25 intentional reading strategies to teach literary and informational texts reading assessment unit...

25 Intentional Reading 25 Intentional Reading Strategies to Teach Strategies to Teach

Literary and Literary and Informational TextsInformational Texts

Reading Assessment Unit Reading Assessment Unit Office of Superintendent of Public Office of Superintendent of Public

InstructionInstruction

Fall 2003Fall 2003

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Reading StrategiesReading Strategies

• For Literary Texts or Informational TextsFor Literary Texts or Informational Texts– Before ReadingBefore Reading

• Set a PurposeSet a Purpose• Preview the TextPreview the Text• Plan How to Organize Your UnderstandingPlan How to Organize Your Understanding

– During ReadingDuring Reading• Read with PurposeRead with Purpose• Make ConnectionsMake Connections

– After ReadingAfter Reading• Pause and ReflectPause and Reflect• Re-Read for PurposeRe-Read for Purpose• Remember and OrganizeRemember and Organize

Literary TextsLiterary Texts

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Literary Texts—Before Literary Texts—Before ReadingReading

• Set a PurposeSet a Purpose– Establish who is telling the story, poem, or Establish who is telling the story, poem, or

essay. (point of view)essay. (point of view)– Who are the characters? (characters)Who are the characters? (characters)– Where and when does the story take place? Where and when does the story take place?

(setting)(setting)– What happens? (plot)What happens? (plot)– What is the author’s message or theme? (theme)What is the author’s message or theme? (theme)– How does the author express his or her ideas? How does the author express his or her ideas?

(style)(style)

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Literary Texts — Before Literary Texts — Before ReadingReading

• Preview the TextPreview the Text– Identify the genre.Identify the genre.– Preview the:Preview the:

• Title.Title.• Author.Author.• Background or biographical information Background or biographical information

about the author.about the author.• First paragraph.First paragraph.• Names of characters or places.Names of characters or places.• Questions printed at the end of the text.Questions printed at the end of the text.

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Literary Texts—Before Literary Texts—Before ReadingReading

• Plan How to Organize your Plan How to Organize your UnderstandingUnderstanding– Make three “quick conclusions” about Make three “quick conclusions” about

the text based on your purpose and the text based on your purpose and preview work. preview work.

– Write down your three “quick Write down your three “quick conclusions” and read actively to conclusions” and read actively to discover if you are right.discover if you are right.

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Literary Texts—During Literary Texts—During ReadingReading

• Read with Purpose (Mark and Read with Purpose (Mark and Question)Question)– Mark the textMark the text

• Underline important issues, details, bits of Underline important issues, details, bits of dialoguedialogue

• Circle key words and symbolsCircle key words and symbols• Highlight recurring themes or concepts.Highlight recurring themes or concepts.

– Ask key questions in the marginsAsk key questions in the margins• Pose questions to the author on style choices, Pose questions to the author on style choices,

names of characters, places or eventsnames of characters, places or events

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Literary Texts—During Literary Texts—During ReadingReading

• Make Connections (React, Predict, Visualize, Make Connections (React, Predict, Visualize, Clarify)Clarify)– React to characters, events, conflict, resolution, or placesReact to characters, events, conflict, resolution, or places– Make connections to other literary texts read featuring Make connections to other literary texts read featuring

similar themes, characters, or ideas (text to text)similar themes, characters, or ideas (text to text)– Make connections to personal experience or background Make connections to personal experience or background

knowledge (text to self)knowledge (text to self)– Make connections to larger social or historical Make connections to larger social or historical

understandings (text to world)understandings (text to world)– Predict what will happen to characters or conflictsPredict what will happen to characters or conflicts– Visualize a character’s appearance, or the terrain of the Visualize a character’s appearance, or the terrain of the

settingsetting– Clarify your comprehension and understanding by Clarify your comprehension and understanding by

connecting back to what you know already has happened in connecting back to what you know already has happened in the literary textthe literary text

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Literary Texts—After Literary Texts—After ReadingReading

• Pause and ReflectPause and Reflect– Return to your three “quick Return to your three “quick

conclusions”. Were they right on? conclusions”. Were they right on? – Reflect on your understanding about Reflect on your understanding about

the text before your reading and after the text before your reading and after the reading.the reading.

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• Re-Read for PurposeRe-Read for Purpose– Return to your purposes. Return to your purposes.

