


Lesson 4Lesson 4

Today you need to focus on thinking while reading and asking Today you need to focus on thinking while reading and asking questions while reading. As you read the selection, I want you questions while reading. As you read the selection, I want you to think about what questions might be asked by a test on the to think about what questions might be asked by a test on the selection.selection.

Read aloud the start of the selection and create 2-3 questions as a Read aloud the start of the selection and create 2-3 questions as a class. Focus on NOT and EXCEPT type questions. class. Focus on NOT and EXCEPT type questions.

Read the first of two paired reading selections.Read the first of two paired reading selections. - Part 1A- Part 1AWith partners write a NOT and an EXCEPT question. Share with the class.With partners write a NOT and an EXCEPT question. Share with the class.Notes:Notes: Ask questions while you read.Ask questions while you read. Wonder what questions will be asked.Wonder what questions will be asked.


Lesson 5Lesson 5

Anchor the Text in your Head- Learning why we reread Anchor the Text in your Head- Learning why we reread selections on a test.selections on a test.

We read a selection twice to get the idea of what the whole We read a selection twice to get the idea of what the whole piece (first reading) is about and to remember important piece (first reading) is about and to remember important details (second reading). – Model teacher thoughts for part of details (second reading). – Model teacher thoughts for part of second reading: what details were missed the first time.second reading: what details were missed the first time.

Read the first selection a second time. Share with class details Read the first selection a second time. Share with class details and connections missed in the first reading.and connections missed in the first reading.

Notes:Notes: Reread selection. (Read once, read questions, reread)Reread selection. (Read once, read questions, reread)


Lesson 6Lesson 6Answering Test Questions- How to choose the right answer for the Answering Test Questions- How to choose the right answer for the

question.question.

Using the questions after reading selection 1, practice as a class:Using the questions after reading selection 1, practice as a class: Ask what is the question asking (Translate Questions).Ask what is the question asking (Translate Questions). Use Process of Elimination (POE).Use Process of Elimination (POE). Eliminate distractors.Eliminate distractors. Eliminate the “Almost Right” answer.Eliminate the “Almost Right” answer. Reread the selection to find the correct answer.Reread the selection to find the correct answer. Look at question and answer relationships (QAR).- Is the answer Look at question and answer relationships (QAR).- Is the answer

in the text (usually facts) or in your head (subjective, interpretive in the text (usually facts) or in your head (subjective, interpretive questions)?questions)?

(Look back at stems and discuss their QAR.)(Look back at stems and discuss their QAR.) Check your answer to make sure it really answers the question Check your answer to make sure it really answers the question

asked and it is the BEST answer.asked and it is the BEST answer.


Question-Answering Strategies Question-Answering Strategies ChartChart

Create Notes: Question-Answering Strategies ChartCreate Notes: Question-Answering Strategies Chart Translate QuestionsTranslate Questions Process of EliminationProcess of Elimination Eliminate DistractorsEliminate Distractors Question and Answer RelationshipsQuestion and Answer Relationships Reread to Find an AnswerReread to Find an Answer Be sure your answer choice Answers the Question Be sure your answer choice Answers the Question

and is the BEST Answer.and is the BEST Answer.


Lesson 7Lesson 7

Practicing the Test Reading Strategies and Question-Answering StrategiesPracticing the Test Reading Strategies and Question-Answering Strategies

Today you will read the second reading twice and use your strategies as you read. Today you will read the second reading twice and use your strategies as you read. You are reading for a test so be sure to read looking for the important ideas You are reading for a test so be sure to read looking for the important ideas and focus on these as you read. Please read the selection once, then read the and focus on these as you read. Please read the selection once, then read the questions, then read the text a second time focusing again on the important questions, then read the text a second time focusing again on the important ideas and information.ideas and information.

Answer the questions that follow the second reading. We will grade these and Answer the questions that follow the second reading. We will grade these and discuss them.discuss them.

Notes for Test Reading Strategies Chart:Notes for Test Reading Strategies Chart: Determine and Focus on Important AspectsDetermine and Focus on Important Aspects


Cross Text QuestionsCross Text Questions

Learning How to Answer Questions that Refer to Two SelectionsLearning How to Answer Questions that Refer to Two Selections

Cross text questions refer to both selections. These questions Cross text questions refer to both selections. These questions may compare or contrast characters or issues in the texts. At may compare or contrast characters or issues in the texts. At least one question may refer to theme. You must think about least one question may refer to theme. You must think about BOTH selections to answer them correctly and use your BOTH selections to answer them correctly and use your question-answering strategies.question-answering strategies.

