Deep Reading
Deep Analytical Thinking
Deep Writing About Reading
Prepared for Scholastic by Laura Robb
Writing to Read
Steve Graham and Michael Hebert
Vanderbilt University
Evidence for How Writing Can Improve Reading
A Report from Carnegie Corporation of New York
www.carnegie.org/literacy
The Recommendations
Have Students Write About Their Reading
• Write to Build Prior knowledges
• Write Personal Reactions, Analyzing and Interpreting the Text)
• Write Summaries of a Text
• Write Notes About a Text
• Answer Questions About a Text in Writing or Create and Answer Written
Questions For a Text
From: “A Path to Better Writing: Evidence-Based Practices in the Classroom” by
Steve Graham and Karen R. Harris.
“”For instance, when elementary –grade students are directed to write about
material thy are reading, (versus students who mainly read and reread or study
this material) their comprehension of the text jumps 24 percentile points, whereas
writing about content material presented in class results in a 9 percentile-point
jump on measures of learning” page 381 In The Reading Teacher,
January/February 2016.
2 Talk About Reading Improves Writing About Reading
Six kinds of Talk to integrate Into Your Lessons
•
Turn-and-Talk:1 to 3 minutes
•
Whole-Class Discussion: 10 to 20 minutes
•
Partner Talk: 5 to 15 minutes
•
Small-Group Discussion: 10 to 20 minutes
•
In-the-Head Conversations: while reading
•
Teacher-Student Talk, Conferring to Scaffold: 5-Minutes
Four Informal Responses to Literautre
Visualize and Draw. Have students draw the images they see after reading
and/or listening to a poem.
Word Four Words: Ask students to write in their notebooks the first four words
that come to mind after hearing the poem. Next, have students choose one of the
words that resonated with them and write about how the word connects to the
poem. Partners share and discuss their written responses.
Choice and Mood or Tone: Have each student reread the poem silently and
then choose four to ten words and short phrases that contribute to the mood or
tone of the poem. Partners share their lists and discuss the mood or tone the
words imply or suggest.
Feelings: Have students jot two feelings they experienced while listening to the
poem. Invite students to compare their feelings to the feelings they believe are
part of the authorʼs purpose. Are they alike? Different? Explain.
3 From The Declaration of Independence
We hold these truths to be self-evident, that all men are created equal, that they
are endowed by their Creator with certain unalienable Rights, that among these
are Life, Liberty and the pursuit of Happiness.--That to secure these rights,
Governments are instituted among Men, deriving their just powers from the
consent of the governed, --That whenever any Form of Government becomes
destructive of these ends, it is the Right of the People to alter or to abolish it, and
to institute new Government, laying its foundation on such principles and
organizing its powers in such form, as to them shall seem most likely to effect
their Safety and Happiness.
PRIOR KNOWLEDGE
On December 7, 1941, the day of the Japanese attack on Pearl Harbor, there
were more than 110,000 people of Japanese descent living on the West Coast of
the United States. Within a few months, this entire population was gone. Out of
fears of espionage and sabotage along the Pacific, the government removed
Japanese American men, women, and children from their homes and placed
them in internment camps in the interior of the country. Two-thirds of the
internees were U.S. citizens. None of them was ever charged with a crime.
4 IN RESPONSE TO EXECUTIVE
ORDER 9066
ALL AMERICANS OF JAPANESE DESCENT
MUST REPORT TO RELOCATION CENTERS
Dwight Okita
Dear Sirs:
Of course Iʼll come. Iʼve packed my galoshes
and three packets of tomato seeds. Denise calls them
love apples. My father says where weʼre going
they wonʼt grow.
I am a fourteen-year-old girl with bad spelling
and a messy room. If it helps any, I will tell you
I have always felt funny using chopsticks
and my favorite food is hot dogs.
My best friend is a white girl named Denise-we look at boys together. She sat in front of me
all through grade school because of our names:
OʼConnor, Ozawa. I know the back of Deniseʼs head
very well.
I tell her sheʼs going bald. She tells me I copy on tests.
We are best friends.
I saw Denise today in Geography class.
She was sitting on the other side of the room.