• Did you identify all of the components? Did you identify all of the components? • Were your questions answered?Were your questions answered?• Were your connections revised or Were your connections revised or

confirmed?confirmed?

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• Remember and OrganizeRemember and Organize– Skim and scan the text one more time. Skim and scan the text one more time.

Make note of the:Make note of the:• Characters.Characters.• Conflict and Resolution.Conflict and Resolution.• Theme.Theme.• Summary.Summary.

– Write a summary of the text and Write a summary of the text and paraphrase the theme in your own paraphrase the theme in your own words.words.

Informational Informational TextsTexts

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Informational Texts—Before Informational Texts—Before ReadingReading

• Set a PurposeSet a Purpose– Establish:Establish:

• The subjectThe subject• What the author is saying about the What the author is saying about the

subject?subject?

– Are there opposing sides presented?Are there opposing sides presented?– Does the author influence the reader Does the author influence the reader

and the subject through a selection of and the subject through a selection of details, quotes, or examples?details, quotes, or examples?

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• Preview the textPreview the text– Preview the:Preview the:

• Unit title.Unit title.• Chapter title.Chapter title.• Sub headings.Sub headings.• First and last paragraph.First and last paragraph.• Bold face terms.Bold face terms.• Repeated terms.Repeated terms.• Maps.Maps.• Charts.Charts.• Graphs.Graphs.• Diagrams.Diagrams.• Pictures.Pictures.• Captions.Captions.

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• Plan How to Organize your Plan How to Organize your UnderstandingUnderstanding– Make three “quick conclusions” about Make three “quick conclusions” about

the text based on your purpose and the text based on your purpose and preview work. preview work.

– Write down your three “quick Write down your three “quick conclusions” and read actively to conclusions” and read actively to discover if you are right.discover if you are right.

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Informational Texts—During Informational Texts—During ReadingReading

• Read with Purpose (Mark and Read with Purpose (Mark and Question)Question)– Mark the textMark the text

• Underline main ideas and significant and Underline main ideas and significant and supporting detailssupporting details

• Circle key terms and important vocabularyCircle key terms and important vocabulary

– Ask important questions about:Ask important questions about:• ConceptsConcepts• EvidenceEvidence• ConclusionsConclusions

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Informational Texts—During Informational Texts—During ReadingReading

• Make Connections (React, Predict, Visualize, Clarify)Make Connections (React, Predict, Visualize, Clarify)– React to ideas, events, or examplesReact to ideas, events, or examples– Make connections to other informational texts read Make connections to other informational texts read

featuring similar themes, characters, or ideas (text to text)featuring similar themes, characters, or ideas (text to text)– Make connections to personal experience or background Make connections to personal experience or background

knowledge (text to self)knowledge (text to self)– Make connections to larger social or historical understands Make connections to larger social or historical understands

(text to world)(text to world)– Predict what will happen to subjects or eventsPredict what will happen to subjects or events– Visualize a subject’s appearance, or the terrain of the place, Visualize a subject’s appearance, or the terrain of the place,

or the situations suggested by historical or scientific or the situations suggested by historical or scientific understandingunderstanding

– Clarify your comprehension and understanding by Clarify your comprehension and understanding by connecting back to what you know already has happened in connecting back to what you know already has happened in the informational textthe informational text

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Informational Texts—After Informational Texts—After ReadingReading

• Pause and ReflectPause and Reflect– Return to your three “quick Return to your three “quick

conclusions”. Where they right on? conclusions”. Where they right on? – Reflect on your understanding about Reflect on your understanding about

the text before your reading and after the text before your reading and after the reading.the reading.

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• Re-Read for PurposeRe-Read for Purpose– Return to your purposesReturn to your purposes

• Did you identify all of the components? Did you identify all of the components? • Were your questions answered?Were your questions answered?• Were your connections revised or Were your connections revised or

confirmed?confirmed?

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• Remember and OrganizeRemember and Organize– Skim and scan the text one more time. Skim and scan the text one more time.

Make note of:Make note of:• Important ideas.Important ideas.• Concepts.Concepts.

– Write a summary of the text and Write a summary of the text and paraphrase the main vocabulary in your paraphrase the main vocabulary in your own words.own words.

Classroom Reading Classroom Reading StrategiesStrategies

Support Strong WASL Support Strong WASL Reading AchievementReading Achievement

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How Do I Teach Kids How To Draw How Do I Teach Kids How To Draw Quick Predictions?Quick Predictions?

