1. Guided Highlighted Reading: A Strategy for Reading Complex Text
International Reading Association 2012
Elaine Weber, Macomb ISD
Barbara Nelson, Consultant
Cynthia Schofield, Harper Creek Schools
Carrie Wozniak, Fraser Public Schools

2. Goals for the Session You will
Understand the relationship of GHR to the Common Core State Standards.
Know how to implement GHR, a research-based strategy for scaffolding deep reading of complex text.

3. Have you ever had one of those moments?

4. We had one of those moments
We had one of those moments! We thought we knew the all the effects of GHR:
Students are able to…
summarize text.
recognize different text structures.
analyze text using the language of craft.
understand the vocabulary of complex text.
identify multiple-choice patterns and answer questions more successfully.

5. And why it works… Engages students in the text
Gives students the language of analysis
Points out the salient points of text
Provides opportunities to learn the predictable patterns of text.

6. We did realize it provided students opportunities to reread text and the positive effect on that text…
But, we didn’t realize the power of Repeated Reading on subsequent texts…

7. Effects of Repeated Reading
book A book B book C
Timothy Rasinski – IRA Webinar 2/15/2012
Consistent results of repeated reading (Rasinski – Fluency – Chapter on Reading Research) the effect between the first and second and third book. Each more complex and difficult than the one before.

8. Repeated Reading
Wide Reading (reading one text after another only once)
Deep Reading (repeated reading of the same text)
For some students wide reading does not increase (escalate) their reading ability. It is a flatline.

9. Research has shown that students benefit from rereading texts
Research has shown that students benefit from rereading texts. While the repeated reading method was initially created to increase reading fluency, researchers found that it positively impacted sight word recognition and comprehension as well Samuels, 1997

10. Some of the effects from research…
Repeated reading represents an educational strategy for building reading fluency in which a student rereads a passage until meeting a criterion level (Dahl, 1977; Samuels, 1979).
Research shows that repeated reading can facilitate growth in reading fluency and other aspects of reading achievement (Adams, 1990; NRP, 2000; Therrien, 2004).

13. SMARTER Balanced Assessment Consortium Assessments of the Common Core State Standards for English Language Arts & Literacy in History/ Social Studies, Science, and Technical Subjects
Overall Claim (Gr 3-8) - Students can demonstrate progress toward college and career readiness in English language arts and literacy.
Overall Claim (High School) - Students can demonstrate college and career readiness in English language arts and literacy.

14. SMARTER Balanced Four Major Claims
Claim #1 - Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.
Claim #2 - Students can produce effective and well-grounded writing for a range of purposes and audiences.
Claim #3 - Students can employ effective speaking and listening skills for a range of purposes and audiences.
Claim #4 - Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

15. Walden by Henry David Thoreau
“I went to the woods because I wished to live deliberately…”

16. Thoreau’s Walden

17. Sample Performance Task for Informational Text
Students provide an objective summary of the following excerpt from Henry David Thoreau’s Walden”) [RI.11–12.2];
Students determine the meaning of words and phrases as they are used in a text, including figurative (metaphor) and connotative (allusion) meanings [RI.11–12.4]; and
Students determine an author’s purpose (craft) in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. [RI.11–12.6]

18. Guided Highlighted Reading for three purposes
Vocabulary
Summary
Craft

19. GHR for Vocabulary and Summary
In line #1, find and highlight the word that means intentionally.
In line #5, find and highlight the word that means essence.
In line #7, find and highlight the word that means of little value.
In line #8, find and highlight the word that means magnificent.
In line #10, find and highlight the phrase that means quickly decided without thought. (hastily concluded)
Summary
In lines #1 and #2, find and highlight what Thoreau wants to find and what he wants to learn.

20. GHR for Craft
In lines #1-4, find and highlight the pronoun that is used seven times to emphasize that this passage is told from the first person point of view.
A literary allusion is a reference to a well-known piece of literature or something that is historically important. In line #5, find and highlight the allusion Thoreau uses to show that he wants to live strongly and simply.
Imagery is the use of vivid description to create pictures, or images, in the reader's mind. In lines #5 and #6, find and highlight the imagery Thoreau uses create a picture of what he would like to do to “life
Strong or vivid verbs tell the reader more about how a person does something. In line #6, find and highlight two or three strong verbs that show what Thoreau plans to do to “life.”
Repetition is the simple repeating of a word in order to emphasize an idea. In lines #7 and #8, find and highlight the pronoun referring to life that is repeated four times.
In lines #7 and #8, find and highlight the two words Thoreau uses to contrast different opinions about life.

