Reading+Information

= = =   = =   ** Meaning-Comprehensi **** on in First Grade **= = =

The //Making Meaning// curriculum, developed by the Developmental Studies Center (DSC), was implemented (2011) by Franklin Public Schools in grades kindergarten through sixth. The curriculum focuses on the reader's workshop model which includes strategies that build comprehension and community. The following strategies are taught in the //Making Meaning// program: These strategies reflect the most up-to-date research, state standards, and the standards of the National Council of Teachers of English.-DSC
 * Retelling
 * Using schema/Making connections
 * Visualizing
 * Wondering/Questioning
 * Making inferences
 * Determining important ideas
 * Understanding text structure
 * Summarizing
 * Synthesizing

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**Using Schema/Making Connections**
Schema is the prior knowledge a reader brings to the text. Readers construct meaning by making connections between their prior knowledge and new information in a text. In //Making Meaning// in grade 1, students learn to connect what they know from their own experience to stories before, during, and after a read aloud. Text to Self "When I read the part about.......it reminded me of......." Text to Text "When I read the part in the book......it reminded me of a part in another book...." Text to World "When I read the part about....it reminded me a a problem/global issue...."
 * Examples of Connections**

**Retelling**
Readers use retelling to identify or remember key information in a text. In //Making Meaning// grade 1, students learn to retell stories, using characters and plot to organize their thinking. After a student finishes reading, ask.....Who was/were the characters in the story? Where did the story take place (setting)? What was the problem? Solution? Now, tell me what happened in the beginning....middle...end.
 * Examples of Retelling**

**Wondering/Questioning**
Proficient readers wonder and ask questions to focus their reading, clarify meaning, and delve deeper into the text. In //Making Meaning// grade 1, students wonder and ask questions before, during, and after a read aloud to make sense of the text. "I wonder what will happen to the character........" "I wonder why a jellyfish......."
 * Examples of Wondering**

**Visualizing**
Visualizing is the process of creating mental images while reading. Mental images can include sights, sounds, smells, tastes, sensations, and emotions. In //Making Meaning// grade 1, students visualize to make sense of figurative language and deepen their understanding and enjoyment of poems and stories. Student describes or draws a picture of a particular part of a story or poem.
 * Examples of Visualizing**

**Making Inferences**
Not everything communicated by a text is directly stated. Good readers use their prior knowledge and the information in a text to understand implied meanings. In //Making Meaning// grade 1, the students informally make inferences to think more deeply about narrative and expository texts. "I can tell by the expression on the characters face that......" A student may infer that a character is sad by the things the character says or does.
 * Examples of Inferences**

**Understanding Text Structure**
Proficient readers use their knowledge of narrative and expository text structure to approach and comprehend text. Readers who understand that stories have common elements, such as setting, character, and plot, have a framework for thinking about their stories. Reader who understand that expository texts have common features, such as headings and subheadings use those features to help them to unlock the text's meaning. In //Making Meaning// grade 1, the students informally use story elements to help them think about stories. They also identify features of expository texts and use those features to help them understand the texts. Nonfiction: Bold-face print, Index, Table of Contents, Glossary, etc. Fiction: character overcomes adversity, tragedy, life-changes, other common themes and settings
 * Examples of Text Structure**

**Determine Important Ideas**
Determining the important ideas in texts helps readers identify information that is essential to know and remember. In Making Meaning grade 1, students informally explore which ideas in the text are important and support their thinking with evidence from the text. "The fact that Zebras are part of the food chain is important because...."
 * Examples of Important Ideas**

**Cooperative Structures in Making Meaning that Develop Social Skills**

 * *Turn to Your Partner
 * *Think, Pair, Share
 * Think, Pair, Write
 * Heads Together
 * Group Brainstorming
 * Explicity implemented in first grade

= Reading Texts, Vocabulary, and Learning Objectives = //When I was Little// //Where Do I Live?// || Building a reading community Listening to and discussing stories Learning the procedure for listening to read-alouds Learning the procedure for listening to read alouds Learning "Turn to your partner" || rapidly, delighted, bold, timid memory, independent, disgusting, delicious public, private, neighborhood, cooperate || //Matthew and Tilly// //McDuff and the Baby// //Chrysanthemum// || Making text-to-self connections || quarrel, rumble, tremble, peaceful rescue, crabby, stomp, wonder arrive, admire, hope, squint miserable, possession, humorous, beam || //Curious George Goes to an Ice Cream Shop// //Peter's Chair// || Using the sequence of events to retell stories || ordinary, extraordinary, fatigued, refreshed curious, masterpiece, scold, rush mutter, arrange, collapse, resent || //In the Tall, Tall Grass// //Sheep Out to Eat// || Visualizing and describing images that a text brings to the mind Learning "Think, Pair, Share" || glide, thrilling, bob, tug munch, dart, glow, lunge appetite, chomp, pout, commotion || //The Extraordinary Egg// //George Washington and the General's Dog// //Down the Road// (February) || Using wondering to understand fiction and nonfiction texts || frigid, pile, firm, adventure appear, exclaim, astonish, excursion hero, track, persevere, respect wobble, meadow, fond, sob || //A Good Night's Sleep// //Dinosaur Babies//(March) || Using background knowledge and making text-to-self connections to || audible, inaudible, faint, earsplitting doze, plenty, essential, store evidence, protect, perilous, gigantic || //A Harbor Seal Pup Grows Up// || Using background knowledge, retelling, and wondering to understand nonfiction texts || spring, provide, lickety-split, tag along scoot, tip, release, survive || //A Look at Teeth// || Using background knowledge, retelling, and wondering to understand nonfiction texts || solid, mushy, impossible, possible || //A Day in the Life of the Garbage Collector// //A Baby Elephant Grows Up// || Exploring Expository Text Features || powerful, discover, ferocious, surroundings contents, inspect, dump, destination popular, gather, vegetation, remain ||
 * ===Month=== || ===Text=== || ===Focus=== || ===Vocabulary=== ||
 * ===September=== || //Quick as a Cricket//
 * ===October=== || //It's Mine!//
 * ===November=== || //Caps for Sale//
 * ===December=== || //Poetry:Did You See What I Saw? & The Balloon Man//
 * ===January=== || //The Snowy Day//
 * ===February=== || //Hearing//
 * ===March=== || //A Kangaroo Joey Grows Up//
 * ===April=== || //Throw Your Tooth on the Roof//
 * ===April=== || //Raptors//
 * ===May=== || //Julius// || Reflecting on student growth as readers || affectionate, impolite, untidy, tidy ||