HCST
Riding the Reading Wave
Achieving to understand a concept and to construct, evaluate, and extend meaning.
Teacher Edition
UC
EM
understanding
constructing
evaluating
meaning
Surfing for Clues
Step 1: Surfing for Clues: Students “surf” the reading assignment for clues and make a prediction.
The graphic organizer is filled out in the following manner:
• Top oval: bold/italicized words; title; headings; descriptions of any illustrations; clues gathered
from any questions; etc. Note: Teachers may choose which words to hi-light in the text.
• Clouds: Sort the words in the Top Oval into the various categories in the clouds. (For instance,
words that students think relate to the main problem in the story/article should be written in the
“Problem” cloud.) Note: The teachers can change headings for each cloud depending on the
subject matter.
• Bottom Oval: Student describes his prediction in a complete sentence.
Top oval:
T i t l e , h e a d i n g s , i t a l i c i z e d o r b o l d wo rd s , p i c t u re s , q u e s t i o n c l u e s
C h a ra c t e r / Pe o p l e
Setting
U n k n ow n wo rd s
Clouds:
Outcomes
Problems
M y P re d i c t i o n s
Bottom Oval:
2
A n t i c i p a t i o n G u i d e / Fo c u s Q u e s t i o n s
Step 2: Anticipation Guide/Focus Question: Teachers give a prompt for the students in order to
begin a class discussion.
• Teachers will fill the boxes with provocative statements regarding the theme, characteristics, emotions, and historical relevance in order to spark discussion. (Teachers need not come up with
five questions unless they want to.)
• Ask students to place a line on the scale showing to what extent they agree or disagree with the
statement.
• This activity should prompt a 10 to 15 minute discussion and will help the student connect to the
topic prior to the reading assignment.
Q1:
D i s a g re e
A g re e
Q2:
D i s a g re e
A g re e
Q3:
D i s a g re e
A g re e
Q4:
D i s a g re e
A g re e
Q5:
D i s a g re e
A g re e
3
Surfs UP!
Step 3: Summary Surfs Up!: Students write notes about the story in the first reading.
• Break the reading into five parts.
• In the first reading, students take summary notes about what they’re reading in each of the five surf-boards. (These notes need not be complete sentences.)
• Students circle the paragraphs they don’t understand.
4
L i f e S a ve r s
Step 4: Rereading Guide: Students reread the sections they did not understand.
• On the left side of the “life jacket,” students write what they remembered most from the reading
in a complete sentence
• They re-read the paragraphs they didn’t understand.
• If they understand more in the second reading, they write the things they noticed or understood in the second reading that they had not noticed/understood in the first. This entry should be in complete sentences.
• If they still don’t understand the paragraph, consider pairing students together so they can
collaborate.
• Students color in the bars to show the level of understanding in the first reading versus the
second reading.
W h a t d i d yo u
remember most?
10
5
0
STOP
A good reader isn’t someone
who understands everything
in the first reading. A good
reader just knows he/she has
to go back and reread what
he/she doesn’t understand.
5
10
5
0
L e t ’s R i d e !
Step 5: Making a Connection: Students connect the text to themselves, other texts, and to society
and write a 3-to-5-sentence paragraph about it. (Teachers may opt to do this step in-class or
assign it for homework):
a. Text to Self – Students relate the reading to something in their lives.
b. Text to Text – Students relate the reading to something they’ve read before.
c. Text to World – Students relate the reading to society or global issues.
d. Students choose one connection and write 5 sentences describing said connection more thoroughly.
Te x t t o S e l f
Te x t t o Te x t
Te x t
to
Wo r l d
Te x t
to
Te x t
Te x t
to
Self
Te x t t o Wo rl d
C h o o s e o n e c o n n e c t i o n a n d d e s c r i b e i t i n a t l e a s t f i ve s e n t e n c e s .
6
Effective
demonstration
of
the
text‐to
connection.
