Cheyenne Wyoming oct 2012

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  • Page 1:  000 Beers.Probst cover (shown in color but not expected to be duplicated in color)Page 2:  Rigor definition worksheetPage 3: Rigor excerpt from Notice and NotePage 4:  047 CorandicBlonke passagePage 5:  041 Letters to My DaughtersPage 6:  Forgive My GuiltPage 7 and Page 8:  Thank You Ma'm 2 pagePage 9 and 10:  Garana 001 followed by Garana 002Page 11 and Page 12:  Possible Sentence Template (please make two copies for each teacher)Page 13 and Page 14:  She Unnames ThemPage 15 and Page 16: Among the Hidden Ch 1 and 2 (From this PDF, ONLY print pages 1 of chapter 1—which will also give you some book information on the left side of the page—and pages 2 and 3, which will reproduce on 1 page.  When you open this up you will understand.  But we do not need anything beyond page 3 of chapter 1.) Pages 17 and 18:  005c Probable Passage (two copies)Pages 19 and 20:  014 Is/Is Not Map (two copies)Pages 21 and 22: ABC Chart (two copies)Page 23: 021.6c The JourneyPage 24:  Christopher Columbus Passage
  • Bob: As you move through this webinar course, you’ll undoubtedly have questions. The syllabus provides contact information for technical issues as well as content issues.Kylene: We’re also reachable via Twitter, where I post regularly about issues regarding literacy education. If you decide to follow Bob, you’ll find a tweet posted from him about every six months.
  • Kylene: Our goal is for you to become the best teacher you can be. That’s the same goal we have for ourselves. It’s a goal that means we are always learning, always trying new things.Bob: It means we reflect on what we’re doing with students, we talk with each other and other colleagues, we read professional texts, we attend professional conferences, and we keep asking ourselves how we can help students become better readers.
  • Do Thank you Ma’am
  • SheUnnames ThemPossible Sentences
  • Corandic/Blonke—this shows the text can be really hard, but if we can’t access it, then our reading wasn’t rigorous, merely hard.The best way to get kids to give them more energy to a text, is to get them back into it again and again…Do Genre Reformulaiton with CCThen do Really?End with their definition
  • Cheyenne Wyoming oct 2012