• Predictions are early judgments active Predictions are early judgments active readers make as they read and plan their readers make as they read and plan their reading process.reading process.

• Quick conclusions provide organizing Quick conclusions provide organizing structures for active readers.structures for active readers.

• Quick conclusions are based on an initial Quick conclusions are based on an initial “sweep” of the text.“sweep” of the text.

• The next, close reading of the text The next, close reading of the text provides the reader an opportunity to provides the reader an opportunity to revise or confirm their earlier judgments.revise or confirm their earlier judgments.

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What Are Some Facts I Can What Are Some Facts I Can Quickly Identify From The Quickly Identify From The Text?Text?

What Predictions Can I What Predictions Can I Draw Based On At Least Draw Based On At Least Three Facts Used Together?Three Facts Used Together?

Subject or characterSubject or character

Fact #1Fact #1

Fact #2Fact #2

Fact #3Fact #3


Fact #1Fact #1

Fact #2Fact #2

Fact #3Fact #3


Fact #1Fact #1

Fact #2Fact #2

Fact #3Fact #3

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How Do I Teach Kids The How Do I Teach Kids The Difference Between Subjects, Main Difference Between Subjects, Main Ideas, Significant Details, And Ideas, Significant Details, And Supporting Details?Supporting Details?• Main ideas are the abstract concepts that Main ideas are the abstract concepts that

illustrate BIG feelings, ideas, realizations, or illustrate BIG feelings, ideas, realizations, or conclusionsconclusions

• Significant details and examples are “put your Significant details and examples are “put your finger” on an event, a description, a quote, or a finger” on an event, a description, a quote, or a fact that provides direct compelling support to fact that provides direct compelling support to the main idea.the main idea.

• Supporting details provide “color” and “texture” Supporting details provide “color” and “texture” to the significant details or examples by to the significant details or examples by enabling the reader to see, hear, smell, taste, or enabling the reader to see, hear, smell, taste, or touch the event, description, quote, or fact.touch the event, description, quote, or fact.

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Main Idea

Significant Detail or Example



Subject

Supporting Details

Supporting Details

Supporting Details

Supporting Details

Supporting Details

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How Do I Teach My Kids To How Do I Teach My Kids To Identify Main Ideas Based On An Identify Main Ideas Based On An Understanding Of The Use Of Understanding Of The Use Of Details?Details?• Details “flesh out” main ideas for readers. They Details “flesh out” main ideas for readers. They define the “who, what, where, when, and how” of the define the “who, what, where, when, and how” of the main ideas.main ideas.

• To teach kids to distinguish between main ideas and To teach kids to distinguish between main ideas and details, ask them if the section of text they have details, ask them if the section of text they have selected is a fact, a particular event, a statement by selected is a fact, a particular event, a statement by someone, or a description of a person, place, event, someone, or a description of a person, place, event, or subject. All of these are details.or subject. All of these are details.

• Main ideas are BIG. They capture concepts, themes, Main ideas are BIG. They capture concepts, themes, interpretations, conclusions, and ideas. interpretations, conclusions, and ideas.

• You can’t “put your finger” on an idea because it is You can’t “put your finger” on an idea because it is made up of a combination of elements that all add up made up of a combination of elements that all add up together to create something larger than a detail.together to create something larger than a detail.

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Subject

Detail 1 Detail 2 Detail 3 Detail 4

Main Idea

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How Do I Teach My Kids To How Do I Teach My Kids To Understand Sequence Or Series Of Understand Sequence Or Series Of Events?Events?• List the main events in order in which they List the main events in order in which they

happen. Look for key terms such as:happen. Look for key terms such as:– First.First.– Second.Second.– Next.Next.– Last.Last.– Further.Further.– Then.Then.– After.After.– Before.Before.– Until.Until.– Etc.Etc.

• Then, map the events in the order in which they Then, map the events in the order in which they happenedhappened

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Key Word:Key Word: First Event:First Event:

Key Word:Key Word: Second Event:Second Event:

Key Word:Key Word: Third Event:Third Event:

Key Word:Key Word: Fourth Event:Fourth Event:

Key Word:Key Word: Fifth Event:Fifth Event:

Key Word:Key Word: Sixth Event:Sixth Event:

Key Word:Key Word: Concluding Concluding Event:Event:

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How Do I Teach My Kids To How Do I Teach My Kids To Understand Cause And Effect?Understand Cause And Effect?