Complete the cross text questions. We will grade and discuss Complete the cross text questions. We will grade and discuss them.them.


Reading and Question Answering Reading and Question Answering PracticePractice

The final Question-Answering StrategyThe final Question-Answering Strategy

Read the assigned selections and answer the Read the assigned selections and answer the questions using the strategies you have questions using the strategies you have learned. These are for a grade.learned. These are for a grade.


Writing in Response to ReadingWriting in Response to Reading

Turn to the Writing in Response to Reading Question in Turn to the Writing in Response to Reading Question in the Prototype Test.the Prototype Test.

This question asks you about both selections like the This question asks you about both selections like the cross text question, except you have to write out the cross text question, except you have to write out the answer. We will use a graphic organizer to help you answer. We will use a graphic organizer to help you be sure you are answering all parts of the question. It be sure you are answering all parts of the question. It will then help you write your response as an essay.will then help you write your response as an essay.

Use an organizer from the next slide and work with a Use an organizer from the next slide and work with a partner to plan your essay response.partner to plan your essay response.


Graphic Organizer ChoicesGraphic Organizer Choices

House OrganizerHouse Organizer 4 Square4 Square

Your opinion using words from the question- THESIS

Cite supporting details by using language from the first selection.

Cite supporting details by using language from the second selection.

Draw a connection between selections. This statement usually will have to do with the theme or big idea.

Plan your conclusion tying all of your ideas together.

Cite supporting details by using language from the first selection.

Your opinion using words from the question- THESIS

Cite supporting details by using language from the second selection.

Draw a connection between selections. This statement usually will have to do with the theme or big idea.

Plan your conclusion tying all of your ideas together.


Writing in Response to ReadingWriting in Response to ReadingShare organizer samples as a class. Discuss how to turn ideas into paragraphsShare organizer samples as a class. Discuss how to turn ideas into paragraphs ..Three Options:Three Options:

I agree/disagree that…I agree/disagree that…In, title, ____________In, title, ____________(Likewise, similarly, in addition) in, title, __________(Likewise, similarly, in addition) in, title, __________Therefore, in both selections ________________Therefore, in both selections ________________

OROR

Take a stand on the issue posed in the scenario question. (Use language from the questions in the position.)Take a stand on the issue posed in the scenario question. (Use language from the questions in the position.)In the first selection (title) it says, _____ (Cite specific examples and details that support the position taken.)In the first selection (title) it says, _____ (Cite specific examples and details that support the position taken.)In the second selection (title) it says, _____ (Cite specific examples and details that support the position taken.)In the second selection (title) it says, _____ (Cite specific examples and details that support the position taken.)Therefore, these two selections are alike because _____ (The connection may be centered around the theme of Therefore, these two selections are alike because _____ (The connection may be centered around the theme of

the two selections.)the two selections.)


Organization Suggestions Cont’dOrganization Suggestions Cont’d

Take a stand on the issue posed in the scenario question. (Use Take a stand on the issue posed in the scenario question. (Use language from the question in the position.)language from the question in the position.)

One reason I have for this position is that in the selection (title of One reason I have for this position is that in the selection (title of selection), ____ (Cite specific examples and details that selection), ____ (Cite specific examples and details that support the position taken.)support the position taken.)

Another reason for my position (restate position) is that in the Another reason for my position (restate position) is that in the other selection (title of selection), _______ (Cite specific other selection (title of selection), _______ (Cite specific examples and details that support the position taken.)examples and details that support the position taken.)

Therefore, these two selections were paired together because Therefore, these two selections were paired together because _____ (The connection may be centered around the theme of _____ (The connection may be centered around the theme of the two selections.)the two selections.)

Discuss rubric and grading on next slide.Discuss rubric and grading on next slide.


Writing in Response to ReadingWriting in Response to ReadingAssessmentAssessment

Your score for this paper is determined by meeting the checklist Your score for this paper is determined by meeting the checklist requirements and the rubric guidelines from the test. 25 points requirements and the rubric guidelines from the test. 25 points possible.possible.