    1. 1. Notice and Note: Strategies for Close Reading Robert E. Probst Kylene Beers
    2. 2. Reaching Us beers.probst@gmail.com  Follow us on Twitter: twitter.com/kylenebeers twitter.com/bobprobstbeers.probst
    3. 3. Our over-arching goalbeers.probst
    4. 4. What we’ll be discussing  Rigor, what it is and what it isn’t • The critical role of talk and questioning in the classroom • Comprehension strategiesbeers.probst
    5. 5. beers.probst@gmail.com
    6. 6. Reading Volume of Fifth-Grade Students of Different Levels of Achievement (Based on In and Out of School Reading Logs) Achievement Minutes of Words per Percentile Reading Year per Day 90th 40.4 2,357,000 50th 12.9 601,000 10th 1.6 51,000 Anderson, Wilson, & Fielding, 1988beers.probst@gmail.com
    7. 7. Turn this into 8 with one more character VIIbeers.probst@gmail.com
    8. 8. Now turn this into a 6 with one character IXbeers.probst@gmail.com
    9. 9. It’s Rigor NOT RIGOR MORTIS KYLENE BEERS AND ROBERT E. PROBSTbeers.probst@gmail.com
    10. 10. Rigor My definition A collaborative definition Task:beers.probst
    11. 11. Rigor resides in the energy and attention given to the text not in the text itself…beers.probst@gmail.com
    12. 12. She Unnames Them FOLLOW ALONG WHILE BOB READS MARK ITEMS THAT RAISE A QUESTIONbeers.probst@gmail.com
    13. 13. Ecuador banning child labor laws 10-year-old 12-hour workdays banana trees as little as $27 a week sharp heavy knives no longer attend school poor country forced to work harmful chemicals 250 million kidsbeers.probst@gmail.com
    14. 14. What do you know about the oceans?K -- What do I Know? W -- What do I Want to L -- What Did I Learn? Know? Who decided where the boundaries are?They are big What makes the boundary? Why just 4?There are 4 of them Who decided there would be 4? Are there pirates in all the oceans?Pirates! Who are the pirates? Do different kinds of whales talk toWhales each other? Why are hurricanes called typhoons ifHurricanes they are on the other side of the US? Are the names the same if you are inThey have names China? Why does the salt in my tears notThey are salty burn my eyes, but the salt in the Gulf of Mexico does?
    15. 15. beers.probst@gmail.com
    16. 16.  The character acts in a way that is contradictory to how he has acted or that contrasts with how we would act or that reveals aContrasts and difference among characters.Contradictions Text Clue: Author shows actions or feelings that we haven’t seen before. Question: Why would the character act (feel) this way?
    17. 17.  Contrasts and Two of the Contradictions Notice and Note  Aha Moments Signpostsbeers.probst@gmail.com
    18. 18.  The character realizes or comes to understand something thatAh-Ha therefore changes his thinking or his actions  Text Clues  I suddenly realized…  Now I understood why…  It hit me with a force…  I knew what I had to do… Question: How might this change things?
    19. 19. Erin—September, 6th grade“Um, I think that, I think that next, well next. I think that well, I think more is going to happen with her being with them. And then she will probably go home. Because they don’t seem like forever kidnappers.”
    20. 20. Erin—January, 6th grade Here, right when Luke, he decides to go to the house, so he had just been thinking about it, but here, he decided to go, well, I noticed that because he was doing something different, like a contradiction on how he had been acting, and so I noticed that. And that made me think that Luke, he’s like maybe getting braver some. But that’s going to be a problem because he needs to stay hidden. So, I think maybe that what’s going to happen is about him not wanting to stay hidden. Maybe like for the conflict.
    21. 21. Mark—August, 8th grade I guess I think that maybe, I guess that, that something else is going to happen.
    22. 22. Mark—November, 8th grade I stopped here because notice how it said that he had a sad smile. Smiles aren’t sad. I noticed that because it was really a contradiction and I wondered why he would be sad and smiling. I think that the Giver is smiling because he’s still trying to make Jonas feel good about this assignment but he also knows something that Jonas doesn’t know. This part made me think that something important is finally going to happen that’s about Jonas finding out something.
    23. 23. Megan—October, 7th gradeMegan: Miss—look! It’s that again and again. The story of the Denmark king. See, she’s remembering it again. Where was it first? Where was it? Can you find it? I don’t know where it was but this is like the, I don’t know, like it was a lot, that she keeps remembering this story, remember that her dad told her about the Denmark king and how anyone would fight for him?
    24. 24. MeganKylene: Why do you think this keeps coming up again and again?Megan: Because. Because. I think it is because, oh, I know, see how she keeps remembering that anyone would do anything to save him. Oh—this is that foreshadowing. Here it is! This is foreshadowing. Oh my God. It’s right here! Do you think Mrs. Lowry knows she did this?
    25. 25.  A character asks himself or a trusted friend a tough question or tough questions that reveal concerns (internal conflict) the character has.ToughQuestions  Text Clue:  Questions, often asked of self, that can’t be answered  Sometimes offered as statement, “I wonder if…” Question: What does this question make me wonder about?
    26. 26.  The author interrupts the flow of the story by letting the characterMemory remember something.Moment  Text Clue:  “I remember…”  “The memory flooded back…”  “It was a strange memory…”  “She suddenly remembered…” Question: Why might this memory be important?
    27. 27.  An important life lesson is shared with the main character.  Text Clue:Words of  A wiser and often older character sharesthe Wiser sage advice  It is often a quiet scene just between the two characters  The advice might be one line or a longer “lecture” Question:  What’s the advice and how might it affect the character?
    28. 28.  A word or scene or image occurs repeatedly.Again and  Text Clue:Again  Some sort of repetition (a word, an image, a phrase, an event) which may or may not occur in same chapter Question:  Why does this keep happening again and again?

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