• Cause and effect is an understanding of the Cause and effect is an understanding of the relationship between an important event relationship between an important event and all the ensuing events, decisions, and and all the ensuing events, decisions, and effects the first event; effects the first event;

• OR it is an understanding of the OR it is an understanding of the relationship between problems and relationship between problems and solutions. In this case, a problem in a text solutions. In this case, a problem in a text arises, and the narrative text author (or arises, and the narrative text author (or character) or the informational text author character) or the informational text author (or subject) seeks a series of solutions to (or subject) seeks a series of solutions to resolve the problem.resolve the problem.

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Cause

Effect #1

Effect #2

Effect #3

Problem

Solution #1

Solution #2

Solution #3

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How Do I Teach My Kids Order Of How Do I Teach My Kids Order Of Importance?Importance?

• Writers structure their “order of Writers structure their “order of importance” text in two ways.importance” text in two ways.– One, they list their main idea first, and One, they list their main idea first, and

then support it with a few significant then support it with a few significant details or examples that illustrate the details or examples that illustrate the importance of their main idea.importance of their main idea.

– OR, writers, list their significant details OR, writers, list their significant details and examples first and then build up to and examples first and then build up to stating their main ideas last.stating their main ideas last.

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Main Idea

Detail #1 Detail #2 Detail #3 Detail #4 Detail #5

Detail #1 Detail #2 Detail #3 Detail #4 Detail #5

Main Idea

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How Do I Teach My Kids How Do I Teach My Kids Comparison And Contrast?Comparison And Contrast?

• In constructing a comparison In constructing a comparison contrast of two characters or two contrast of two characters or two subjects, the author shows how the subjects, the author shows how the two characters/subjects are alike two characters/subjects are alike and different.and different.

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CharacteristicsCharacteristics Subject #1Subject #1 Subject #2Subject #2

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How Do I Teach My Kids How To How Do I Teach My Kids How To Summarize? What Are The Summarize? What Are The Important Elements To Include In Important Elements To Include In A Summary?A Summary?

• Good summaries always contain:Good summaries always contain:– The name of the author.The name of the author.– The title of the piece.The title of the piece.– A description of the who, what, where, A description of the who, what, where,

when, how, and why of the subject matter.when, how, and why of the subject matter.• On WASL assessments, students are On WASL assessments, students are

asked to include at least three events asked to include at least three events from narrative texts or three main from narrative texts or three main ideas from informational texts in their ideas from informational texts in their summaries.summaries.

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Subject

Who What Where When How Why

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How Do I Teach My Kids How To How Do I Teach My Kids How To Organize Their Understanding Of Organize Their Understanding Of The Timelines And Their The Timelines And Their Relationship To Major Concepts Relationship To Major Concepts And/Or Ideas?And/Or Ideas?• Historical time can be described by:Historical time can be described by:

– Ages (the Renaissance age).Ages (the Renaissance age).– Centuries (the 19Centuries (the 19thth Century). Century).– Periods (the Modernist period).Periods (the Modernist period).– Eras (the Civil Rights era).Eras (the Civil Rights era).– Decades (the 60’s).Decades (the 60’s).– A year (2003).A year (2003).– A month (November).A month (November).– A day (Thursday).A day (Thursday).– A moment (right now).A moment (right now).

• Kids need help understanding these terms they represent.Kids need help understanding these terms they represent.• Create a chart that allows them to move from the historical Create a chart that allows them to move from the historical

time period, to the concepts that are developed or revealed time period, to the concepts that are developed or revealed during this time, and the details, events, or examples that during this time, and the details, events, or examples that helped illustrate or define this time period and concepts helped illustrate or define this time period and concepts they have come to representthey have come to represent

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Historical Historical Time Time PeriodsPeriods

Concepts Developed/ Concepts Developed/ Revealed In This TimeRevealed In This Time

Events/Examples/Details Events/Examples/Details That Support The That Support The Concepts/IdeasConcepts/Ideas

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How Do I Teach My Kids How To How Do I Teach My Kids How To Understand The Relationship Understand The Relationship Between Facts, Ideas, Events, Between Facts, Ideas, Events, Subjects, And Details?Subjects, And Details?• Active readers move through the layers of reading a text and Active readers move through the layers of reading a text and making connections simultaneously. making connections simultaneously.

• Readers that struggle need this process to be made intentional Readers that struggle need this process to be made intentional and explicit for them. and explicit for them.