Opening
and
Closing
Transitions
Grammar
and
Usage
Focus
Completeness
Overall
Score
4
Student
clearly
identifies
and
explains
the
text‐to
connection
in
the
paragraph.
3
Student
identifies
and
explains
the
text‐to
connection
in
paragraph,
but
does
not
make
the
connection
clearly.
Has
a
strong
Student
opening
and
attempts
to
closing.
write
both
an
opening
and
a
closing.
Student
uses
Student
uses
transitions
some
effectively.
transitions
effectively.
Few
to
no
Some
errors
errors.
that
do
not
interfere
with
meaning.
No
apparent
patterns
of
errors
exist.
Paragraph
Attempt
at
has
a
singular
singular
focus
focus
and
is
evident;
answers
the
however,
questions.
student
may
go
slightly
off‐topic.
All
pages
All
pages
complete
and
complete
and
satisfactory.
mostly
Effort
to
satisfactory.
complete
it
Some
effort
adequately
is
to
complete
apparent.
it
adequately
is
apparent.
2
Student
attempts
to
identify
and
explain
his
text‐
to
connection
in
the
paragraph;
however,
the
writing
or
how
it
is
connected
is
illogical.
Student
attempts
to
write
an
opening
or
a
closing.
Student
uses
very
few
transitions.
1
Score/Comments
Student
does
not
make
any
________
connection
between
the
text
and
himself,
another
text,
or
the
world.
Student
does
not
write
an
opening
or
a
closing.
________
Student
does
not
use
transitions.
________
Many
errors
exist
that
interfere
with
understanding.
Not
written
in
English
or
indecipherable.
________
Attempt
at
singular
focus
is
not
evident.
Student
goes
off‐topic.
Student
does
not
appear
to
even
attempt
to
answer
the
question.
_______
Most
pages
complete
(including
steps
3‐5).
Some
effort
to
complete
it
adequately
is
apparent.
Step
3
and/or
step
5
is
incomplete;
or
there
is
no
real
effort
to
complete
it
adequately.
_____________
________
Example
of
an
all‐around
4‐point
paragraph:
“A
Victim
Treats
His
Mugger
Right”
reminds
me
of
the
short
story
“Thank
You,
Ma’am.”
The
story
is
about
a
boy
who
attempts
to
rob
an
old
lady.
In
return,
the
old
lady
feeds
the
boy
and
gives
him
money
to
buy
the
blue
suede
shoes
he
wants.
The
article
is
about
a
man
who
is
robbed
but
gives
the
robber
the
coat
off
his
back
and
takes
him
to
a
diner
to
eat.
Thus,
“Thank
You,
Ma’am”
relates
to
“A
Victim
Treats
His
Mugger
Right”
because
both
are
about
victims
of
a
crime
who
choose
to
help
the
criminal
instead
of
calling
the
police.
Example
of
an
all‐around
3‐point
paragraph:
“A
Victim
Treats
His
Mugger
Right”
reminds
me
of
the
short
story
Thank
You,
Ma’am.
The
story
is
about
a
boy
who
attempts
to
rob
an
old
lady.
The
old
lady
feeds
the
boy
and
gives
him
money
to
buy
the
blue
suede
shoes
he
wants.
So
their
similar.
It’s
just
like
a
teacher
who
helps
a
student
who
does
something
bad
but
doesn’t
call
the
principle.
Example
of
an
all‐around
2‐point
paragraph:
Roger
and
the
crime
in
the
article
are
jerks.
They
try
to
do
bad
things.
This
be
horbal.
This
is
the
problem
with
life.
If
people
just
treat
each
other
better
they
wont
be
any
wors.
Thats
all
I
have
to
say
about
that.
The
end.
Example
of
an
all‐around
1‐point
paragraph:
I
don’t
get
this.
I
don’t
understand
the
story.
Who
is
Roger?
Why
he
steal?
My
purse
is
steal.
Is
no
nice.
Thank
you
teacher.