Professional Documents
Culture Documents
Elkhart Community S
readers purpose
The readers schema for the text
content - ideas most closely connected
to the readers prior knowledge will be
considered most important
The readers sense of the aesthetic what he or she values or considers
worthy or beautiful
Elkhart Community S
The House
Elkhart Community S
Independent Application
Independent Practice
Guided Practice
Teacher Modeling
Elkhart Community S
Teacher Modeling
Teachers should model thinking
aloud about their own process of
determining importance during
reading.
Elkhart Community S
Guided Practice
In small or large group minilessons, students are invited to
share their thoughts about what
is important.
Elkhart Community S
Independent Practice
Students may work individually,
meet in small groups, or work in
pairs to compare ideas about
what is most important in text
and how they came to that
conclusion.
Elkhart Community S
Independent Application
Conference with students during
independent reading. This will
give you the opportunity to
discuss what decisions they are
making about important ideas in
a variety of texts.
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Power 1 ~
main point or category
Power 2s, 3s, and 4s ~
corresponding details and
examples
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Power 1
Power 2
Power 3
Power 3
Power 2
Power 3
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Power 3
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Labels
Captions
Comparisons
Graphics
Maps
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In the Past
You were asked to highlight the
most important parts of the
material.
How many of you highlighted almost
the entire page?
Were you ever told how to figure
out what are important details?
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Coding
I Important
L Learned something new
* Interesting/important
Aha! Big idea surfaces
S Surprising
S!!! Shocking
!!! - Exciting
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Monarchs
that emerge
in spring and
early
summer
Mate in 4 days
Lay eggs on
milkweed plants
Males & females
die in one month
Monarchs
Live longer
that emerge
Migrate hundreds
in late
of miles to warmer
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summer and
areas S
Anticipation Guides
1. Prepare a list of true / false statements about a
subject that is about to be read.
2. Have the students make a true or false
prediction about the statements BEFORE
reading.
3. Have the students read the article or text.
4. Tell the students to answer the same set of true /
false questions as they can now verify their
answers from the reading.
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