• A thinking tree illustrates each layer of reading and allows for A thinking tree illustrates each layer of reading and allows for guided practice so all students can develop the necessary skills guided practice so all students can develop the necessary skills to becoming an active reader.to becoming an active reader.

• The essential reading skills that students must use in order to The essential reading skills that students must use in order to achieve reading success are:achieve reading success are:– One, developing a literal comprehension of the basic elements of a One, developing a literal comprehension of the basic elements of a

text.text.– Two, making inferences about the material presented by combining Two, making inferences about the material presented by combining

previous knowledge and the knowledge on the page in order to previous knowledge and the knowledge on the page in order to draw “quick conclusions”.draw “quick conclusions”.

– Three, draw conclusions about the information presented in the Three, draw conclusions about the information presented in the text and then test that conclusion by constantly monitoring, text and then test that conclusion by constantly monitoring, revising, confirming, and affirming the knowledge gained.revising, confirming, and affirming the knowledge gained.

– Four, comparing and contrasting elements of text in order to Four, comparing and contrasting elements of text in order to understand the relationship of the parts to the whole.understand the relationship of the parts to the whole.

– Last, evaluating the information presented and measuring it Last, evaluating the information presented and measuring it against other sources of knowledge, logic, or values.against other sources of knowledge, logic, or values.

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Who What Where When HowLiteral Comprehension

Making Inferences

Making Conclusions

Comparing/Contrasting

Evaluating

Subject or Title

What do I know? What does the text tell me?

What does the information tell me?What three conclusions can I draw?

How are the subjects/characters/events/examples alike? Different?

Do I agree with the information presented?Why?What is my evidence?

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Literal Comprehension

Making Inferences

Making Conclusions

Comparing/Contrasting

Evaluating

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How Do I Teach Readers The How Do I Teach Readers The Importance Of Headings, Key Importance Of Headings, Key Words, And Use Of Details?Words, And Use Of Details?

• Active readers use titles, headings, Active readers use titles, headings, boldface terms, key vocabulary, and boldface terms, key vocabulary, and significant details/examples as “signposts” significant details/examples as “signposts” during their reading process.during their reading process.

• They use titles to determine subject matter, They use titles to determine subject matter, boldface terms to recognize important boldface terms to recognize important concepts, key vocabulary as important concepts, key vocabulary as important terms to remember in connection with the terms to remember in connection with the subject, and significant details/examples to subject, and significant details/examples to begin evaluating the strength and worth of begin evaluating the strength and worth of an author’s style and message.an author’s style and message.

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Type of Text Type of Text FeatureFeature

What Are The What Are The Words In The Text?Words In The Text?

What Do The Words What Do The Words Tell Me Or Mean To Tell Me Or Mean To

Me?Me?

TitleTitle

HeadingsHeadings

Bolded TermsBolded Terms

Key Key VocabularyVocabulary

Detail/Detail/ExampleExample

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How Do I Teach Readers The How Do I Teach Readers The Organizational Format Of An Organizational Format Of An Informational Text?Informational Text?

• Informational texts are typically Informational texts are typically highly organized.highly organized.

• Once readers understand the Once readers understand the relationship between subjects relationship between subjects (huge), main ideas (really big), (huge), main ideas (really big), significant details (medium big), and significant details (medium big), and supporting details (small), they can supporting details (small), they can use a graphic organizer to “map” use a graphic organizer to “map” their understanding of the their understanding of the relationship of the elements.relationship of the elements.

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Title

Heading (Main Idea)

Heading (Main Idea)

Heading (Main Idea)

Subject

Sig Detail

SigDetail

Sig Detail

Sig Detail

Sig Detail

Sig Detail

Sup Detail

SupDetail

Sup Detail

Sup Detail

Sup Detail

Sup Detail

Sup Detail

Sup Detail

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How Do I Teach Readers That How Do I Teach Readers That Concepts Are Represented By Concepts Are Represented By Details And Examples From An Details And Examples From An Informational Text?Informational Text?

• Active readers recognize the Active readers recognize the relationship between concepts relationship between concepts (abstract) and details/examples (abstract) and details/examples (concrete).(concrete).

• Details and examples are used make Details and examples are used make the concepts real—to illustrate it, to the concepts real—to illustrate it, to describe it, to define it, to give it describe it, to define it, to give it shape, color, and texture.shape, color, and texture.

