September 24, 2014

READING FOR COMPREHENSION

Our Objectives Understand the structure of reading in the content classroom. Review seven strategies for active comprehension Practice using the seven strategies with content text

Traditional Format New Format

Reading assignment

given

Silent or Round Robin

reading

Discussion/Activity to see if students learned main

concepts, what they “should have” learned

Prereading activities Activating Prior Knowledge

Discussion Predictions Questioning

Brainstorming Setting purpose

ACTIVE reading

Activities to clarify,

reinforce,

extend knowledge

Comprehension

Text-dependentquestions

Key Words

Pulled Quotes

Wrecking A Text

Shades ofMeaning

7 Strategies (but there are more!)

High level questions that can only be answered throughreading the text.

Requiresstudents to “pull quotes” helps them determine Significance.

*making the writing dull

*another wayto say, “summarize it”

Students highlight what they think are the key wordsand thendefend theirchoices.

Exploressubtledifferencesin meaningbetweensimilar wordsor phases.

Talk ToThe Text

S.I.F.T

Display thinking

in writing on the page.

Like a think-

aloud in writing.

Students analyze literatur

e for symbols,

theme and

tone.

Explore small, subtle differences in meaning between similar words or phrases•Read a list of words carefully•Put them in order according to their meaning•Ask yourself -Which word has the strongest meaning? Which word has the weakest meaning?•Write the weakest word first

SHADES OF MEANINGStrategies for Close Reading

Let’s Practice

• Order these words from most to least destructive:– Fatal– Harmful– Pernicious– Catastrophic– Disastrous– Hurtful– Cataclysmic– Ruinous

Example of

1. At your table, open your envelope.

2. Put the 8 words in order from:

LEAST DESTRUCTIVE

MOST DESTRUCTIVE

in a Close Read

to

3. Be ready to explain your choices.

Mt. Saint Helen’s Video Clip

http://www.history.com/topics/us-states/washington/videos/mount-st-helens-erupts

Strategies for Close Reading

• Allows readers to locate the center of a piece of writing

• Students can highlight key words.• Read Let Evening Come *Identify one or more words you

consider to be central to the meaning of the poem. *Be prepared to explain your choices. *Why do you think the author chose this word instead of another? *How does this word capture the centrality of the text?

KEY WORDS

Allows readers to locate the center of a piece of writing

Students can highlight key words.

Read Let Evening Come

1)Identify one or more words you consider to be central to the meaning of the poem. 2)Be prepared to explain your choices. 3)Why do you think the author chose this word instead of another? 4)How does this word capture the centrality of the text?

Let Evening Come

Let the light of late afternoonshine through chinks in the barn, movingup the bales as the sun moves down.

Let the cricket take up chafingas a woman takes up her needles and her yarn. Let evening come.

Let the fox go back to its sandy den.Let the wind die down. Let the shedgo black inside. Let evening come.

To the bottle in the ditch, to the scoopin the oats, to air in the lunglet evening come.

Let it come, as it will, and don'tbe afraid. God does not leave uscomfortless, so let evening come.

Jane Kenyon

Key Words

•Highlighting the choices the author makes in the text.•Then Mr. Fox chose three of the plumpest hens and with a clever flick of his jaws he killed them instantly. (RoaldDahl)•How could you rewrite this sentence? How does your word choice change the meaning? Why do you think Dahl made the word choices he did?

WRECKING A TEXT

Wreck This Text:

• Food affected by Fukushima disaster harms animals, even at low-levels of radiation, study shows

6/5/03 M-DCC / PCB 2340C 15

There are two main types of Ecological Succession

• Primary Succession: The process of creating life in an area where no life previously existed.

• Secondary Succession: The process of re-stabilization that follows a disturbance in an area where life has formed an ecosystem.

Text Dependent Questions:

1. Are forest fires ever good? Using evidence from the text, explain your answer. 2. If you were talking to your 6 year old cousin, how would you explain ecological succession?

3. Create a thinking map that compares and contrasts primary and secondary succession.

Text Independent Text Dependent

Why did the North fight the civil war?

