Schema Gr 1-2
SchemaGr 1-2Schema: Grades 1-2Page 1
Unit of Study – Schema Grades 1-2Prior KnowledgeWhat prior knowledge aboutreading strategies do studentsneed to have before entering thisunit of study?Define the StrategyWhat is schema and how doreaders use it?Monitoring for meaningRetellingSCHEMA: Schema is a reader’s background knowledge that is used tounderstand the text. Readers use their background knowledge of topic,genre, author and their own personal experiences to understand thecharacters, plot and main ideas in the text.MAKING CONNECTIONS: Readers use their schema to connect theirbackground knowledge with the information in the text. When a readerdoes this it is often referred to as making a connection or using schema.Concepts to TeachWhat are the importantconcepts that you will teachwithin this unit of study?Schema – Grades 1-21. What is schema? (opening lesson)2. How do readers use their schema to help them understand thetext?3. What is a connection?4. How do readers make connections?5. How does making connections help you understand the characters?Part 16. How does making connections help you make/revise predictions?Part II7. Text to self connections8. Text to text connections9. Text to World10. Authentic versus Tangential connections11. Using your knowledge of a genre to help you comprehend the text.12. Schema changes as we read13. Building schema for authors14. Using your schema for an author to help you understand the text.15. Text to Text – Understanding the author16. Building Schema for an author – Culminating Activity.Page 3
Unit of Study – Schema Grades 1-2Focus Lesson1. What is schema?TextWriting and DrawingThe Pain and the Great One2. How do readers use theirschema to help them understandthe text?3. What is a connection?4. How do readers makeconnections?The Relatives Came, Cynthia Rylant5. How does making connectionshelp you to understand thecharacters?-Part I6. How does making connectionshelp you to make predictions –Part II7. Text to Self ConnectionsKoala Lou8. Text to Text Connections9. Text to World ConnectionsClassroom DiscussionAlexander and the Terrible,Horrible, No Good, Very Bad DayJulius, Baby of the WorldFirefliesThe Pain and the Great OneMy Rotten Red-Headed OlderBrotherSomeday a Tree10. Authentic versus TangentialConnectionsA Chair for my Mother11. Using your knowledge of agenre to help you comprehend thetext.Diary of a Wombat12. Schema changes as we read13. Building schema for authorsSchema – Grades 1-2SwimmyFish is FishConceptSchema is more than thinkingabout what the story reminds meof. Readers can build schema sothat they know more about aparticular topic, author and genre.The more we know the better weunderstand.Readers activate their schemabefore reading by thinking aboutthe content of the text.One way readers talk about theirconnections is, “This reminds meof ”Readers make connections to helpthem understand the charactersand the plot.Readers make connections to helpthem make predictionsReaders connect what hashappened in their own lives withwhat the characters and plot in thestory.Readers connect ideas from onebook to another.Readers use their knowledge ofwhat is happening in the world tounderstand the big ideas in thetext.Readers make connections thathelp them understand thecharacter, plot and theme in thetext. Authentic connections helpreaders understand the text.Readers activate their schemabefore reading by thinking aboutthe genre of the text.Readers see similarities betweenan author’s books and this helpsthem to build their schema forthat authorPage 4
Unit of Study – Schema Grades 1-214. Using your schema for anauthor to help you understand thetext15. Text to Text Connections –understanding the authorAlexander and the Wind-up Mouse16. Building Schema for an author– Culminating Activity.Baskets of books by four differentauthors. Should include a range ofauthorsSchema – Grades 1-2Some BirthdayMy Rotten Red-Headed OlderBrotherReaders activate their schemabefore reading by thinking aboutwhat they know about the author.Readers use text to textconnections to understand theauthor’s style or theme of thestory.Students can learn to build theirschema for an author throughreading and thinking about thetexts.Page 5