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Key Words (Concepts from the Text)

Details/Examples From The Text That Describe

The Concept

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How Do I Help Readers Learn To How Do I Help Readers Learn To Question The Author’s Style, Question The Author’s Style, Theme, And Conclusions?Theme, And Conclusions?

• Active readers engage with authors.Active readers engage with authors.• They analyze themes and ask why authors They analyze themes and ask why authors

feature certain examples, use distinctive feature certain examples, use distinctive styles, or argue certain points.styles, or argue certain points.

• Questions students should ask include:Questions students should ask include:– What is the author’s overall message?What is the author’s overall message?– Why does the author use this Why does the author use this

detail/example/event in their writing?detail/example/event in their writing?– What is the author saying in this section of text What is the author saying in this section of text

as opposed to the beginning or the end? How as opposed to the beginning or the end? How does what the author say here match what does what the author say here match what he/she said earlier?he/she said earlier?

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My Question For The Author

Example From The Text About My

Question

What I Think The Text Means

Reading Journal For Questioning The Author

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How Do I Teach Readers About How Do I Teach Readers About The Important Elements Of A The Important Elements Of A Biography Or An Autobiography?Biography Or An Autobiography?

• Active readers read biographies and Active readers read biographies and autobiographies with interest because autobiographies with interest because the texts provide us with a window into the texts provide us with a window into the world of important people who have the world of important people who have thoughtful perspectives on social and thoughtful perspectives on social and cultural issuescultural issues

• Active readers realize that biographies Active readers realize that biographies and autobiographies feature themes and and autobiographies feature themes and message about their subjects and use message about their subjects and use details about time, place, key events, details about time, place, key events, and personality to convey their and personality to convey their message.message.

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Subject of Bio/Auto

How She Acts/FeelsHow Others Feel

About Her

How I Feel About Her

What She Says and How She Looks

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How Do I Teach Readers To Write How Do I Teach Readers To Write A Summary Of A Biography?A Summary Of A Biography?

• Active readers synthesize the major Active readers synthesize the major elements presented in a elements presented in a biography/autobiography.biography/autobiography.

• They use theme to shape and They use theme to shape and determine the parameters of their determine the parameters of their summaries and select details, summaries and select details, examples, and events from the text examples, and events from the text that illustrate and support the that illustrate and support the theme.theme.

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TheThememe

Major Elements Of A Biography/

Autobiography

Text Example, Detail, Quote, Or Event That

Illustrates Theme

Importance Of Text Example, Detail,

Quote, Or Event In My Own Words

Childhood

Family

School

Work

Major Achievements

Major Problems

Character Traits

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How Do I Teach Readers To Infer How Do I Teach Readers To Infer Character Traits Based On Character Traits Based On Information In Literary Texts?Information In Literary Texts?

• Active readers synthesize details, Active readers synthesize details, examples, events, dialogue, conflict, examples, events, dialogue, conflict, and resolution in order to develop an and resolution in order to develop an understanding of a character and understanding of a character and the character traits reflected by that the character traits reflected by that character.character.

• They draw good conclusions by They draw good conclusions by backing up their judgments with backing up their judgments with evidence from the text.evidence from the text.

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Character Trait

Examples Events

Dialogue Conflict Resolution

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How Do I Teach Readers To How Do I Teach Readers To Evaluate The Author’s Message Evaluate The Author’s Message And The Effectiveness Of The And The Effectiveness Of The Author’s Message?Author’s Message?

• Active readers understand that each Active readers understand that each text is comprised of a few essential text is comprised of a few essential elements that can be evaluated elements that can be evaluated independently and as parts of a independently and as parts of a whole text.whole text.

• They examine the text carefully, They examine the text carefully, pulling out evidence to support their pulling out evidence to support their evaluations and demonstrate their evaluations and demonstrate their understanding of the effectiveness of understanding of the effectiveness of an author’s style and/or message.an author’s style and/or message.

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Critical Questions ChartCritical Questions ChartElements Of A Text That Can Be Evaluated By Readers

Tasks For The Reader To Gather Information For Evaluation Purposes

State The Information From The Text To Support Your Evaluation

Is the theme/message clear, concise, thoughtful and multi-layer? ___Yes ___No

Locate the theme/message in the selection. Look at the end of the first paragraph or in the conclusion if you cannot immediately identify it.