21. GHR for MAIN IDEA K-I Garden Helpers From National Geographic

22. Horses and Hurricanes Text Structure
Sample Performance Task for Informational Texts:
Students identify the overall structure of ideas, concepts, and information in Seymour Simon’s Horses (based on factors such as their speed and color) and compare and contrast that scheme to the one employed by Patricia Lauber in her book Hurricanes: Earth’s Mightiest Storms. [RI.5.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.]

23. Contrast/Differences: Speed and Color

24. Craft: Contrast Prompts
* In line #2, find and highlight the two words that tell the difference or contrast in speed between a horse’s walk and gallop. (“slowest” and “fastest”)
* To contrast or show how horses’ gaits are different, the author describes how parts of a horse’s body moves. In lines #3 and #4, find and highlight the words that refer to parts of a horse’s body. (hoof (1 time) and leg (4 times))
* In lines #3 and #4, find and highlight the description of a horse walking. (“…each hoof leaves the ground at a different time. It moves one hind leg first, and then the front leg on the same side; then the other hind leg and the other front leg.”)

25. Contrast/Differences
* The author points out that horses are named for their coat colors and markings and shows that brown horses are named for the range of their color. In line #13, find and highlight names for dark brown horses. (“bays and chestnuts”)

26. Comparisons/Likenesses

27. Craft: Comparison Prompts
* In lines #3-#5, find and highlight the signal word that is repeated four times showing that hurricanes, typhoons, and cyclones are alike or similar.
* In line #3, find and highlight the two phrases containing the word “same” that show that the storms are alike or similar.
* In lines #4 and #5, find and highlight the two phrases containing the word “same” that show that the storms are alike or similar.
* In line #8, find and highlight the words the author uses to introduce more similarities or things that make storms alike.