Do you take a position? _____/3 pointsDo you take a position? _____/3 pointsDo you tell why you took this position? _____/2 pointsDo you tell why you took this position? _____/2 pointsDo you use examples from the first selection as support? Do you use examples from the first selection as support?

_____/5 points _____/5 points Do you use examples from the second selection as support? Do you use examples from the second selection as support?

_____/5 points_____/5 pointsDo you show how the two reading selections are alike or Do you show how the two reading selections are alike or

connected? _____/5 pointsconnected? _____/5 pointsDo you use proper conventions? (paragraphs, spelling, complete Do you use proper conventions? (paragraphs, spelling, complete

sentences, etc.) _____/5 pointssentences, etc.) _____/5 points


Final Reading NotesFinal Reading Notes

Remember:Remember: Reading StrategiesReading Strategies Question-Answering StrategiesQuestion-Answering Strategies Writing Traits- Use checklists and rubricsWriting Traits- Use checklists and rubrics DO YOUR BEST! DO YOUR BEST!


The First 10 Days of SchoolThe First 10 Days of SchoolWritingWriting

Based on the program created by: Oakland Writing Project, Eastern Based on the program created by: Oakland Writing Project, Eastern Michigan Writing Project, National Writing Projects of Michigan, Michigan Writing Project, National Writing Projects of Michigan,

and Oakland Intermediate School Districtand Oakland Intermediate School District

MEAP PreparationMEAP Preparation

Grade 6Grade 6

Adapt for 7Adapt for 7thth and 8 and 8thth


Lesson 1- Writing from ExperienceLesson 1- Writing from Experience

Students need a handout of a Writing from Knowledge Students need a handout of a Writing from Knowledge and Experience prompt sheet- (can be found in and Experience prompt sheet- (can be found in binder).binder).

Discuss the prompts one at a time.Discuss the prompts one at a time.What makes some easy and some hard?What makes some easy and some hard?Which one(s) would you prefer to write about? Which one(s) would you prefer to write about?

Why?Why?Which one(s) would you avoid? Why?Which one(s) would you avoid? Why?

Discuss the key words in the first three. Work with a Discuss the key words in the first three. Work with a partner to identify the key words in the rest of the partner to identify the key words in the rest of the prompts.prompts.


Lesson 2- Writing on DemandLesson 2- Writing on Demand

The last lesson had us looking at the format of writing prompts. The last lesson had us looking at the format of writing prompts. This lesson shows you how to make lists to help you use that This lesson shows you how to make lists to help you use that prompt to develop ideas and decide what you will write about. prompt to develop ideas and decide what you will write about.

1.1. Choose the first option on the prompt listChoose the first option on the prompt list2.2. Start a list using the key word in the optionStart a list using the key word in the option

-stories about me-stories about me-stories about people I know-stories about people I know-stories about people I’ve read about-stories about people I’ve read about

3.3. Extend some list items with specific talk, actions, or details Extend some list items with specific talk, actions, or details 4.4. Reread and choose the idea you remember or like bestReread and choose the idea you remember or like bestPractice this on your own with another option, share your list with Practice this on your own with another option, share your list with

a partner, tell him or her which one you picked as the best and a partner, tell him or her which one you picked as the best and why it is the best.why it is the best.


Learning Lessons: Option 1 ExampleLearning Lessons: Option 1 ExampleWrite about a lesson you learned because someone helped Write about a lesson you learned because someone helped

you or taught you how to do somethingyou or taught you how to do something

Create a listCreate a listKey words: Someone helped or Key words: Someone helped or

taught metaught me My friend BettyMy friend Betty My sisterMy sister My grandma JeanMy grandma Jean

Extend the listExtend the listStrategy: Remember specific Strategy: Remember specific

words or details that helped mewords or details that helped me My friend Betty helped me with My friend Betty helped me with

my stage fright- she told me two my stage fright- she told me two ways to avoid fear: 1. look at ways to avoid fear: 1. look at the conductor not the audience the conductor not the audience 2. just enjoy singing and smile2. just enjoy singing and smile

My sister taught me to face up My sister taught me to face up to mistakes – She said, “Go to to mistakes – She said, “Go to the neighbors and tell them you the neighbors and tell them you broke their window. Don’t lie broke their window. Don’t lie and offer to work to pay for it.”and offer to work to pay for it.”


