Welcome! As you get settled and acquainted with your group, please: record your name, school, grade level fold your numbered index card in half read over the story, Fox Fall River Public Schools Laying the Foundation for High Yield Instructional Strategies WHY? http://www.youtube.com/watch?v=bTYHcWLQOg&list=PLCA20833C4397E279&feature=plcp Pasadena PreAP LTF.xspf In order to “digest” what you read, you must think about it! Close Reading This is a type of analytical reading. The reader looks at details, words and images and assesses their importance. The reader makes guesses about the meaning of the text as they read. Close readers look beyond the plot for deeper layers of meaning. Annotation 1. In groups divide the task- verbs or adjectives (30 seconds) 2. Read through the text 1 time annotating for verbs or adjectives (4 minutes) 3. Individually note patterns, contrasts, and relationships (1 minute) 4. Turn and Talk- share significant observations and chose 1 to share out (2 minutes) 5. Spokesperson for each group share (30 seconds each) 2nd Annotation 1. Individually read and annotate for strong images and questions (4 minutes) 2. Turn and Talk- share significant observations and chose 1 to share out (2 minutes) 3. Spokesperson for each group share (30 seconds each) 4. Discuss implementation of annotation in your classroom (2 minutes) 5. Group share (2 minutes) Possible Extensions Annotate for another purpose, dictated by the text Craft Dialectical Journal entries Extend into literary analysis Three Levels of Reading strategy Categorize questions according to Levels of Thinking Level Creating Thinking What would it be like if…? Create, develop, generate, produce, imagine THEMATIC Evaluating Why do you think that…? Conclude, debate, justify, judge, assess Analyzing What other ways could…? categorize, dissect, examine, compare, contrast INFERENTIAL Applying How would you solve…? apply, demonstrate, implement, practice Understanding What is the main idea of…? describe, explain, paraphrase, retell LITERAL Remembering Who, What, When, Where…? cite, define, find, list The Three Levels of Reading 3 Levels of Reading Reading on the Line (Literal) Reading Between the Lines (Inferential) Reading Beyond the Lines (Thematic) First Level of Reading Literal READING ON THE LINE Understanding & Remembering Find meaning directly in the text Mentally answer the questions “Who?” “What?” “When?” and “Where?” Second Level of Reading Inferential Applying & Analyzing Readers interpret what is in the text Key concerns are : -What does the passage represent, suggest, or personify? -What does a certain allusion or metaphor mean? - You are analyzing, interpreting, classifying, comparing, contrasting and finding patterns. READING ________________ BETWEEN THE ________________ LINES Third Level of Reading Thematic READING BEYOND THE LINES ___________________ ___________________ Evaluating & Creating Readers move beyond the text to connect literature to their own experiences as well as with universal meaning. Reading Beyond the Lines (continued) - - - - - Ask: “How does this text connect with my life?” “How does it connect to life for all people?” “How does it connect with my ideas about morality or values?” What perceptions about life in general is the author communicating to me?” “What do I think of these perceptions?” 1 READING ON THE LINES 2 READING BETWEEN THE LINES 3 READING BEYOND THE LINES 1 Literal 2 Inferential 3 Thematic Remember and Understand Reading on the Line 1. Write the most significant word from the text. 2. Quote the entire sentence in which the word appears. Cite the source of the quotation in parentheses. 3.Write multiple dictionary definitions of the word (denotation). 4. Explain why the word is important to the meaning of the work by placing it in the context of the narrative. Applying and Analyzing *Draw & Explain Reading Between the Lines R 1. Referring to the text, draw FOUR images created from the text *Draw & Explain Reading On the Line *Draw & Explain 2. Write an explanation of the link between the four images from the text and the word you have written in the innermost circle. *Draw & Explain Evaluating And Creating Reading Beyond the Lines Reading Between the Lines Reading On the Lines Write TWO thematic statements drawn from the significant word you wrote in the innermost circle and the images you drew in the middle circle. These should be universal thematic statements. Levels of Reading 1. In groups divide up the tasks- Who will complete each level? (1 minute) 2. Discuss mental draft of your poster- What are you going to put at each level? (5 minutes) 3. Complete your representation of the Three Levels of Reading. (20 minutes) 4. Gallery Walk using post-its for commentary or observations (5 minutes) 5. Review commentary and reflect on strategy. (3 minutes) 6. Whole group share one piece of poster, one comment and one reflection on implementing the strategy. (1 minute) Possible Extensions Craft Dialectical Journal entries. Extend into literary analysis. What is a Dialectical Journal? “Dialectical” relates to the process of logical discussion used to determine the truth. A dialectical journal is your record of your thoughts as you read–your search for the truth. As a good reader, you question what you read, holding it up against what you already know. Your dialectical journal is your opportunity to show others how you think as you read. 8th Grade Sample Dialectical Journal Sally Student Teacher ELA 1 17 May 2012 Dialectical Journal – 1984 Quotation p. 270 “‘And you consider yourself morally superior to us, with our lies and our cruelty?’ ‘Yes, I consider myself superior.’ …It was a sound track of the conversation he had had with O’Brien, on the night when he had enrolled himself in the Brotherhood…” Response Who decides what’s right and what’s wrong? Winston thinks he’s better than the Party because he isn’t cruel and doesn’t lie, yet he pledged to do whatever it took to bring down the Party. Is he right because he has good reasoning, or is he just as wrong because of the things he is willing to do in the name of the greater good? I’m sure some villains have perfectly sound reasoning and worthy causes, but they’re bad because they wreak havoc and cause harm. We can say that a person is good because they have positive goals, but what if they reach those goals by putting others at risk? Are they still a good person, or a bad person? Do the means or the ends determine right or wrong? Sam Student Teacher ELA 1 September 25, 20122012 “The Scarlet Ibis” Dialectical Journal C- Concrete A- Abstract T - Thematic Summary Paragraph 1 - Speaking in past tense, the narrator describes the time of year and other elements of the setting when the ibis landed in a tree in his yard. Observations and Questions What is the “clove of seasons”? (A) The narrator repeatedly uses words and images that indicate death and loss. (T) What is the “bleeding tree”? (A) Lots of imagery and figurative language (C) Did someone die? Who? When? What was the relationship to the narrator? (C) Do certain images remind us of the past? (T) Do people ever completely recover from the death of a loved one? (T) Sam Student Teacher ELA 1 September 25, 2012 “The Scarlet Ibis” Dialectical Journal Doodle Evidence (quotation or detail and context) Quotation: “His eyes were round with wonder as he gazed about him, and his little hands began to stroke the rubber grass. Then he began to cry” (Hurst 191). Context: Doodle’s brother has taken him to a beautiful place. Quotation: “My lies were scary, involved, and usually pointless, but Doodle’s were twice as crazy. People in his stories all had wings and flew wherever they wanted to go (Hurst 193). Context: to help pass the time, Doodle and his brother make up stories. Inference or Interpretation – Commentary Sensitive, appreciative – Doodle reacts emotionally to the wonder of nature, moved to tears of joy at the beauty of simple things. He is attuned to nature and in awe of beauty. Imaginative, dreamer – Doodle’s fantasies reveal his vivid imagination as well as his desire to be able to move freely and easily. Through his imagination he can escape the physical handicaps that hold him down in real life. Index Card Feedback Individually create a dialectical journal entry based on the strategies explored today. Observation Reflection Q&A Session