“Youʼre trying to start a war,” she said, “giving secrets
away to the Enemy, Why canʼt you keep your big
mouth shut?”
I didnʼt know what to say.
I gave her a packet of tomato seeds
and asked her to plant them for me, told her
when the first tomato ripened
sheʼd miss me.
From: Celebrate America in Poetry and Art, Hyperion, 1994
5 November 16, 1942
Dear Miss Breed,
Guess who? Yup it's ole unreliable again, none other than yours truly, Tetsuzo.
Gosh the wind's been blowing all night and all morning. Kinda threatening to blow
the roofs down. Dust is all over the place. Gives everything a coating of fine dust.
The food has been all right except for quantity...The medical situation here is
pitiful. For that matter in all three camps. The main and the only hospital is at
Camp I 15 miles away. Here in Camp III there is one young doctor with not too
much experience and one student doctor working in an emergency clinic. They
are supposed to take care of approximately 5000 people!!!! and they (the Big
shots) wonder why we squawk about inadequate medical attention.
No I haven't hiked to the river yet. I'd better do it soon cause there is going to be
a fence around this camp!!!!!! 5 strands of barbed wire!!!!!!!!!! They say it's to
keep the people out. . . . It's also to keep out cattle. Where in the cattle countries
do they use 5 strands of barbed wire?? If they don't watch out there's going to be
trouble. What do they think we are, fools?? At Santa Anita at the time of the riot
the armored cars parked outside of the main gates, pointed the heavy machine
guns inside and then the army had the gall to tell us that the purpose of that was
to keep the white folks from coming in to mob the Japs. Same thing with the
guards on the watchtowers. They had their machineguns pointed at us to protect
us from the outsiders, hah, hah, hah, [I'm] laughing yet.
I am sending you a few
things in appreciation for what you have done for me as well as for my sister and
all the rest.... Your nameplate I made from mesquite as are also the lapel pins.
However the dark pin is made from a pine knot from Santa Anita. The rest are all
Poston Products. I've got to close now so I can make the outgoing mail today.
Very truly yours,
Tetsuzo
P.S. Have a nice Thanksgiving dinner. P.
P.S. Do you think you could send me
some Welch's peanut brittle
6 VOCABULARY IS COMPREHENSION
FACTS TO CONSIDER
NAEP Results:
•
Fourth graders who scored above the 75% in reading comprehension also
had the highest average vocabulary scores.
•
Fourth graders who scored at or below the 25% in reading comprehension
had the lowest average vocabulary scores,
•
In grade 8 in 2011 and in grade12 in 2009, reading comprehension and
vocabulary scores had the same pattern as fourth graders.
THE POWER OF MEANINGFUL TALK
•
A stream of talk to babies soon after birth, called parentese, influences
vocabulary development.
•
Children from high poverty homes hear 600 words an hour. Children from
middle class and professional homes hear up to 2100 words per hour.
•
The literacy gap starts at birth and gap is huge by the time children enter
kindergarten: children living in poverty have heard 13 million words;
children from middle class and professions homes, 48 million words.
HOW TO BUILD STUDENTSʼ WORD POWER
•
Present daily 10 to 15 minute lessons in all subjects (CCSS supports this).
•
Relate lessons to texts and materials students read.
•
Included in learning at school is the fact that students gain 1,000 to 4,000
new words a year. We need to push the word-learning needle closer to
4,000 words a year.
•
Study roots, prefixes, and suffixes to give students the tools to unlock
meaning from unfamiliar words and at the same time introduce them to
many general academic words.
•
Weave into word study general academic words (7,000) because these
words are in texts for all subjects and support studentsʼ reading of gracedlevel complex texts.
7 •
Search the number of times that general academic words can be found in
one million words of a text and the results are 71.7%; the frequency for
social studies domain specific words per million is 9.7% (Hebert &
Lubliner, 2008).
•
Teach school-task words as these fall into the general academic words:
define, compare, contrast, evaluate, support, explain, defend, sort,
categorize, show, sequence, infer, restate, conclude, brainstorm, etc.
•
Use lists of general academic words to help you link specific words to
studentsʼ reading. Always teach in context.
•
Teach figurative language and connotative meanings of words as a
reading comprehension tool that expands studentsʼ understanding and
ability to visualize.