Does the evidence presented seem appropriate, well-researched, and convincing? ___Yes ___No

Locate the evidence. Look for facts, statistics, quotes from expert authorities, and statements from eyewitnesses

Are the sources authoritative and reliable?___Yes ___No

Locate background evidence (in the text) that describes the qualifications of an expert authority or eyewitnesses. Look for evidence of research information that supports the facts and statistics.

Is the “other side of the story” represented?___Yes ___No

Look for transitions in the text between the main argument and the opposing argument. Look for supporting evidence such as facts, statistics, expert authority, and eyewitness statements that support the “other side of the story.”

Does the author’s appeal to your emotions affect your evaluation? ___Yes ___No

Look for anecdotes, examples, or persuasive language that appeals to your emotions in an attempt to sway your opinion.

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How Do I Teach Readers To How Do I Teach Readers To Identify The Author’s View Point Identify The Author’s View Point Or Message?Or Message?

• Active readers synthesize:Active readers synthesize:– Facts.Facts.– Statistics.Statistics.– Appeals to emotion.Appeals to emotion.– Author’s personal experience.Author’s personal experience.– Expert quotes.Expert quotes.– Research.Research.– Eyewitness accounts to develop an Eyewitness accounts to develop an

understanding of the author’s point of understanding of the author’s point of view or message.view or message.

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Title

Facts StatisticsAppeals to EmotionPersonal Experience Of The Author

Expert quotes Research Eyewitness Accounts

Author’s Viewpoint or Message

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How Do I Teach Readers To How Do I Teach Readers To Understand Sequence Of Understand Sequence Of Conflict/Crisis/Resolution In Conflict/Crisis/Resolution In Narrative Texts?Narrative Texts?

• All stories, literary essays, All stories, literary essays, biographies, and plays have a biographies, and plays have a beginning, a middle, and an end.beginning, a middle, and an end.– Typically, the beginning is used to Typically, the beginning is used to

describe the conflict/problem faced by describe the conflict/problem faced by the character/subject.the character/subject.

– The middle is used to describe the climax The middle is used to describe the climax or crisis reached by the or crisis reached by the character/subject.character/subject.

– The end is used to resolve the The end is used to resolve the conflict/problem and establish a theme.conflict/problem and establish a theme.

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What Are The What Are The Major Events In Major Events In The First Part Of The First Part Of The Narrative That The Narrative That Describe The Describe The Problem/Conflict?Problem/Conflict?

What Are The Major What Are The Major Events In The Middle Events In The Middle Part Of The Narrative Part Of The Narrative That Describe The That Describe The Crisis/Climax?Crisis/Climax?

What Are The What Are The Major Events In Major Events In The Last Part The Last Part Of The Of The Narrative That Narrative That Describe The Describe The Resolution/SoluResolution/Solution To The tion To The Problem/ConflicProblem/Conflict?t?

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How Can I Teach Readers To How Can I Teach Readers To Understand The Organization Of Understand The Organization Of Stories?Stories?

• All stories contain the same elements:All stories contain the same elements:– Character.Character.– Setting.Setting.– Plot.Plot.– Conflict.Conflict.– Resolution.Resolution.– Theme.Theme.

• This is a “narrative pattern,” and readers come This is a “narrative pattern,” and readers come to expect and anticipate it in their reading.to expect and anticipate it in their reading.

• A basic understanding of the interaction and A basic understanding of the interaction and relationship between the six elements of a relationship between the six elements of a narrative pattern is crucial to forming more in-narrative pattern is crucial to forming more in-depth analysis and critical evaluations of depth analysis and critical evaluations of narrative texts.narrative texts.

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Title and Author

Point of View Characters

Plot Theme Style

Setting

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How Do I Help Readers Reach How Do I Help Readers Reach Inferential Conclusions About Inferential Conclusions About Characters?Characters?

• Active readers reach inferential Active readers reach inferential conclusions about characters by conclusions about characters by synthesizing:synthesizing:– What they sayWhat they say– What happens in the storyWhat happens in the story– How other characters react to themHow other characters react to them– How they themselves feel about How they themselves feel about

characterscharacters

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What The Character Says What The Character Says Or Does, A Quote From Or Does, A Quote From The Character, A Detail The Character, A Detail About The Character, An About The Character, An Event From The Story, Or Event From The Story, Or A Comment About The A Comment About The Character By Someone Character By Someone ElseElse

What I Conclude About The What I Conclude About The Character Based On This Character Based On This Information (Focus On BIG, Information (Focus On BIG, Abstract Ideas, Not Concrete, Abstract Ideas, Not Concrete, Factual Information)Factual Information)

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How do I teach readers to identify How do I teach readers to identify the cause and effect relationship the cause and effect relationship of plot structure?of plot structure?