Writing from ExperienceWriting from Experience

Notes: Plan and WriteNotes: Plan and Write Make and Extend ListsMake and Extend Lists

Stories about meStories about me

Stories about people I knowStories about people I know

Stories about people I have read aboutStories about people I have read about

Extend with specifics: talk, actions, and Extend with specifics: talk, actions, and

detailsdetails


Lesson 3Lesson 3 Use Prompt #1 from Day 1 Use Prompt #1 from Day 1

Yesterday we learned that writers can quickly develop Yesterday we learned that writers can quickly develop and extend a list of stories to respond to the test and extend a list of stories to respond to the test prompt. This strategy helps you remember and get prompt. This strategy helps you remember and get specific. Today, you will be using a second strategy specific. Today, you will be using a second strategy to help you think quickly and decide what you will to help you think quickly and decide what you will write about- Memory.write about- Memory.

Discuss memories in general, move on to a think aloud Discuss memories in general, move on to a think aloud using the next slide to develop ideas for writing.using the next slide to develop ideas for writing.


Think Aloud DemonstrationThink Aloud Demonstration

Demonstrate HOW to Demonstrate HOW to 1.1. Choose the option on the testChoose the option on the test2.2. Start a list using the key words in the optionStart a list using the key words in the option3.3. Access your memory by creating (select 1 option)Access your memory by creating (select 1 option)

o the words, “I remember… the other day, last week, last the words, “I remember… the other day, last week, last year”year”

o I have tools to help me to remember in my writer’s I have tools to help me to remember in my writer’s notebook, journal, etc.notebook, journal, etc.

4.4. Reread and choose the idea you remember or like Reread and choose the idea you remember or like bestbest


Add to Plan and Write ChartAdd to Plan and Write Chart

Notes:Notes: Add “Memories”Add “Memories”

• I remember… the other day, last week, last yearI remember… the other day, last week, last year• In my writer’s notebook (journal, etc.) I wrote In my writer’s notebook (journal, etc.) I wrote

about…about…• Invent details I forgotInvent details I forgot


Active EngagementActive Engagement

Using one of the remaining prompt options from Using one of the remaining prompt options from day 1, students willday 1, students will

1.1. Identify the key wordIdentify the key word

2.2. List ordinary or extraordinary stories from List ordinary or extraordinary stories from today, the other day, last weektoday, the other day, last week

3.3. Reread and choose a story from the listReread and choose a story from the list

4.4. Write the storyWrite the story


Lesson 4: Thinking and Writing Lesson 4: Thinking and Writing InquiryInquiry

Model teacher writing- include common predictable problems students will find in Model teacher writing- include common predictable problems students will find in their own pieces. Students will revise writing from lesson 2 or 3.their own pieces. Students will revise writing from lesson 2 or 3.

Focus: Considering a reader and identifying an Focus: Considering a reader and identifying an essential moment to focus on the inner storyessential moment to focus on the inner story

You have learned to create lists and use your memories You have learned to create lists and use your memories to find a story to write about. These strategies help us to find a story to write about. These strategies help us get started. Today, we will look closely at our get started. Today, we will look closely at our writing to understand how our stories.writing to understand how our stories.


Model Sample PieceModel Sample Piece

Discuss how to:Discuss how to: Identify story elements: main characters, setting, Identify story elements: main characters, setting,

problem, solutionproblem, solution Identify what is the central idea of your story. Identify what is the central idea of your story.

Underline the words that tell the reader what the story Underline the words that tell the reader what the story means, the lesson learned.means, the lesson learned.

Identify the essential moment in the story that Identify the essential moment in the story that illustrates the central idea. How does the character illustrates the central idea. How does the character feel?feel?

Working in partners, students read one of the stories Working in partners, students read one of the stories they wrote on day 2 or 3 and turn-and-talk to do the 3 they wrote on day 2 or 3 and turn-and-talk to do the 3 steps above.steps above.


