Using Schema to Make Meaningful Connections

Key Strategies

 Schema (Background Knowledge)  Using schema to make meaningful connections o Text-to-self o Text-to-text o Text-to-world

 Creating mental images (visualizing)

Digging Deeper

 Inferring o Infer meanings of unknown words . Rereading * . Paying attention to the words * . Looking closely at the pictures * . Using my schema * . Taking my time . Thinking really hard . Engaging in conversation with others *

o Making predictions about text and confirm or contradict their predictions as they read. o Readers use their prior knowledge and textual clues to draw conclusions and form unique interpretations of text. o Readers know to infer when the answers to their questions are not explicitly stated in the text. o Readers create interpretations to enrich and deepen their experiences in a text.

 Asking Questions o Readers purposefully and spontaneously ask questions before, during and after reading. o Readers ask questions for many reasons. . Clarify meaning . Speculate about text yet to be read . Determine an author’s style, intent, content, or format . Focus attention on specific components of the text . Locate a specific answer in the text or consider rhetorical questions inspired in the text. o Readers determine if the answers can be found in the text or if they will need to infer. o Readers understand that many of the most intriguing questions are not answered explicitly reader’s interpretation. o Readers understand that hearing others’ questions inspire new ones. Listening to others’ answers can also inspire new thinking. o Readers understand that the process of questioning is used in other areas of lives.

Determining Importance in Nonfiction

. Modeling differences between fiction and nonfiction . Noticing and remembering something new . Conventions . Locating specific information

Synthesizing Information

. Readers monitor overall meaning, important concepts and themes as they read, understanding that their thinking evolves in the process. . Readers retell what they have read as a way of synthesizing. o Tell what’s important, o In a way that makes sense, o Without telling too much.

. Readers capitalize on opportunities to share, recommend and criticize books they have read. . Readers extend their synthesis of the literal meaning of a text to the inferential level.

Framework for Readers’ Workshop

 Minilesson (think aloud/show strategies)  Large block of time to read, respond, confer (practice)  Time to share (reflection)

Gradual Release of Responsibility

 Teacher modeling  Guided practice- “having at it” – scaffolding  Independent practice- “letting go” – teacher feedback through conferences  Application- “now I get it”