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Making Meaning of Texts Reading Between the Lines.

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Presentation on theme: "Making Meaning of Texts Reading Between the Lines."— Presentation transcript:

1 Making Meaning of Texts Reading Between the Lines

2 Instruction: On the following slides, you will either read some statements or look at some pictures. On the following slides, you will either read some statements or look at some pictures. For each, make notes about what makes the A examples the same and what makes the B examples the same. For each, make notes about what makes the A examples the same and what makes the B examples the same. Focus on the of information each example provides. Focus on the of information each example provides.

3 Create a chart like this one to record your thoughts about what makes something an A and what makes something a B: Characteristics of the A’s Characteristics of the B’s

4 Example #1 A I saw my neighbour at the mall today. He was buying puppy food, a collar and leash, a dog bed and some squeaky toys. B My neighbour is getting a new puppy.

5 Example #2 A Our waitress had to ask us to repeat our order several times and then she still brought the wrong meals to us. When she finally returned to our table with the main course, she dropped it on the floor. B Our waitress is new at this job.

6 On your table, make some guesses about the what is the same about the A’s and the B’s. Characteristics of the A’s Characteristics of the B’s

7 What of information are the A’s and what of information are the B’s?

8 Ready for the next example?

9 Example #3 AB

10 Anything new for your table?? Characteristics of the A’s Characteristics of the B’s

11 Example #4 AB

12 How about now?? Characteristics of the A’s Characteristics of the B’s

13 Think about it! For the A’s and B’s on the previous slides, you were probably able to figure out what was going on in each scenario. For the A’s and B’s on the previous slides, you were probably able to figure out what was going on in each scenario.

14 In which -A or B- is the information more direct? AB OR I saw my neighbour at the mall today. He was buying puppy food, a collar and leash, a dog bed and some squeaky toys. Our waitress had to ask us to repeat our order several times and then she still brought the wrong meals to us. When she finally returned to our table with the main course, she dropped it on the floor. My neighbour is getting a new puppy. Our waitress is new at this job.

15 Which examples stated what was happening or where something was taking place? AB

16 B My neighbour is getting a new puppy. Our waitress is new at this job. In each of these examples, you are told in the text or shown in the picture: who, what, and/or where.

17 For which did you rely more on your prior knowledge to figure it out? A B OR I saw my neighbour at the mall today. He was buying puppy food, a collar and leash, a dog bed and some squeaky toys. Our waitress had to ask us to repeat our order several times and then she still brought the wrong meals to us. When she finally returned to our table with the main course, she dropped it on the floor. My neighbour is getting a new puppy. Our waitress is new at this job.

18 A For these examples, you had to rely on your prior knowledge of the types of places, events, or situations to make an educated guess about what was happening or what had just happened. Sometimes you can even make a good guess about why and how things happened too! I saw my neighbour at the mall today. He was buying puppy food, a collar and leash, a dog bed and some squeaky toys. Our waitress had to ask us to repeat our order several times and then she still brought the wrong meals to us. When she finally returned to our table with the main course, she dropped it on the floor.

19 What do we know about the A’s and the B’s? Now, go back to your table and add in any extra details that you can. Next, look at some of the possible characteristics (that you may have already identified) on the slide which follows.

20 Ah, ah, ah…no cheating…check what you said before you look at the teacher’s answers!

21 Characteristics A’s These were like clues These were like clues To figure out what was happening I made a good guess To figure out what was happening I made a good guess I used my prior knowledge and experiences to figure out what was happening or what might happen in the future I used my prior knowledge and experiences to figure out what was happening or what might happen in the future Although I can guess what is going on in these examples, I could be wrong Although I can guess what is going on in these examples, I could be wrongB’s The ideas or situation in these were direct The ideas or situation in these were direct I was told what was happening I was told what was happening There was only one possible interpretation There was only one possible interpretation I was pretty sure about what was meant or what was happening in these I was pretty sure about what was meant or what was happening in these

22 We would say that the information in the A’s is implicit. A I saw my neighbour at the mall today. He was buying puppy food, a collar and leash, a dog bed and some squeaky toys. Our waitress had to ask us to repeat our order several times and then she still brought the wrong meals to us. When she finally returned to our table with the main course, she dropped it on the floor.

23 When you make a guess – you are DRAWING AN INFERENCE A I saw my neighbour at the mall today. He was buying puppy food, a collar and leash, a dog bed and some squeaky toys. Our waitress had to ask us to repeat our order several times and then she still brought the wrong meals to us. When she finally returned to our table with the main course, she dropped it on the floor. She’s just been shopping. That’s the doorman at a fancy hotel.

24 And we would say the information in the B’s is Explicit. B My neighbour is getting a new puppy. Our waitress is new at this job.

25 We are told or shown something directly. B My neighbour is getting a new puppy. Our waitress is new at this job. She is shopping for shoes. This is a hotel and someone is going in.

26 Now, look carefully at the following images. What is implied in each one? #1

27 What are the clues? 1. You might have thought that this boy is a student and the woman on the right is his teacher. 2. You might have also thought that the teacher is checking homework. 3. You might think this boy either can’t walk or finds it difficult to walk.

28 You might have noticed: 1. You might have thought that this boy is a student and the woman on the right is his teacher because the boy is sitting at a desk and has a book open. 2. You might have also thought that the teacher is checking homework because the woman is holding a clipboard and is looking at what the boy is showing her in the book. 3. You might think this boy either can’t walk or finds it difficult to walk because his chair has a handle similar to the ones found on a wheelchair.

29 Now, try this one on your own. What is implied in the picture? #2

30 What is happening? When? Where? Why? Why do you think this?

31 Let’s recap: Reading between the lines means you are making a good guess about something. Reading between the lines means you are making a good guess about something. This guess is called an INFERENCE. This guess is called an INFERENCE. The clues that help you to guess can also be called implicit information. The clues that help you to guess can also be called implicit information. When you are told something directly what you are told is called explicit information. When you are told something directly what you are told is called explicit information.

32 It’s time to return to the content page.

33 Bibliography Beers, Kylene. When Kids Can‘t Read, What Teachers Can Do: A Guide for Teachers Portsmouth, NH: Heinemann, Ontario. Ministry of Education. Think Literacy: Cross-Curricular Approaches Grades Pictures or graphics in this presentation are in the public domain or from a licensed software unless otherwise indicated.


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