Unit of Study – Schema Grades 1-2Anchor ChartsWays to Record our ThinkingGraphic OrganizersPost-itsJournalsIndependent Reading/ConferencePointsEvidence of Understanding andIndependence(oral and written)Schema – Grades 1-2What is schema?Different ways readers make connections to textsHow does using our schema help us as readers?Our Schema for Leo Lionni (Author Study)Our Schema for reading nonfiction (Genre)Our Schema for bats (Topic)Post-its (recording connections)Two-column charts (see attached)Reading Response JournalsHave you made any connections to this text?How did your connection help you to understand and enjoy thestory more?Let’s read together and stop and share our connections.What that an authentic or tangential connection? How do youknow?How has your schema for this topic changed?What was your schema for this book before you began? How hasyour schema changed?Tell me about your connections. Show me the place the text whereWhat is your schema for this book?Tell me what you know about the author, genre and topicJournal responses trackingTwo column chartsTurn and Talk DiscussionsIndependent reading conference discussions.Page 6
Unit of Study – Schema Grades 1-2Recommended Model Text for Making ConnectionsTitleFirefliesIra Sleeps OverKoala LouThe Relatives CameThe Snowy DayA Chair for My MotherSome BirthdayAlexander and the Horrible, NoGood, Very Bad DayThe Lotus SeedChrysanthemumSlower than the Rest from EveryLiving ThingMy Rotten Redheaded OlderBrotherStellalunaIf I Were in Charge of the World– PoemsNoisy NoraSpaghetti, from Every Living ThingHey World Here I AmChildtimesWoman Hollering CreekAmazing GraceThe Pain and the Great OneSnippetsJulius, Baby of the WorldNana Upstairs, Nana DownstairsThe Tenth Good Thing AboutBarneyThe WallSchema – Grades 1-2AuthorJulie BrinkloeBernard WaberMem FoxCynthia RylantEzra Jack KeatsVera B. WilliamsPatricia PolaccoJudith ViorstNotesPicture BookPicture BookPicture BookPicture BookPicture BookPicture BookPicture BookPicture BookSherry GarlandKevin HenkesCynthia RylantPicture BookPicture BookShort StoriesPatricia PolaccoPicture BookJanell CannonJudith ViorstPicture BookPoetryRosemary WellsCynthia RylantJean LittleEloise GreenfieldSandra CisnerosMary HoffmanJudy BlumeCharlotte ZolotowKevin HenkesTomie de PaolaJudith ViorstPicture BookShort StoriesShort StoriesShort StoriesShort Stories- Upper elementaryPicture BookShort TextPicture BookPicture BookPicture BookPicture BookEve BuntingPicture BookPage 7
Unit of Study – Schema Grades 1-2Anchor Lesson 1: What is schema?Title of Text:Select the materials.Lesson Plan:Drawing/DiscussionChoose a text thatsupports the strategy.The Pain and the Great One, Judy BlumeName the strategy.Explain.Today we are going to learn about Schema.Schema is all that you know about a topic or anidea. Each day we learn more and more and wecontinue to build our schema. Let me show youwhat I mean.“I have noticed that ”“A strategy goodreaders use is ”Notes to Build Next LessonLet’s pretend that our class is going to go on afield trip to my house. Has anyone in this classever been to my house? (no) I am going to proveto you that even though you have not been to myhouse your schema will help you to have a lot ofideas of what you might see.I want each of you to write a very quick list of allof the things that you might see in my house. Iam going to give you 2 minutes to work.Let’s do it with a different topic. Let’s pretendthat we are going to go visit the Lilja ElementarySchool in Natick. Raise your hand if you have everbeen there.Even if you haven’t been to that school, I bet youcan make a quick list of lots of items that youmight see. Please make a list for 2 minutes.Demonstrate thestrategy.Say: Think aloud.Show: Model.Schema – Grades 1-2These lists that you wrote show some yourschema for houses and for schools. Schema is allthat you know about a topic or an idea. We havebeen using our schema to make connections, butnow I want to show you how to use your schemabefore readingWatch how I use my schema before I read abook. This book is about have a brother or asister I know a lot about have a brother. Shareyour ideas:Sometimes brothers and sisters fightPage 8
Unit of Study – Schema Grades 1-2Anchor Lesson 1: What is schema?Explain: How this willhelp them as a reader.Sometimes brothers and sisters playtogetherSometimes brothers and sisters getjealous of each other.Now when I read this book, I am going to use myschema to understand the story and I am going tolearn new ideas too.Read the story and point out a few places whereyour schema helped you to understand the story.Provide guidedpractice.Invite the students topractice the strategywith teacher guidance.Provide independentpractice.Here are a few books. Show books about a fewtopics and create a list of topics.e.g. snowy day, fire station, bats, dinosaurs,horses, painting, playing dodge ball.I would like you and your “turn and talk” partnerto choose one book that you have not read butthink you know about the topic and write downyour schema for the bookOnce you have finished writing your schema,please read the book with your partner.Remind studentsbefore they go off toread.“When you go to I.R.try ”Conference PointsShare/ ReinforceSchema – Grades 1-2 What was your schema for this book?Now that you have read your book is thereanything you might add to this list? Which partnership would like to share their listof schema today?Page 9
