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Reading Minute Presentations

Reading Minute Presentations. Guidelines for an Extemporaneous Reading Minutes March and April 2013. Self-Reflection on Reading Minute #1. Complete this chart in your yellow response journal. General Directions for an Extemporaneous Reading Minute.

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Reading Minute Presentations

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  1. Reading Minute Presentations Guidelines for an Extemporaneous Reading Minutes March and April 2013

  2. Self-Reflection on Reading Minute #1 Complete this chart in your yellow response journal.

  3. General Directions for an Extemporaneous Reading Minute • Authentic readers can talk about what they read. • An extemporaneous Reading Minute really shows how much a student comprehends in the book that he or she is reading. • In addition, an extemporaneous Reading Minute requires the continued process of reading books. Too many students prepare a notecard on a book, and two months pass before they give their Reading Minute.

  4. General Directions for an Extemporaneous Reading Minute • Part of being an authentic reader involves reading for a purpose. • Students should engage in thinking during their independent reading. • They should read with the purpose of deciding what meaningful insights and information they can share about this book.

  5. General Directions for an Extemporaneous Reading Minute • Students will be randomly selected on any Monday, Tuesday, or Friday. • Students must have in their possession a PCR book every Monday, Tuesday, or Friday. • Students will need the actual book or Ebook for their reading minute presentation. • Students receive 4 points automatically on their evaluation for having their book and being ready to go. • The next slide explains the penalty for not beig ready or for asking for a postponement.

  6. Penalty for the Postponement of an Extemporaneous Reading Minute • Students face a penalty who do not have their book for the Reading Minute or who ask not to go on the day selected. • The first postponement will cost students the automatic 5 points awarded for being prepared. • The second postponement will result in an additional loss of 5 points. • After the second postponement, a student receives a 60% as his or her grade.f no Reading Minute is given, a “0” will be placed in Skyward.

  7. The Processfor an Extemporaneous Reading Minute. • When a student is selected to present, he or she will have about 10 minutes in the hall to plan his/her extemporaneous Reading Minute. • Students may put together a quick outline when planning or may mark sections of the book to talk from. • Students are NOT expected to cover as much as in previous Reading Minutes.

  8. Required Content Directions for Reading Minute #2 Students should • Explain the premise of the book in no more than 5 or 6 sentences. • Use correctly 3 or 4 literary terms during the presentation. • Include and explain a significant quote or passage. Students are still expected to include a quote—and not from the back of the book. • STRATEGY—Read with Post-its!!! • The presentation begins and ends like an essay. The presenter offers an opening statement that focuses what he/she will say and concludes with a clincher.

  9. Homework for All ClassesTo be checked Friday, March 15, 2013 • Find a quote from your reading this week that you would use in an extemporaneous Reading Minute if selected to present on Friday. • Mark the quote with a Post-it (or highlight/record if using an eReader). • Include several phrases on the Post-it (or in a note) that reminds you why the quote matters.

  10. Required Content Directions for Reading Minute #2 Students SHOULD NOT: • Summarize or retell the story. • State an opinion about a character, the plot, the genre, the author or the book without supporting evidence. • Mention a literary term without explaining it. • Begin with or use the statement “My book ….” • End with the statement “That’s all” or “That’s my Reading Minute”

  11. What to explain in detail about the book? • Predictions of what will happen later. • Visual images created by a passage (a good way to select a quote.) • Inferences about characters’ behaviors. • Questions about what one is reading. • Comparison to another book read this year. • Characters’ relationships to one another • protagonist, antagonist, narrator, minor characters, foils • Descriptions of the setting that show its impact on characters’ lives. • Genre and genre characteristics • Title’s meaning • Themes or messages; lessons learned • Symbols • Opinion/recommendation with supporting evidence • Favorite part and why • Biographical information about the author that relates to the book • Self-selected significant quote or passage with a follow-up explanation

  12. Literary terms to use when sharing about the book • Genre and genre characteristics • DO NOT USE “realistic” fiction • TSF (Text Structure Features) • Illustrations/maps • Author’s note/foreword/preface • Epigraph • Character terms • Protagonist, • Antagonist • Narrator • Minor characters • Foils • Motivation • Setting • Title’s meaning • Theme • Poetry related terms • allusions • Symbols • Irony • Images/sensory details • Figurative language—simile, metaphor, personification, hyperbole • Tone, mood • Plot • Conflict—Internal? External? Both? • Exposition • Rising/faling action • Climax • Resolution/denouement • Foreshadowing/flashback

  13. General Evaluation Criteria • The presenter has planned his or her Reading Minute. • The presenter offers and develops useful information and/or opinions about the book. • The presenter uses literary terms correctly and includes specific details about the novel or book. • The presenter DOES NOT simply summarize the “plot” of the book. • The presenter displays the qualities of a confident public speaker. • The presenter has demonstrated from the Reading Minute that he or she is fulfilling a reasonable amount of recreational reading outside of class.

  14. Evaluation Checklist—Extemporaneous Reading Minute #2 5pts Reader was ready to present on the day selected. ____ Reader demonstrates an understanding of the book. ____ The presenter shares interesting and significant information, opinions, and insights about the book. ____ Content directions are followed— • Specific details are shared • Literary terms are used correctly • A quote is shared and explained. • The presenter does not re-tell the book’s content. ____ Presenter offers a successful opening and closing to the Reading Minute. ____ Presenter exhibits the qualities of a confident public speaker. 4 = mastery of criterion 3 = satisfactory attention to criterion 2 = more development of criterion needed 1 = criterion ignored or not evident ____ TOTAL (Out of 25 points) _______________ ‘s Reading Minute in LAPD ___ on ________________ (Presenter’s name) (Title of book)

  15. TYPE #2: Complete this Venn diagram. SIMILARITIES

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