•
Teach the forms and multiple meanings of words: combine, combination,
combining, combined.
•
Show students how to use context to determine meaning of unfamiliar
words.
8 Some Important Facts About Vocabulary
•
Words are part of networks: synonyms, antonyms, families, concepts,
forms of words.
•
With narratives, teach synonym sets.
•
With informational texts teach topic clusters--topically related words.
•
Children learn concrete words faster than abstract words.
•
Try to use pictures or the real object to teach concepts.
•
The number of words in the English language outnumbers teachersʼ
opportunities to teach them one-by-one.
•
Avoid teaching one word—always teach in related groups.
Narrative Synonyms and Antonyms
cold
hot
frigid
toasty
chilly
scorching
icy
sweltering
shivery
sizzling
freezing
tropical
amazed, fascinated, marveled: enchanted, enthralled, spellbound, captivated,
transfixed
Word Families
relate, related, relates, relating
relative, relatable, relation(s), relationship, interrelated, correlate, correlation,
age-related
Word Concepts
Instruments: musician, conductor, doctor, carpenter,
9 Multiple Forms of Words: combine, combining, combination, combinabl
Tips for Teaching Words
•
Pre- teach new and challenging words—engage students in talk about the
words.
•
Teach figurative language to help students visualize
a concept and comprehend meaning.
•
Teach roots, prefixes, suffixes.
•
Teach words found in narrative texts in networks or related groups:
Communication (verbs): think, argue, explain, guess, say
Emotions (adjectives): glad, jealous, angry, happy, sad
Movement (verbs): go, send, stay stop, run, jog, amble
Traits (adjectives): funny, smart, courageous, shy, selfish, helpful
•
Teach words found in informational texts with related topical words
Amazon Rain Forest: canopy, kelp beds, temperate rain forest, tropical
rain forests, people, plant life, animal life, fresh water
•
Teach word families
Teach Vocabulary With Intentionality
The Big Ten
1. Promote Meaningful Talk
2. Study Word Parts: Roots, Prefixes, Suffixes
3. Attend to Figurative Language and Connotative Meanings
4. Situate Words in Various Contexts
5. Use New Vocabulary in Writing
6. Build Concepts
7. Make Connections
8. Tap Into Technology
9. Expect and Promote Independent Reading
10. Deliver Daily Read Alouds
10 Synonyms, Antonyms, Multiple Meanings
Name______________________________________________Date_________
Directions:
1. Discuss the words with a partner and think of synonyms and two antonyms.
2. Complete the chart below by providing two synonyms and two antonyms for
each word and two situations the word could be used in. You can use an online
dictionary to check and adjust your work.
3. Choose three words and use the word and a situation in a sentence to show
you understand its meaning.
Synonym-Antonym Chart
Word
Synonyms
Antonyms
Situations
enemy
1.
1.
1.
2.
2.
2.
1.
1.
1.
2.
2.
2.
1.
1.
1.
2.
2.
2.
1.
1.
1.
2.
2.
2.
1.
1.
1.
2.
2.
2.
ripened
Barbed wire
gall
appreciation
Complete sentences here.
11 Roots, Prefixes and Suffixes
Ten- Fifteen-Minutes-a Day-Lessons
Days 1 to 3: students pair-share and generate words for the list; the teacher
writes these on chart paper or projects them onto a whiteboard from a computer.
Students use their knowledge of the root and affix to define each word and check,
in a dictionary. Encourage students to challenge words if they feel the words
come from a different root.
Days 1 and 2: generate words
Day 3: use root and affixes to define each word on the list.
Here is the list of words that students generated over three days:
spectacle: something to look at
spectacular: related to spectacle
spectator: person who sees
spectacles: small seeing--eyeglasses
respect: see or look at again
respectable: capable of seeing again
disrespect: opposite of seeing again
inspect: see into
inspector: a person who sees into
special? challenged word: not from spec, to see, but from specialis, Latin, kind or
sort
inspection: the act of seeing into
inspected: past tense of seeing into
12 Day 4: students and teacher discuss situations a word might be used in, refine
the wordʼs meaning, and the teacher models how to use the word and situation to
compose a sentence that shows an understanding of the word.
