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.
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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