28. Text Structure Draw Text Structure Draw Rhetorical Question
Figures of Speech
Identify or provide an example of
Rhetorical Question
A rhetorical question is a question asked merely for effect. It does not require an answer.
Examples:
“Aren’t you ashamed of yourself?”
“What business is it of yours?”
“Am I talking to walls?”
“What am I going to do with my life?”
ddd
Figures of Speech
Identify or provide an example of
Rhetorical Question
A rhetorical question is a question asked merely for effect. It does not require an answer.
Examples:
“Aren’t you ashamed of yourself?”
“What business is it of yours?”
“Am I talking to walls?”
“What am I going to do with my life?”
ddd
Figures of Speech
Identify or provide an example of
Simile or Metaphor
A simile compares two different things using “like” or “as.” A metaphor compares two nouns without using “like” or “as.”
Examples of similes and metaphors:
S: He eats like a pig.
M: He is a pig.
S: She ran like the wind.
M: Her running was
lightning.
S: You are as silly as a clown. M: You are a clown.
Figures of Speech
Identify or provide an example of
Simile or Metaphor
A simile compares two different things using “like” or “as.” A metaphor compares two nouns without using “like” or “as.”
Examples of similes and metaphors:
S: He eats like a pig.
M: He is a pig.
S: She ran like the wind.
M: Her running was
lightning.
S: You are as silly as a clown. M: You are a clown.
Figures of Speech
Identify or provide an example of
Personification
Personification is giving human traits to
non-living objects.
Examples:
“The wind was whistling.”
“The grass was dancing.”
“The car was humming.”
“The leaves danced in
the wind.”
“The moon winked good night.”
Figures of Speech
Identify or provide an example of
Personification
Personification is giving human traits to
non-living objects.
Examples:
“The wind was whistling.”
“The grass was dancing.”
“The car was humming.”
“The leaves danced in
the wind.”
“The moon winked good night.”
Critically Investigating the Author
Critically Investigating the Author
Critically Investigating the Author
Critically Investigating the Author
Critically Investigating the Author
Critically Investigating the Author
copyright Elaine Weber, Barbara Nelson, and Cynthia Schofield
copyright Elaine Weber, Barbara Nelson, and Cynthia Schofield
copyright Elaine Weber, Barbara Nelson, and Cynthia Schofield
copyright Elaine Weber, Barbara Nelson, and Cynthia Schofield
copyright Elaine Weber, Barbara Nelson, and Cynthia Schofield
copyright Elaine Weber, Barbara Nelson, and Cynthia Schofield
Figures of Speech
Identify or provide an example of
Alliteration
Alliteration occurs when a series of words in a row (or close to a row) have the same beginning sound.
Examples: a peck of pickled peppers
winds whipping wildly
Coca Cola and
Bed Bath & Beyond
Figures of Speech
Identify or provide an example of
Alliteration
Alliteration occurs when a series of words in a row (or close to a row) have the same beginning sound.
Examples: a peck of pickled peppers
winds whipping wildly
Coca Cola and
Bed Bath & Beyond
Figures of Speech
Identify or provide an
example of
Repetition
Repetition is the simple repeating of a word or phrase for emphasis.
Examples:
“...every hunter and forager, every hero and coward, every creator and destroyer of civilization, every king and peasant…”
“That's here. That's home. That's us.”
Figures of Speech
Identify or provide an
example of
Repetition
Repetition is the simple repeating of a word or phrase for emphasis.
Examples:
“...every hunter and forager, every hero and coward, every creator and destroyer of civilization, every king and peasant…”
“That's here. That's home. That's us.”
Critically Investigating the Author
Critically Investigating the Author
Critically Investigating the Author
Critically Investigating the Author
Critically Investigating the Author
Critically Investigating the Author
Figures of Speech
Identify or provide an
example of
Imagery
Imagery is the use of vivid description to create pictures, or images, in the reader's mind.
Examples
“Caught in the center of scattered light rays, Earth appears as a tiny point of light…”
“...a mote of dust suspended in a sunbeam…”
Figures of Speech
Identify or provide an
example of
Imagery
Imagery is the use of vivid description to create pictures, or images, in the reader's mind.
Examples
“Caught in the center of scattered light rays, Earth appears as a tiny point of light…”
“...a mote of dust suspended in a sunbeam…”
copyright Elaine Weber, Barbara Nelson, and Cynthia Schofield
copyright Elaine Weber, Barbara Nelson, and Cynthia Schofield
copyright Elaine Weber, Barbara Nelson, and Cynthia Schofield
copyright Elaine Weber, Barbara Nelson, and Cynthia Schofield
copyright Elaine Weber, Barbara Nelson, and Cynthia Schofield
copyright Elaine Weber, Barbara Nelson, and Cynthia Schofield

29. Lincoln and Monk: Two texts on the same topic with different perspectives

30. “The Gettysburg Address” “Words We Live By”
Sample Performance Task for Informational Texts:  
Read and analyze how “The Gettysburg Address” and “Words We Live By” present the idea of our nation being governed by “the people,” and how the term “the people” evolved. Use evidence from the text. [RI.7. 9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts]

31. Lincoln, Abraham. “Gettysburg Address.” (1863)
Fourscore and seven years ago, our fathers brought forth upon this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal.
  Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We are met to dedicate a portion of it as the final resting-place of those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.
  But in a large sense we cannot dedicate,—we cannot consecrate,—we cannot hallow this ground. The brave men, living and dead, who struggled here, have consecrated it far above our power to add or detract. The world will little note, nor long remember, what we say here, but it can never forget what they did here. It is for us, the living, rather to be dedicated here to the unfinished work that they have thus far so nobly carried on. It is, rather for us to be here dedicated to the great task remaining before us, that from these honored dead we take increased devotion to that cause for which they here gave the last full measure of devotion; that we here highly resolve that these dead shall not have died in vain; that this nation, under God, shall have a new birth of freedom, and that Government of the people, by the people and for the people, shall not perish from the earth.

32. What makes this speech complex?
The Gettysburg Address

33. Who are “We the people?”

34. SMARTER Balanced Four Major Claims
Claim #1 - Students can read closely and critically analytically to comprehend a range of increasingly complex literary and informational texts.

35. How did they get to be “We the people?”
Male Pilgrim if he owned land (the constitution). The black male (after the civil war). Black and White Woman (way after the Black male) The woman and children follow later much later.

36. It is text-based and measurable
analytically

37. Critical? Why did it take so long to include women in “the people?”
Were those soldiers that were honored at Gettysburg included in “the people?”
What was the real purpose of the civil war according to the Gettysburg Address?
Were “We the people” at the signing of the Constitution different from the ”of the people, by the people, for the people” called for in the Gettysburg Address?

