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  • My Students Your Students 79% Hispanic 67% Spanish language at home 14% African American 7% White 24% Learning Disabled ADD/ADHD Visual/Audio Processing Deficits 100% Title 1
  • Credit to Kylene Beers for the perfect analogy
  • We expect it to add up. We are trying to make meaning.. It could be…Maybe… Trust the writer had a purpose
  • Aha! Ohh I get it.
  • Most commonly found things readers are on the look out for to help them make meaning.
  • Bring to know wonder the narrative structure. We know how stories go…
  • Read Aloud How to Steal a Dog first chapter. Chart model read aloud. Let participants finish up independently then talk.
  • Moonlight Man first paragraph of chapter. Teachers do Know wonder. Then assess student work of this.
  • Weed2

    1. 1. Close Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific text evidence when writing or speaking to support conclusions drawn from the text. What is your definition of close reading? What do you do when you chose to read closely? What motivates you to read closely? 1
    2. 2. What we do as teachers We teach strategies… Visualize! Predict! Ask Questions! Demonstrate with text But… 2
    3. 3. How do you see your students as readers? How do you see them using strategies? Are they transferring them to become readers? How much support do they need to use strategies? 3
    4. 4. Strategies for Engaged Readers These strategies are designed to enhance habits of engaged/active readers. What about our developing readers? We use our knowledge of the reading process and imposing our interpretations to get them to deeper meaning. 4
    5. 5. 5
    6. 6. Need Strategies for Strategies Visualizing, inferring, connecting are complicated! Riding a bike with no hands needs balance, momentum, stable bike, a level road, and practice, practice. 6
    7. 7. Top Down Thinking Idea to details 7 Character TraitCharacter Trait EvidenceEvidence EvidenceEvidence EvidenceEvidence
    8. 8. Turn it On It’s Head! Details to idea! 8 DetailDetail DetailDetail DetailDetail Idea!Idea!
    9. 9. Details are the Basis on Which Readers Make Meaning 9
    10. 10. Food, Music, Memory She says: Cupcakes. Brownies. Pies. She says: Remember this. Bread. Stew. Sauce. She says: All that time. She says: Singing. All I taught you. She says: Crayon. Alligator. Boy Scouts. She says: Baseball. Soccer. Track. She says: I was there. Remember? I say: Shouting. Silence. Shouting. I say: Remember this: Scotch. Vodka. Kahlua. I say: Cupcake. Meatloaf. Sauce. I say: Singing , All you would not tell me. I say: Crayon. Dancing. Guitar. I say: Belt. Hairbrush. Hand. I say: I was there. Remember? 10
    11. 11. Readers expect details to add up Pronouns… I, she Similarity in details …cupcakes, brownies Patterns…repetition of words, punctuation Placement of words….belt, hairbrush, hand Multiple meanings based on context…sauce The details are the building blocks of meaning 11
    12. 12. We don’t know yet -- but we will Confusion is a natural response Need to hold on to details with questions Knowing we will “figure it out” Details will add up Hold on till the purpose of details is clear Trust knowing authors are intentional It will make sense Not knowing propels us forward! 12
    13. 13. KNOW/WONDER strategy Simple – Transferable Makes thinking visible Students are successful Promotes independence Tool to get to meaning! 13
    14. 14. Readers know how stories operate and expect details to add up Three Little pigs… 14
    15. 15. This is how stories go… The B B wolf tries… 15
    16. 16. Using Read Aloud to Introduce Students understand narrative structure Texts should be character driven Accessible to students Plots twist requiring revision of ideas What We Know What We Wonder 16
    17. 17. Implementation Tips with Read Aloud Slow down the process As students understand process, chart less, talk more Have students chart and share after read aloud 17
    18. 18. Significance of Details Figure it out inferences Stated specific to unstated specific Making more of inferences Specific to abstract 18
    19. 19. Figure it Out Inferences Something we wonder about that is stated later in the text. Holding on, drafting, revising to obtain generally literal comprehension Is the character a boy or a girl? Where is their dad? Why are they living in a car? 19
    20. 20. Making More Inferences Answers wonders about character feelings, motivations, relationships to others • Why did the character do that? • What kinds of people do they seem to be and and how does that help them deal with the problems that are in their way? • What does that detail tell us about the situations the character is in? 20
    21. 21. What we can do Chart to keep track students’ of thinking Show the process of drafting and revising Give a Strategy for accumulating “holding on to” text Read attentively to discern answers to our wonderings 21 draftdraft revis e revis e Hold on to text Hold on to text Build to deeper meaning Build to deeper meaning
    22. 22. Know/Wonder I tried keeping a journal once before, when I was twelve – writing is my favorite thing – but it didn’t work. I guess I didn’t have much to tell. But now I’m fifteen, going on sixteen and, believe me, this time is different. I’ll pretend I can see you – whoever you are reading this– and tell myself you’re really listening, not just waiting for me, Jenny Joslin to stop talking so much so you can start. The thing is I need you! I’m scared. Somebody has to listen. 22
    23. 23. Analyze Student Work What did the student do well? Did they identify the character, what the character wants, problems? Did their wonderings grow out of the text? What did they miss? Why? verbs, pronouns, vocabulary, words that convey emotion, text structure….. How well did they use the know/wonder strategy? Next steps for this student? 23
    24. 24. What do readers really do? Understand text structure Tolerate confusion Expect clarity as they read on Hold on to questions Make and connect inferences to establish context Develop hunches Gather evidence to prove Draft an understanding Revise hunches when answers are revealed 24
    25. 25. Resources Weekly News Magazines: Scholastic News News Articles Text Features Supplement Non Fiction Work High Interest 25
    26. 26. Resources Storyworks – Grades 3-5 Scope- Grades 6-7 Bi Monthly Short Story, Poetry, Plays Non Fiction, Opinion High Interest, Lexiled Articles 26
    27. 27. Resources: Short Story Collections Every Living Thing. by Cynthia Rylant All Together at One Time, by E.L. Konigsburg What Do Fish Have to Do With Anything, by Avi Friends: Stories about Old Friends, New Friends and Unexpectedly True Friends, Edited by Ann M. Martin Tripping Over the Lunch Lady, Edited by Nancy E. Mercado Be Careful What You Wish for, Edited by Lois Metzger Hey World Here I Am!, by Jean Little The Year We Missed My Birthday, Edited by Lois Metzger Dog to the Rescue, by Jeannette Sanderson (non fiction) Sports Shorts, by Joseph Bruchac, David Lubar and 6 others Girls Got Game, Edited by Sue Macy 27
    28. 28. Resources: Short Story Collections Baseball in April, by Gary Soto Throwing Shadows, by E.L. Konigsburg Twelve Impossible Things Before Breakfast, by Jane Yolen (fantasy) Strange Happenings, by Avi (fantasy) Unicorn Treasury, by Bruce Coville ( fantasy) Americas Streets, A Multicultural Anthology, Edited by Anne Mazer House on Mango Street by Sandra Cisneros* 13, Thirteen stories that capture the agony and ecstasy of being thirteen, Edited by James Howe* Dear Bully, Edited by Megan Kelly Hall* Shelf Life, Stories by the Book, by Gary Paulsen* * Middle School content 28