• Active readers can identify not only the Active readers can identify not only the plot elements, but the relationship the plot elements, but the relationship the elements have with one another.elements have with one another.– For example, active readers recognize that all For example, active readers recognize that all

initial description of character, setting and initial description of character, setting and conflict is intentional by the author.conflict is intentional by the author.

– All of the details then resurface later to All of the details then resurface later to reinforce the conflict of suggest ways to reinforce the conflict of suggest ways to reach a conclusion.reach a conclusion.

– It is important to not only teach the It is important to not only teach the vocabulary of plot elements, but to teach vocabulary of plot elements, but to teach readers to name the events in the story that readers to name the events in the story that represent those elements.represent those elements.

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Climax (conflict and tension reach a peak, and characters realize their mistake, etc.)

Exposition (characters

, setting, and

conflict are introduced.

)

Rising Action

(conflict and

suspense build

through a series of events).

Falling Action (conflict gets

worked out and tensions lessen.)

Resolution (conflict

is resolved

and themes

are establishe

d.)

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How do I help readers compare How do I help readers compare and contrast story elements and contrast story elements between two stories?between two stories?

• Active readers constantly keep in mind Active readers constantly keep in mind other stories they have read with similar other stories they have read with similar themes or they remember more than one themes or they remember more than one story written by the same author.story written by the same author.

• Readers graphically organize their Readers graphically organize their understanding of the story elements by understanding of the story elements by comparing common components.comparing common components.

• All stories have characters, setting, plot, All stories have characters, setting, plot, events, themes, or conflicts and resolutions, events, themes, or conflicts and resolutions, but often times a comparison of more than but often times a comparison of more than one story reveals surprising conclusions.one story reveals surprising conclusions.

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Common Story Common Story ElementsElements

Story #1Story #1 Story #2Story #2

Main CharactersMain Characters

SettingSetting

PlotPlot

EventsEvents

Conflict/Conflict/ResolutionResolution

ThemeTheme

Two Story Map

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How do I help readers understand How do I help readers understand the types of conflict present in the types of conflict present in literary texts?literary texts?

• There are five basic types of conflict present in There are five basic types of conflict present in literary texts. Once readers understand these literary texts. Once readers understand these types of conflict, they can categorize and identify types of conflict, they can categorize and identify the elements that are characteristic to the type. the elements that are characteristic to the type. – In a person to person conflict, events typically focus on In a person to person conflict, events typically focus on

differences in values, experiences, and attitudes. differences in values, experiences, and attitudes. – In a person vs. society conflict, the person is fighting an In a person vs. society conflict, the person is fighting an

event, an issue, a philosophy, or a cultural reality that is event, an issue, a philosophy, or a cultural reality that is unfair, unfair,

– In a person vs. nature conflict, the character is often In a person vs. nature conflict, the character is often alone dealing with nature in extreme circumstances. alone dealing with nature in extreme circumstances.

– In a person vs. self conflict the person is conflicted with In a person vs. self conflict the person is conflicted with childhood memories, unpleasant experiences, or issues childhood memories, unpleasant experiences, or issues with stress and decision-making. with stress and decision-making.

– In a person vs. fate conflict, the text is characterized by In a person vs. fate conflict, the text is characterized by a person contending with an omnipresent issue or idea.a person contending with an omnipresent issue or idea.

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How do I teach readers to How do I teach readers to paraphrase poetry?paraphrase poetry?

• Active readers engage with poetry on Active readers engage with poetry on many levels during the reading many levels during the reading process.process.– They examine language, images, They examine language, images,

symbols, rhyme, repetition, phrasing, symbols, rhyme, repetition, phrasing, alliteration and tone.alliteration and tone.

– Developing readers need the experience Developing readers need the experience of examining poetry line by line or of examining poetry line by line or connecting images with past connecting images with past understandings to fully comprehend, understandings to fully comprehend, interpret and evaluate poetry.interpret and evaluate poetry.

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Line From PoemLine From Poem My Paraphrase of its My Paraphrase of its MeaningMeaning

Two Key Words From Two Key Words From Each Line of PoetryEach Line of Poetry

What the Images Mean to What the Images Mean to MeMe

25 intentional reading strategies to teach literary and informational texts reading assessment unit...

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