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Ch. 6, Reading To Learn PowerPoint - Coggle Diagram
Ch. 6
Reading To Learn
PowerPoint
Constructing Meaning
Learning from text involves a complex interaction between reader and text
Constructing meaning from text varies in each content area
Comprehension is a Process (review)
Students activate prior knowledge
Examine the text to uncover its organization
Make predictions
Create mental images
Draw inferences
Notice symbols and literary devices
Monitor understanding
Close reading
Just What Is…
“Close reading”
Emphasize close reading of text
Readers use an analysis of the way text is constructed to build meaning
Making personal connections is seen as leading away from meaning of text
Close reading is recommended in the Common Core Standards
Beers & Probst recommend combining close reading with personal connections & involvement
Explore how the author created the text
Analyze text for its use of literary devices & forms and how these contribute to the meaning of the text
Often a second read for deeper understanding
In a combined close reading & reader response approach, also make connections to text
Close reading requires
Understanding your purpose and reading
Understanding the author's purpose in writing
Seeing ideas in a text as being interconnected
Looking for an understanding systems of meaning
Engaging a text while reading
Getting Beyond impressionistic reading
Formulating questions and seeking answers to those questions while reading
Move to higher order questions
Useless less of
Where
When
What
Who
Which
Use more of
How
Suppose
Justify
Why
Example
Strategies for close reading
Story Mapping
Outcome
Theme
Sequence of events
Problem or goal
Characters
Setting
SOAPS
Occasion
Audience
Speaker
Purpose
Subject
Text-Self-World Connections
Self
Itself
Text
World
Three Levels of Questions
Right there
Think and search
Author and me
Arguments and Evidence
Identify the claim or claims
Analyze the evidence
Appeals –Logical, Ethical, Emotional
Logical logos
Ethical ethos
Emotional pathos
Assumptions
Explicit or implicit
Close Reading Strategies
Chunk the text
drawing a horizontal line between paragraphs to divide the page into smaller sections
Group the paragraphs into chunks before you hand out the assignment. In the directions you will say, “Chunk paragraphs 1-3, 4-5, 6-8, 9-12.”
Paragraphs 1-3 may be the hook and thesis statement
Paragraphs 6-8 may be the paragraphs where the author addresses the opposition
Over time, let go of that responsibility and ask your students to chunk the text on their own
They number the paragraphs then must make decisions about what paragraphs will be grouped together
Underline and circle… with a purpose
Think about what information you want students to take from the text, and ask them to look for those elements
You should often have the students circle “Key terms” in the text, and define key terms as words that:
Are defined
Are repeated throughout the text
If you circled five key terms in the entire text, you would have a pretty good idea about what the entire text is about
Number the paragraphs
Number each paragraph or section or stanza in the left hand margin
When a student refers to the text require them to state which paragraph they are referring to
Right margin: Dig deeper into the text
In the right-hand margin, direct the students to complete a specific task for each chunk. This may include:
Use a power verb to describe what the author is DOING
Represent the information with a picture
Ask questions
a struggle for many students, as they often say they don’t have any questions to ask
When modeled, students can begin to learn how to ask questions that dig deeper into
Close Reading Questions
What techniques did the author use to develop suspense in the story?
How does the author use symbols in the story?
What do you think the writer was trying to say?
What events in the story or actions by the characters lead you to believe that?
What special words, expressions, or writing devices did the author use? What effect did these have on the text?
What are some examples of foreshadowing?
Reader Response Questions
Was there anything in it that surprised you?
What main feeling did it stir up?
Does this selection make you think of anything that has happened in your life?
Does this piece remind you of anyone you know?
Which part of the selection stands out in your mind the most?
Question-Answer Relationships
(Raphael, 1984)
Created to improve students’ abilities to answer comprehension questions
To begin, the teacher explains the difference between . . .
text-based
and
knowledge-based
answers
Why is this important?
text-based
Right There
(literal)
In the Book
(text based)
Think and Search
(Literal and interpretive)
knowledge-based
In My Head
(Reader-based)
Author and Me
(interpretive and applied)
On My Own
(applied)
QAR develops:
Metacognitive strategies
Knowing when you know
knowing when you don’t
and knowing what to do about it
Automaticity
Don’t even think about it
Question-Answer Relationships
Think and Search
The answer is in the passage, but must be constructed across text.
What are examples of...?
On My Own
Requires the reader to use prior knowledge, with or without the text.
In your opinion...?
Right There
The answer is stated directly in the text, usually with in a single sentence.
How May...?
Who is...?
Author and You
Readers need to think about what they know, what the author tells them, and how they connect.
What is the author's attitude?
Strategy: ReQuest
Manzo, 1969
Developed to:
Encourage students to formulate their own questions about the material.
Promote questioning behaviors
Encourage students to adopt an inquiring attitude
Help students acquire a purpose for reading
Improve students independent reading comprehension skills
Procedure:
The passage is divided into segments by.
The teacher explains that the purpose of the lesson is to help students understand what they read by asking
themselves good questions
The students take turns asking and answering questions with the teacher
Questioning the author:
(Beck, McKeown, Hamilton & Kucan, 1997)
what is it?
Comprehension strategy to teach students to construct meaning during reading
Queries, or discussion questions, encourage students to engage with ideas in text to build meaning
Queries help teachers facilitate group discussion and student-to-student interaction
Query examples
What is the author trying to say?
Why do you think the author used the following phrase?
Does this make sense to you?
What new words did I learn?
Quality Talk
Ground rules are established
Teacher typically selects text & topic ,& provides an authentic (open-ended) question
Teacher models higher-level talk & scaffolds students’ responses
Students are encouraged to respond freely & to ask questions
Uptake (building on others’ responses) is fostered
Questions should be both analytical & affective
Voluntary Reading
Ten-minutes per day can make a difference
Determine interests & attitudes
Build classroom library
Set up management system
Teach how to select books
Teach how to talk about books- Buddy buzz
Teach how to work together
Teach how to write recommendations
Motivating Voluntary Reading
Match books with interests
Indirect approach: teacher lets students see an interesting book she is reading
Pique students’ interest: read suspenseful part of story
Have students keep records of books read
Use film clips to preview
Substitute voluntary reading for other assignments
Text Structure
What are text structures?
Different types of informational passages have different text structures.
Text structures are organizational patterns.
Authors use certain text structures to help their audience better understand the information presented.
What are the types of informational text structures?
The most common are:
CAUSE AND EFFECT
describes a reason and its effect(s)
signal words/phrases
Effect
As a result
Because
Consequently
For this reason
If…then
Since
Therefore
COMPARE/CONTRAST
Compares and contrasts specific elements of two or more things
signal words/phrases
Alike
As opposed to
Different
In common
On the other hand
Similar
PROBLEM AND SOLUTION
Describes a problem and its solution(s)
signal words/phrases
Affect
As a result
Because
Consequently
For this reason
If…then
Since
therefore
CHRONOLOGICAL ORDER
Sequence, or order based on time
Chrono = time
signal words/phrases
First
Next
Last
Then
After
Before
Later
Social Studies/History and Science Texts
Most texts in SOCIAL STUDIES tend to be structured in chronological order or cause and effect.
Most texts in SCIENCE tend to be organized in problem/solution.