Have you ever been to a funeral or gravesite?

Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote?

What is the little red hen planning?

What just happened?

How does the hen feel about others’ response to her request for help? What makes you think so?

How does the author help us understand what a mill is?

The overarching problem with these questions is that they require no familiarity at all with Lincoln’s speech in order to answer them. Responding to these sorts of questions instead requires students to go outside the text. Such questions can be tempting to ask because they are likely to get students talking, but they take students away from considering the actual point Lincoln is making. They seek to elicit a personal or general response that relies on individual experience and opinion, and answering them will not move students closer to understanding the text of the “Gettysburg Address.”

Text Independent Text Dependent

Have you ever seen a hen? In the first sentence, what does Lincoln tell us about this new nation?

Have you ever eaten freshly baked bread?

What is he saying that is significant about America? Is he saying that no one has been free or equal before? So what is new?

How do you feel when you ask for others for help and they don’t help?

(Beyond what students may or may not know about the Declaration of Independence) what does Lincoln tell us in this first sentence about what happened 87 years ago?

What is your favorite animal? Who are “our fathers”? What can we know about “our fathers” from this sentence?

Who in your life works really hard? How might you help him or her?

What impact does starting the sentence with “now” have on its meaning?

Remember our trip to the high school farm? What animals did we see?

When Lincoln says the nation was “so conceived and so dedicated” what is he referring to?

Good text dependent questions will often linger over specific

phrases and sentences to ensure careful

comprehension of the text—they help

students see something worthwhile that they

would not have seen on a more cursory reading.

Now, “Pull a Quote” from one of the two paragraphs we just read.

What sentence capturesthe main message of theparagraph?

A pull quote is a quotation or excerpt from an article that is typically placed in a larger or

distinctive typeface on the same page, serving to entice readers

into an article or to highlight a key topic.

• Magazines often pull and box important quotations from articles to attract reader attention.

• Requiring students to pull quotes helps them determine significance.

*Work with your table to identify a significant quotation. Write a short justification for the quotation you selected. Why is it significant?

http://www.nbcnews.com/science/space/moon-water-discovery-hints-mystery-source-deep-underground-f8C11022792

PULLED QUOTES

Talk to the Text http://www.youtube.com/watch?v=qqTzbZv6Hx8

1.Respond to the title.

2.As you read interact with the text ……1. Record questions you have2. Record connection you make3. Clarify by writing ideas in your own words4. Underline or circle ideas or words you are unsure of5. Make predictions

3.Sum up your understanding

Text to the Text

((©)) - Connection IDU – I don’t understand

Y?? - Question ( ) - Powerful words or phrases

!! - Surprise BIG – Big Idea

++ - I agree DIS – I disagree

SIFT MethodLITERARY ANALYSIS

HTTPS://WWW.TEACHINGCHANNEL.ORG/VIDEOS/SIFT-METHOD-ANALYZE-LITERATURE

Purpose Strategy to derive meaning from a text

Analyze literature

“Sift” through the parts to comprehend the whole

Symbol Examine the title for symbolism

How is symbolism used within the text?

Images Identify images and sensory details

How does the writer “show” rather than “tell”?

How does image help produce mood and tone?

Ask yourself: ◦ “What do I see, hear, taste, smell, feel?” ◦ “What effect is the writer trying to convey?”

Figures of Speech and other Devices

Analyze figurative language and other devices

Examples: similes, metaphors, personification

How do they convey effect and meaning?

What about other devices such as:◦ Irony◦ Allusion

Tone and Theme Close examination of word choice, imagery, and detail reveals the tone.

To determine theme, you might◦ List the ideas that emerge from reading the text◦ Think about what life-lesson was learned by the main characters or by you,

the reader

Close Reading Task Choose a section of text you will be covering in the next 3 weeks. Choose 1 or 2 of the comprehension strategies to use with the text. Design the lesson.

Our Objectives Understand the structure of reading in the content classroom. Review seven strategies for active comprehension Practice using the seven strategies with content text