Presented by Mary Ehrenworth teach kids to see the text so the text can release the secrets Standards Standard 1 say back what the text says and suggests Standard 2 determine central idea theme morals lessons ID: 489021
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Slide1
Raising the Level of Close Reading, Writing About Reading, and Evidence-Based Argument
Presented byMary Ehrenworth
“teach kids to
see
the text, so the text can release the secrets”Slide2
Standards
Standard 1- say back what the text says and suggestsStandard 2- determine central idea, theme, morals, lessons
Standard 3- connect parts of the text * display anchor charts for above standardsStandard 4- analyze figurative language *underline words related to struggleStandard 5- analyze structural choices, movement of time, flashbacks, flashforward * I Survived books are a great tool (
KindleFires
)
* noticing language use (parts of speech)
Standard 6- discern perspective and point of view (how does the character feel compared to how you would feel, focus just on what is in the text and not what YOU think)
* Comprehension Toolkit (What the author thinks is important vs. what I think is important)
Standard 7- compare and contrast multiple versions or different media, argue a different view
(give the students an argument to listen for and gather evidence during teacher read aloud)
*use commercials, lyrics, movie clips
Standard 8- analyze overall argument
*be willing to adjust thinking based on new evidence
Standard 9- compare and contrast how texts develop, similar themes, ideasSlide3
Close Reading
What does it look like?Close reading teaches readers to unlock the meaning in text.
ActivityLet’s look at the poem, “To a daughter leaving home”When reading poem, think about these questions:What kind of mother is she?What are some elements that are being symbolized in the poem?Slide4
Reading with a Question in Mind
What do you expect to think and pay attention to when reading a story?Most kids will say (character and setting)You can expand their thinking by requiring them to look for what is unique, specific, and different about each character and setting.
Important that they have access to the text for shared (to track own thinking)During read aloud give them the same task but require them to listen and discuss with partnerSlide5
To A Daughter Leaving Home
When I taught you
at eight to ridea bicycle, loping alongbeside
you
as you wobbled away
on two round wheels,
my own mouth rounding
in surprise when you pulled
ahead down the curved
path of the park,
I kept waitingfor the thudof your crash as Isprinted to catch up,while you grewsmaller, more breakablewith distance,pumping, pumpingfor your life, screamingwith laughter,the hair flappingbehind you like ahandkerchief wavinggoodbye. Linda Pastan
What does the text say and suggest?Slide6
Read Aloud
Be dramatic“Reading is thinking”Helps kids with memoryEncourage the kids to have their independent reading book in hand during read aloud to make connections
Allows all kids to think at a higher level“no longer is a read aloud where the teacher is modeling all the thinking, it is more of the students doing the thinking”Make a connection before read aloud. Tell the students WHY you chose that text.Slide7
Shared Text
Anchor text= anchor chartsGrade leveled textSociably and culturally relevantChoose digital text and print textSlide8
Room arrangement
Increase partner talkTime their talk and keep it moving3 is no longer the magic number
ABC
DSlide9
Annotation
Why is this important?With annotation we’re able to provide evidence of the meaning of text through writing.
Questions to ask:“What’s complicated/fascinating about the text?”“What challenges are there?”“What parts of this work would pay off?”Slide10
Track Your Thinking
What particular challenges does this text pose?What reading work do these challenges suggest?What’s intriguing? What is worth thinking about?Identify various crafts and structures in nonfiction.
Beware of predictions…they take you out of the story and the moment!Students should be able to trace more than 1 thing at a time.Slide11
Important vs. Interesting
Refer to Comprehension Toolkit for lessonsMost stories begin quickly-much faster than our mindImportant to reread the beginning of a story/chapters
List of characters-add as you learn about the characterSetting-how does the weather affect the characters and/or events?Slide12
Types of Responses
On-the-RunOn-DemandOn-PerformanceReading Journal Entries.pdfSlide13
On-the-Run
Read for 30 minutes (build stamina on reading level)Write for 5 minutesUse sticky notesUse maps, timelines, graphicsSlide14
On-Demand-Response
Based on a given question/promptOn paper/journalMust be supported with evidenceMust be provenSlide15
Craft
moves (literary
persuassive devices)Effects on the Reader (stir of emotions)Embedded anecdotesForeshadowingExclamatory grammar
Violent word choice
Chronological structure
Pacing
Vivid images
Repetitive structure
Explicit (most
odvious
)Implicit (hidden)Sharks are dangerousHumans are resilientSlide16
On-Performance-Response
Informational reading Argumentative writingProvide students with a general question or topic and have students argueSlide17
Gallery Walk
Have students open reading response notebooks to their favorite entryHave students walk around and look at the different entries for ideasSlide18
F & P Clusters/Bands
GHIJ
KLMNOPQRSTUVW
XYZ
14,16,18
20,24,28
30,34,38
40,44
44 (40-50)
50-60
PoppletonMagic Tree HouseAmber BrownBridge to TeribithiaThe Lightning ThiefHunger GamesBooks follow a patternDefinitions given within the textTools needed to define unknown words
Levels are based on length, vocabulary, structure, contentSlide19
Text Variety and Selection
LyricsMemoirsCommercialsPoetryNonfiction
When text becomes too difficult, have student stop and go to an easier book on the same topic and THEN return to the difficult text.Slide20
The Giving Tree
Students gather evidence for both sides during read aloud Weak vs. StrongAllow students to share and debate their findings
Follow discussion with a flash draft (students write about their argument and defend their position)Slide21
In this activity, we are going to examine the idea of annotation as it relates to
Digital Text.Before watching this video, I would like you to first make annotations of what you think this song is about by only examining the verse before the chorus.
http://www.youtube.com/watch?v=gAg3uMlNyHAActivity“Wings” By: Ryan LewisSlide22
How do I monitor progress?
Use checklists instead of rubrics“Nintendo Effect”…how do I get to the next level?Slide23
thereadingandwritingproject.com
Assessments availableResources for student reading notebooksDigital copies of nonfiction text sets