38. Reading the World For Texts and Performance Tasks
Kelly Gallagher Article of the week – hyperlink

39. Asian-Americans rejoice as Lin smashes stereotypes
“Asian-Americans rejoice as Lin smashes stereotypes”
by Jesse Washington, Associated Press

40. Will Jeremy Lin’s success end stereotypes?
Will Jeremy Lin’s success end stereotypes?
February 20, 2012|By Timothy Yu, Special to CNN

41. The Invisible Becomes Visible

42. Scaffold Students

43. Performance Task:   The two articles, “Will Jeremy Lin’s success end stereotypes?” and “Asian-Americans rejoice as Lin smashes stereotypes.” refer to the potential impact of Jeremy Lin upon racial stereotypes. Determine the point of view or purpose of the texts and the authors’ use of rhetoric to convey their individual messages. Provide evidence from the texts. (Grade 11/12  RI 6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.)

44. Determine the point of view or purpose of the texts and the authors’ use of rhetoric to convey their individual messages. Yu
Washington
Point of View
First Person: I
Third Person: They
Purpose
Don’t romanticize—Lin won’t end racism but “may be revolutionizing our culture.”
Celebrate: Lin smashes stereotypes and is playing for a “whole culture”
Use of rhetoric
Uses his own words.
Uses stronger language: ugliness, offensive, anti-Chinese slur, menacing, bucktoothed, pidgin-speaking, “ching-chong” accents, nerdy, racist taunts
Quotes extensively.
Uses milder language: weak, servile, a few hints of racism, Asian issues, being overlooked, bust their butt, underestimated, deceptively athletic, stereotypes, cruelly racist remark
Tone
Personal involvement and concern
Mostly objective presentation

45. Possible Response With Evidence

46. ‘Taste the Lin-Sanity’ MSG airs Jeremy Lin fortune cookie sign
Ben and Jerry Debuts
‘Taste the Lin-Sanity’
MSG airs Jeremy Lin fortune cookie sign

47. “The Jeremy Lin Effect won’t end racism” but it will make America more awake.
Conscious…
Aware…

48. Read the World Newspapers Magazines

49. Do-It-Yourself

50. “A Quilt of a Country” Anna Quindlen
1.Tolerance is the word used most often when this kind of coexistence succeeds, but tolerance is a vanilla-pudding word, standing for little more than the allowance of letting others live unremarked and unmolested. 2. Pride seems excessive, given the American willingness to endlessly complain about them, them being whoever is new, different, unknown or currently under suspicion. 3. But patriotism is partly taking pride in this unlikely ability to throw all of us together in a country that across its length and breadth is as different as a dozen countries, and still be able to call it by one name. 4. When photographs of the faces of all those who died in the World Trade Center destruction are assembled in one place, it will be possible to trace in the skin color, the shape of the eyes and the noses, the texture of the hair, a map of the world. 5. These are the representatives of a mongrel nation that somehow, at times like this, has one spirit. 6. Like many improbable ideas, when it actually works, it's a wonder.

51. Writing Vocabulary Prompts
Prepare prompts that will scaffold students to:
Determine or clarify the meaning of unknown and multiple-meaning words by using context clues, analyzing meaningful word parts, and consulting reference materials, as appropriate.
Demonstrate understanding of word relationships and nuances in word meanings.
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college level; demonstrate when encountering an unknown term important to comprehension
From Common Core Language Anchor Standards #4, #5, and #6

52. Writing Summary Prompts
Prepare prompts that will scaffold students to:
Restate in their own words what the text says explicitly.
Make logical inferences.
Cite specific textual evidence to support conclusions drawn from the text.
Determine central ideas.
Summarize the key supporting details and ideas.
From Common Core Reading Anchor Standards #1 and #2

53. Writing Craft Prompts Prepare prompts that will scaffold students to:
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Assess how point of view or purpose shapes the content and style of a text.
From Common Core Reading Anchor Standards #3, #4, #5, and #6

54. Scientists Fear Spread of Exotic Snakes
Resources
Scientists Fear Spread of Exotic Snakes
The snakes weigh up to 250 pounds and slither at a rate of 20 miles per month ...