Focus on the Essential MomentFocus on the Essential Moment

Model how to identify and assess the qualities of the following Model how to identify and assess the qualities of the following things in the essential moment:things in the essential moment:

Find actions. Underline action verbs. Change verbs to action Find actions. Underline action verbs. Change verbs to action verbs as you go.verbs as you go.

Find places characters talk. Put a * in the margin to indicate Find places characters talk. Put a * in the margin to indicate where characters talk. Do you have dialogue? Quotation where characters talk. Do you have dialogue? Quotation marks? Dialogue is like detail; it gives the reader a sense of marks? Dialogue is like detail; it gives the reader a sense of how the character is feeling.how the character is feeling.

Find thoughts. Bracket sentences that state thoughts. Find thoughts. Bracket sentences that state thoughts. Thoughts give the reader a sense of the character’s feelings Thoughts give the reader a sense of the character’s feelings and attitude.and attitude.

Students should work with partners to turn-and-talk and do the Students should work with partners to turn-and-talk and do the steps above on their own pieces.steps above on their own pieces.


Connect to ThemeConnect to Theme

Model by pointing out sentences in the sample paper that clarify the Model by pointing out sentences in the sample paper that clarify the central idea and connect the moment to the theme. central idea and connect the moment to the theme.

Students should revise or rewrite their essential moments:Students should revise or rewrite their essential moments: Plan using a story mapPlan using a story map Expand the essential moment- add actions, dialogue, and Expand the essential moment- add actions, dialogue, and

thoughtsthoughts Cut the unessential momentsCut the unessential moments Add sentences to clarify the central idea and connect to the Add sentences to clarify the central idea and connect to the

themethemeStudents share expanded writings. Use the Many Moment Stories- Students share expanded writings. Use the Many Moment Stories-

Finding the Essential Moment chart from binder.Finding the Essential Moment chart from binder.


Plan and Write ChartPlan and Write Chart

Notes:Notes: Expand the Essential MomentExpand the Essential Moment

Add actions, dialogue, and thoughts to the Add actions, dialogue, and thoughts to the essential momentessential moment

Add sentences to clarify the central idea and Add sentences to clarify the central idea and connect to the themeconnect to the theme


Lesson 5- Thinking and Writing Lesson 5- Thinking and Writing InquiryInquiry

Focus: Writing on demand, considering a reader, the checklistFocus: Writing on demand, considering a reader, the checklist(Students will need a copy of a writing sample from the binder and a copy of The (Students will need a copy of a writing sample from the binder and a copy of The

Checklist)Checklist)The checklist helps us consider a reader. Readers are expecting to see evidence of these The checklist helps us consider a reader. Readers are expecting to see evidence of these

things in the story. Knowing a reader’s expectations will help us plan and write things in the story. Knowing a reader’s expectations will help us plan and write consciously from the beginning. Today we will use a checklist to assess a student consciously from the beginning. Today we will use a checklist to assess a student sample and use this knowledge to write a first draft.sample and use this knowledge to write a first draft.

As a class go through the student sample and find evidence of the items on the checklist. As a class go through the student sample and find evidence of the items on the checklist. Underline sentences that state the central idea. Star details that seem connected to the Underline sentences that state the central idea. Star details that seem connected to the theme (look for words from the question). Count the details that show how the central theme (look for words from the question). Count the details that show how the central moment illustrates the theme. Put an X in the margin where irrelevant details need to moment illustrates the theme. Put an X in the margin where irrelevant details need to be cut.be cut.

Distribute the prototype and model how you will plan your work. Take 5 to 7 minutes.Distribute the prototype and model how you will plan your work. Take 5 to 7 minutes.Identify a story to tell using lists or memory.Identify a story to tell using lists or memory.Identify the characters, setting, problem, and solution.Identify the characters, setting, problem, and solution.Identify an essential moment.Identify an essential moment.State the central idea and how it connects to the theme.State the central idea and how it connects to the theme.Create an engaging lead to get you started and explain how you will proceed. Create an engaging lead to get you started and explain how you will proceed.