Unit of Study – Schema Grades 1-2Anchor Lesson 2: How do readers use their schema to help them understand the text?Title of Text:Select the materials.Lesson Plan:Text: The Relatives Came, Cynthia RylantNotes to Build Next LessonChoose a text that supportsthe strategy.Name the strategy.Explain.“I have noticed that ”“A strategy good readersuse is ”Introduce the Text.Demonstrate the strategy.Say: Think aloud.Show: Model.Explain: How this will helpthem as a reader.Yesterday we learned about schema. Today Iwant to show you how good readers activatetheir schema for a book before they read.They use their schema to think about thetopic of the book, to help them to makepredictions and to understand the charactersand the plot.Before we read this book, I am going to thinkabout what I already know about the topic ofthis story. This will help me to makepredictions and to understand the story.Let me show you how I think about the topicbefore I read. Show the front cover of thetext. The title is, The Relatives Came. Fromthe title I know that this book is going to beabout family coming to visit. When I havefamily visit, we eat a lot of food, spend timetalking and our house is crowded. Now I willuse my schema to help me make somepredictions or ask questions.I wonder what the relatives will do when theycome to this house?I think the relatives will sleep over and it willbe crowded.Provide guided practice.Invite the students topractice the strategy withteacher guidance.Please turn to your partner and tell them yourschema for family or friends visiting. Whatdo you know about having relatives stay atyour house or about visiting other peoples’houses?Once students have shared their schema.Read the text aloud.Model as you are reading, how your schema isSchema – Grades 1-2Page 10
Unit of Study – Schema Grades 1-2Anchor Lesson 2: How do readers use their schema to help them understand the text?helping you to understand the story.Provide independentpractice.Remind students beforethey go off to read.“When you go to I.R. try ”Conference PointsShare/ ReinforceSchema – Grades 1-2Before you begin reading today, take a fewminutes to write down your schema for thetopic of your book. Then read the book. Asyou are reading think about how your schemais helping you to make predictions and askquestions.What was your schema for this book?Now that you have read your book is thereanything you might add to this list? Tell me what you think will happen next?How is your schema helping you make thatprediction? What are you wondering? How is your schema helping understandthe story?Which partnership would like to share theirlist of schema today? Page 11
Unit of Study – Schema Grades 1-2Anchor Lesson 3: What is a connection?Strategy Lesson PlanTitle of Text:Select the materials.Lesson Plan:Text: Classroom DiscussionChoose a text thatsupports the strategy.Level: ElementaryName the strategy.Explain.Yesterday we learned what schema is and howreaders use it. Today we are going to learn howreaders use their schema to make connections.We make a connection when we hear or readabout something and think to myself:I already know something about thatThis reminds me of.“I have noticed that ”“A strategy good readersuse is ”Introduce the Text.Notes to Build Next LessonA connection can be something we have incommon with another person.Which children in this class were in Mrs.for Kindergarten? - These childrenhave a connection that the rest of us don’t havebecause they had a common experiencetogether.Which children have an older brother or sister?- These children have a connection because theyknow what it is like to have an older sibling.(student name) and I have aconnection because we both .Demonstrate thestrategy.Say: Think aloud.Show: Model.Explain: How this willhelp them as a reader.Schema – Grades 1-2Let me show you how I can use my schema tomake connections to have a conversation withMia (child in the class).I want to get to know Mia, so I am going to askher questions to learn more about her. What doyou like to do? (Mia answers playing the piano) Iplay the piano too. This is a connection. Now Ican ask Mia what songs she is learning to play.After she answers, she will ask me questionsabout playing the piano. We have a connectionabout playing the piano.Page 12
