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CLOSE READING WITH MNEMONICS, MEDIA AND MEANING WHY CLOSE READING? Thoughtful, Critical Analysis of Text Focus on Patterns Develops Deep, Precise Understanding.

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Presentation on theme: "CLOSE READING WITH MNEMONICS, MEDIA AND MEANING WHY CLOSE READING? Thoughtful, Critical Analysis of Text Focus on Patterns Develops Deep, Precise Understanding."— Presentation transcript:

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2 CLOSE READING WITH MNEMONICS, MEDIA AND MEANING

3 WHY CLOSE READING? Thoughtful, Critical Analysis of Text Focus on Patterns Develops Deep, Precise Understanding Encourages Deliberate Rereading

4 WHAT IS CLOSE READING? Rigorous reading of informational text Creating deep understanding Determining what text says explicitly Making logical inferences Drawing conclusions about content Examining meaning thoroughly

5 WHY PAIRED PASSAGES AND THEMES? Rigor asks students to use content to solve complex problems and to develop strategies that can be applied to other situations, make connections across content areas, and ultimately draw conclusions and create solutions on their own. Pairing passages provides opportunities for students to compare and contrast how two texts treat the same subject. Paired passages is a logical way to incorporate nonfiction and content reading. Theme requires students to think more globally and apply a wide range of knowledge and experience.

6 Utilizing Paired Passages Compare and Contrast texts for: Organizational patterns (2 nd and above) Information (all grades) Genres (all grades) Author’s point of view, voice, style, message (3 rd and above) Word choice (all grades) Incorporate oral language and media literacy strands Advertisements, video clips, song lyrics, poetry

7 CONNECTS LEARNING EXPERIENCES – OLD/NEW – MULTIPLE TEXTS ENCOURAGES INDEPENDENT LEARNING ENGAGES THE LEARNER – VARIATION ON TEXT DEPENDENT QUESTIONS WHY MNEMONICS?

8 What do I Need To Teach?

9 Objectives and Standards By the end of the lesson, using a nonfiction text students will identify examples of causes and effects using a cause and effect graphic organizer. Students will correctly identify at least 75% of the causes and effects. Conditions 8.6 The student will read, comprehend, and analyze a variety of nonfiction texts. j) Identify cause and effect relationships

10 Objectives and Standards By the end of the lesson, using a nonfiction text students will identify examples of causes and effects using a cause and effect graphic organizer. Students will correctly identify at least 75% of the causes and effects. Behavior 8.6 The student will read, comprehend, and analyze a variety of nonfiction texts. j) Identify cause and effect relationships

11 Objectives and Standards By the end of the lesson, using a nonfiction text students will identify examples of causes and effects using a cause and effect graphic organizer. Students will correctly identify at least 75% of the causes and effects. Criteria for Success 8.6 The student will read, comprehend, and analyze a variety of nonfiction texts. j) Identify cause and effect relationships

12 Objectives and Standards By the end of the lesson, using a nonfiction text, students will identify examples of causes and effects using a cause and effect graphic organizer. Students will correctly identify at least 75% of the causes and effects. 8.6 The student will read, comprehend, and analyze a variety of nonfiction texts. j) Identify cause and effect relationships State Objective Lesson Objective

13 Reading a Standard: English 9.4 Standard = Context Framework = Essential Understanding, Knowledge and Skill

14 Example: Unpacking a Standard For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into one of Bloom’s six cognitive levels. 11.5: The student will read and analyze a variety on nonfiction texts d) Analyze two or more texts addressing the same topic to identify author’s purpose and determine how authors reach similar or different conclusions. Apply Understand Standard = Context

15 LESSON PLAN: Handout 1

16 VIRGINIA READING STANDARD CLOSE READING ENTAILS CLOSE OBSERVATION OF TEXT INCLUDING ANNOTATING AND NOTICING FIGURATIVE LANGUAGE AND PARTS OF SPEECH. IT INVOLVES REFLECTING ON DEEPER MEANINGS OF TEXT INCLUDING CONSIDERING RELATIONSHIPS TO OTHER TEXTS OR SOCIAL AND CULTURAL HISTORY.

17 STRATEGY 1: WORD CONNECTIONS

18 QUICK SORT: Handout 2

19 STRATEGY 2: F.A.M.E. FORMAT AUDIENCE MESSAGE EXPECTATION,PURPOSE, OR INTENTION OF SELECTION

20 F.A.M.E.: Handout 3

21 THE CRAZY ONES…

22 F.A.M.E. COMPARISON: Handout 4

23 APPLE ADVERTISEMENTS PURE BEAUTIY, PURE POWER

24 STRATEGY 3: F.O.E. FACTS OPINIONS EXPLANATIONS

25 F.O.E.: Handout 5

26 STRATEGY 4: F.I.S.T.S. FIGURES OF SPEECH IMAGES SYMBOLS TONE SUMMARY

27 F.I.S.T.S.: Handout 6

28 Turn and Talk Discussion: Pros and Cons of Technology

29 SUMMARY TWEET USING NO MORE 140 CHARACTERS, TWEET THE COMMON THEME AMONG THE TEXTS DISCUSSED TODAY.

30 F.O.E.: Handout 7

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32 WANT MORE IDEAS? CONTACT US: Monica Robinson ABIGAIL DOUGHERTY

33 Disclaimer Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.


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