Plan and Write ChartPlan and Write Chart

Notes:Notes: Keep the Checklist in MindKeep the Checklist in Mind Write Slowly and ConsciouslyWrite Slowly and Consciously

Plan your first draftPlan your first draft Insert words and detailsInsert words and details


Independent WritingIndependent Writing

Students work in a “testing situation” to write Students work in a “testing situation” to write a first draft of a Writing from Knowledge and a first draft of a Writing from Knowledge and Experience paper from the OISD ELA Experience paper from the OISD ELA Prototype. Allow 5 to 7 minutes to plan and Prototype. Allow 5 to 7 minutes to plan and 25 minutes to write. 25 minutes to write.

After 15 minutes of writing discuss how students After 15 minutes of writing discuss how students can revise as they writing by inserting ideas can revise as they writing by inserting ideas they have left out using a caret mark.they have left out using a caret mark.


Lesson 6Lesson 6Use the ELA MEAP Peer Response to Student Use the ELA MEAP Peer Response to Student

Writing Prompt from Fall 2005Writing Prompt from Fall 2005Writers are careful readers of their own writing and the writing of Writers are careful readers of their own writing and the writing of

others. Writers do two things when they read: look for craft others. Writers do two things when they read: look for craft and structural decision and look for editing repairs. The and structural decision and look for editing repairs. The Multiple Choice test on peer response to student writing will Multiple Choice test on peer response to student writing will ask you to do both kinds of reading.ask you to do both kinds of reading.

Looking at test format:Looking at test format: Review directions and emphasize the options students may use such as Review directions and emphasize the options students may use such as

highlighting and writing notes in the booklet. They can even write the highlighting and writing notes in the booklet. They can even write the question # in the margin by the indicated sentences.question # in the margin by the indicated sentences.

Notice the two parts of this test section. Multiple choice and then Notice the two parts of this test section. Multiple choice and then writingwriting

Review a student writing sample and identify with a partner specific Review a student writing sample and identify with a partner specific paragraphs, line numbers, complete sentences across multiple linesparagraphs, line numbers, complete sentences across multiple lines

Review and sort the questions: decisions of a writer and editing- create Review and sort the questions: decisions of a writer and editing- create a t-chart to help this processa t-chart to help this process


Strategies to Understand Question Strategies to Understand Question Format- see charts p. 22 in binderFormat- see charts p. 22 in binder

Understand the format of the question.Understand the format of the question.

Know common decisions or errors.Know common decisions or errors.

Read complete sentence in text to decide.Read complete sentence in text to decide.

In partners, students use these strategies to answer In partners, students use these strategies to answer questions from the sample test (Fall 2005 MEAP questions from the sample test (Fall 2005 MEAP released item)released item)


Lesson 7: Writing – Peer Response Lesson 7: Writing – Peer Response to Student Writingto Student Writing

The question asks you to carefully read a student sample to The question asks you to carefully read a student sample to answer the question. You will have to do the following.answer the question. You will have to do the following.

Read:Read:1.1. Use the question to focus your reading of the student writing Use the question to focus your reading of the student writing

sample that contains grammar errors. Look for key words in sample that contains grammar errors. Look for key words in the question to help you focus your reading.the question to help you focus your reading.

• Select a question from the overhead pg. 26Select a question from the overhead pg. 26• Identify what the question is asking the reader to pay attention to. Identify what the question is asking the reader to pay attention to.

What do we need to know about writing so we can find evidence to What do we need to know about writing so we can find evidence to answer it?answer it?

2.2. Use Look, Label, and Decide as you readUse Look, Label, and Decide as you read• Identify evidence in the student sample that helps you decide on Identify evidence in the student sample that helps you decide on

your answer to the questionyour answer to the question


Write:Write: First, answer the question. Restate the question as First, answer the question. Restate the question as

you answer it. Use key words from the question you answer it. Use key words from the question in the first sentence of your answer.in the first sentence of your answer.

2.2. Use Look, Label, and Decide as you writeUse Look, Label, and Decide as you write• Use evidence from the text to explain your Use evidence from the text to explain your

answeranswer• Explain how the evidence supports your Explain how the evidence supports your

thinkingthinking• Use transition words to organize your evidence Use transition words to organize your evidence

and help a reader understand your answerand help a reader understand your answer

Practice with a partner.Practice with a partner.


Final LessonsFinal Lessons

Students will spend the final days creating Students will spend the final days creating practice written responses using what they practice written responses using what they have learned.have learned.

The First 10 Days of School Reading

Documents

Transcript of The First 10 Days of School Reading