Unit of Study – Schema Grades 1-2Anchor Lesson 3: What is a connection?Provide guided practice.Invite the students topractice the strategywith teacher guidance.Share/ ReinforceTurn to your partner and figure out what youhave in common. Do you both play soccer? Doyou love to draw? Do you take the same kinds oflesson?Once you have found what you have in commonbegin having a conversation about the topic.How did your connection help you when you werespeaking to each other?How would the conversation have been differentif you didn’t have something in common?Create an Anchor Chart: Ways ConnectionsHelp Us.Schema – Grades 1-2Page 13
Unit of Study – Schema Grades 1-2Anchor Lesson 4: How do readers make connections?Title of Text:Select the materials.Choose a text that supportsthe strategy.Name the strategy.Explain.“I have noticed that ”“A strategy good readersuse is ”Introduce the Text.Lesson Plan:Text: Alexander and the Terrible, Horrible,No Good, Very Bad, Day.Notes to Build Next LessonLevel: ElementaryYesterday we discussed how we makeconnections in our lives all of the time. Makingconnections is when you think I already knowsomething about that . That reminds me of .Readers make these same types of connectionswith books. Readers connect to the charactersand the ideas in a text. Making connectionshelps a reader become involved in the storyjust like when people make connections andthey become involved in a conversation. Makingconnections is like ”talking back to your book.”Today we are going to learn more about how tomake connections when we are reading.Demonstrate the strategy.Say: Think aloud.Show: Model.Explain: How this will helpthem as a reader.Introduce the Text.Read aloud and model some of your ownconnections as you read.Create Anchor Chart:Ways to Talk about Connections:This part reminds me of I remember when .I have a connection with this part ofthe text.Readers talk about their connections when theysay, This reminds me of I am going to readthe text aloud and I will stop reading to sharesome of my connections with you.Provide guided practice.Read the next few pages aloud.Invite the students topractice the strategy withteacher guidance.Turn to your neighbor and share anyconnections that you might have. Rememberthat one way readers talk about theirSchema – Grades 1-2Page 14
Unit of Study – Schema Grades 1-2Anchor Lesson 4: How do readers make connections?Provide independentpractice.Remind students beforethey go off to read.connections is to say or think, “That remindsme of.”As you are reading during independent reading,think about what the story reminds you of.During our group share today, I will ask a fewof you to share your connections.“When you go to I.R. try ”Conference PointsShare/ReinforceSchema – Grades 1-2Show me where you made a connection.How did your connection help you tounderstand the story?Who would like to share a connection theymade when reading their book today?Page 15
Unit of Study – Schema Grades 1-2Anchor Lesson 5: How does making connections help you understand the characters? – PartITitle of Text:Select the materials.Lesson Plan:Text: Koala Lou, Mem FoxChoose a text that supports thestrategy.Level: ElementaryName the strategy.Explain.Yesterday, we talked about howreaders use their schema to makeconnections. We learned that“I have noticed that ”“A strategy good readers use is ”Introduce the Text.Notes to Build Next Lessonreaders sometimes say, Thisreminds me of when they want toshare one of their connections.Point to Anchor Chart, WaysReaders Make Connections.Good readers not only make theseconnections but as they make themthey think about how theconnection helps them tounderstand the story andremember it longer. Today I wantto teach how making connectionscan help you understand thecharacters in the story.Introduce the text.Demonstrate the strategy.Say: Think aloud.Show: Model.Explain: How this will help them asa reader.As I read, I will think about howthe connections I am making arehelping me to understand thecharacters in the story. When Imake a connection, I am going tosay, “This reminds me of I willthink about how this connectionhelps me understand the storyLet me show you how.Text Says: “Koala Lou, I love you.This reminds me of when my momtells me she loves me. When mySchema – Grades 1-2Page 16