Word
Situations
1. spectacle: something to look at; pageant, circus
1. evaluating a spectacle
2. spectator: person who sees
2. an observer or
critic
3. spectacles: small seeing—eyeglasses
3. used to see better
4. respect: see or look at again
4. to honor a person; be
polite
5. respectable: capable of seeing again
5. show respect to people
6. disrespect: opposite of seeing again
6. answering back; not
listening
7. inspect: see into
7. a microscope; building;
clothing; a room;
restaurant
8. inspector: a person who sees into
8. check safety in building;
a restaurant, or hospital
9. inspection: the act of seeing into
9 & 10. checking out a
room, nursing home,
hospital, building,
restaurant
10. inspected: past tense of seeing into
One of the teacherʼs sentences: The school pageant was a spectacle the
audience loved because all 200 students were singing for the audience.
13 Day 5: partners select two words and write sentences that reflect an
understanding of the word and not simply the wordʼs definition. Pairs share their
sentences. Here are two student sentences:
1. Every time mom reads a book or magazine she puts on her spectacles.
2. The class showed respect for the visitor by offering a seat, listening to her
talk, and asking thought-provoking questions.
Notice that with one root, students learn several words as well as prefixes and
suffixes. Help students learn a few prefixes a week because prefixes change the
meaning of a root.
ENGLISH LANGUAGE ARTS
ROOT
MEANING
EXAMPLE
act (Latin)
do
actor, transact
aud (Latin)
hear
audience, audiovisual
clqr (Latin)
clear
clarity, declarative
gen (Greek)
birth, race
genocide, generate,
log (Greek)
word
prologue, dialogue
narr (Latin)
tell
narrate, narative
nun, noun (Latin)
declare
novel, innovate
onym (Greek)
name
antonym, synonym
struct (Latin)
build
structure, deconstruct
urb (Latin)
city
suburb, urbane
14 SCIENCE
ROOT
MEANING
EXAMPLE
aero (Greek)
air
aerodynamics, aerate
baro (Greek)
weight
barometer, isobar
cardi (Greek)
heart
cardiac, cardiology
corp (Latin)
body
corpse, corpuscule
geo (Greek)
earth
geology, geophysical
kine, cine (Greek)
movement
kinetic, hyperkinesia
lys (Greek)
break down
electrolysis, catalyst
opt (Latin)
eye
optical, optic
scope (Greek)
to see
microscope, telescope
therm (Greek)
heat
thermonuclear, t
SOCIAL STUDIES
ROOT
MEANING
EXAMPLE
arch (Greek)
chief
monarchy, oligarchy
belli (Latin)
war
bellicose, rebellion
chron (Greek)
time
chronological, chronicle
dem (Greek)
people
democracy, demagogy
dogma (Greek)
opinion
dogma, dogmatic
fug (Latin)
flee
fugitive, refugee
mand (Latin)
order
mandate, remand
migr (Latin)
Change, move
immigrant, migratory
poli (Greek)
city
polis, political
reg (Latin)
guide, rule
reign, regime
15 PREFIXES AND SUFFIXES
Prefix
Meaning
Suffix
Part of Speech
ad, a, ac, af, ag,
to, toward
able, ible (adj.)
adjective
circum
around
ance, ence
noun
dis, dif, di
apart, not
er, or (noun)
noun
in
in, into, not
ful
adjective
inter
between, among
fy (verb)
verb
pro
forward
sion, tion
noun
re
again, back
ive
adjective
trans
across, beyond
ous
adjective
un
not
tude
noun
an, ar, at, as
16 Make and Define Multi-Syllable Words
Name________________________________________Date________________
Directions:
•
Play this word game with a partner. See if you can make at least six words
using a prefix and a root, a prefix, root, and suffix, or a root and suffix.
•
Use your knowledge of the word parts to define each word. You might
have to check the meaning of a prefix in a print or online dictionary.
Prefix
Root
Suffix
dis
flect—Latin, bend
tion, ation, sion
in
spec—Latin, see
ous
re
port—Latin, carry
Ing, ed
de
cred—Latin, believe
ible
ex
liber—Latin, free
or, er
vor—Latin, eat
ate
y
________________________________________________________________
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