Unit of Study – Schema Grades 1-2Anchor Lesson 5: How does making connections help you understand the characters? – PartImom says she loves me I feel sowarm inside. That connection helpsme to know how Koala Lou feels. Ibet Koala Lou feels warm insidetoo. When I can feel what KoalaLou feeling, I understand the storybetter because I understand thecharacter.Continue to model several moreexamples.Provide guided practice.Invite the students to practice thestrategy with teacher guidance.Provide independent practice.Remind students before they gooff to read.“When you go to I.R. try ”Schema – Grades 1-2Read a few pages aloud. Askstudents to turn and talk with apartner about their connections.Ask students to explain how theconnection helps them tounderstand the text.Today at independent reading, Iwant you to think about theconnections you are making and howthey are helping you to understandthe text.Page 17
Unit of Study – Schema Grades 1-2Anchor Lesson 5: How does making connections help you understand the characters? – PartIConference PointsShare/ReinforceHave you made anyconnections today?Show me where you made aconnection in this story?What is your connection?How did that connectionhelp you to understand thetext?Please turn to your “turn and talk”partner to share any connectionsthat you made during independentreading. I will come around andlisten to your conversations.Listen in and have one or twostudents with strong connectionsshare.Add 1 or 2 ideas to the anchorchart: Ways Connections Help Us(Add - As Readers)Schema – Grades 1-2Page 18
Unit of Study – Schema Grades 1-2Anchor Lesson 6: How does making connections help you make/revise predictio
character, plot and theme in the text. Authentic connections help readers understand the text. 11. Using your knowledge of a genre to help you comprehend the text. Diary of a Wombat Readers activate their schema before reading by thinking about the genre of the text. 12. Schema changes as we read 13. Building schema for authors Swimmy Fish is Fish
HS-PORTAL 150 Hebe-Schiebe-Türbeschlag für Holzelemente Schema-Übersicht und allgemeine Hinweise 3.1.2 Ausführbar mit Führungsschiene HH0130-01/-02 KH0130-01 Schema A Schema D Schema G Schema G-2 Schema G-3 Schema H Schema C Schema F Schema K Schema E Schema L Achtung: Die für den SIEGENIA-AUBI-Beschlag HS-PORTAL 150 angegebenen .
support schema evolution [43] to handle data whose structure . by storing FSD as one object without relying on any static schema & E/R model to decompose FSD into relational tables. That is, no schema on write . Flexible schema that is . schema ba
The totality of these behaviors is the graph schema. Drawing a graph schema . The best way to represent a graph schema is, of course, a graph. This is how the graph schema looks for the classic Tinkerpop graph. Figure 2: Example graph schema shown as a property graph . The graph schema is pretty much a property-graph.
Our framework of schema management is designed for docu-ment stores, which includes three components as shown in Fig. 2, schema extraction and discovery component, repository compo-nent, and schema consuming component with two functions of Schema Extraction and Discovery This component provi
developers to understand and analyze schema evolution in schema-less NoSQL data stores. Our approach, summarized in Figure 3, is made up of three phases, namely schema . find a particular author based on a given identifier; (2) line 5 . authorQuery object. By analyzing the usage flow of this given
figure 8 (also figure 41) : visualization schemas and its relationship to database schema. database schema builds on top of databases and visualization schema builds on top of database schema.10 figure 9 - a user can connect snap to a network or local database in order to begin visualization construction.
This component is responsible for all the functions related to visualization of the mapping process. At present, one visualization m opened for mapping, one local schema and one global schema. This terminology a from the ETANA-DL domain. A local schema denotes the schema for any new s data must be harvested into the Union Catalog.
XML to JSON converter it might be possible to translate a single XML document into its JSON equivalent, but this will not be an option for the Schema instances: One can not simply convert a given XML Schema document with the hope, that the resulting JSON document will be a valid JSON Schema document as well, because the semantics of both .
