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Reading by STAAR-light Kaye Price-Hawkins

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Presentation on theme: "Reading by STAAR-light Kaye Price-Hawkins"— Presentation transcript:

1 Reading by STAAR-light Kaye Price-Hawkins

2 STAAR-tested Genres… Questions: See the following sections for specific question models

3 Audience Context Culture Topic and Purpose Writer Author Poet Playwright TEXT Variety of Genres

4 Research-based Approach Brain Research –Novelty –Repetition * –Multi-sensory approach (visual, verbal, kinesthetic, etc.) –Connection-building –Application –Cooperative learning Best Practices –Explicit instruction Peer group Independent accountability (gradual release model) –Writing every day in every subject –Robert Marzano’s High Yield Strategies See next slide.

5 1.Identifying Similarities and Differences 45% 2.Summarizing and Note Taking 34% 3.Reinforcing Effort & Providing Recognition 29% 4.Homework and Practice 28% 5.Nonlinguistic Representations 27% 6.Cooperative Learning 27% 7.Setting Objectives and Providing Feedback 23% 8.Generating and Testing Hypotheses 23% 9.Cues, Questions, and Advance Organizers 22% Information from Classroom Instruction that Works by Robert Marzano, Pickering and Pollock, Marzano’s High Yield Strategies

6 Reading Foldable

7 DOK_Chart.pdf Instructional Focus

8 Reading Foldable—Inside Center STAAR Assessment Model Questions (2011 Released) Point of view – inside:

9 Reading Foldable – Left flap inside Poetry Insight Title (& significance) Organization (structure) Poem’s setting/literary language Clues (connotations) Attitude (poet and speaker) Theme (message) Sections (lines, quotes, stanzas) Graphical elements Rhyme scheme Rhythm Repetition TOP

10 Text Evidence (quotes—words, phrases, sections (lines, paragraphs, etc. of text) Reading Foldable Inside Center of Left Flap

11 Bottom of the inside left flap: Biography and Memoir: Use this modified version of the Bio-Poem: BIO-POEM (Biography Research) Title (Your Choice) First Name Only (or a nickname) Words or phrases describing this person’s character (not a physical description) Words or phrases describing this person’s actions Who gave... Who influenced (or changed the way we…) Who was concerned about … Who was respected because of … Who felt... Who wanted to inspire others to… Last Name (or full name if the first line was a nickname)

12 Action  Responses  Action  Conflict  Action  Reading Foldable–Inside Center Top  Complications  Feelings  Character Changes  R i s i n g A c t i o n Climax Falling Action Resolution Exposition  Opening Scene… Initiating Event  Setting  Characters Introduced  Appearance  Attitude  Dialogue  Description  Action Inside:

13 Author’s Purpose (front of card) P ersuade (convincing language) I nform (explain/ expository) E ntertain (stories, poems, plays, etc.) Reading Foldable – Right flap inside TOP: Author’s Purpose Booklet Back of card (lines): Persuade: –Selected facts, reasons, examples –Opinions, requests (Convincing language will influence the reader) –Comparison and contrast Inform: –Description; comparison-contrast; problem-solution; cause-effect –Facts/Details/Instructions –Places, Events, People Entertain: –Imagery, literary devices, mood –details that tell a story (plot) I P E

14 Knowing the author’s purpose is important because the reader will… better understand the selection and read the selection differently

15 Bottom of the inside right flap: On the inside left of the booklet: Stage Directions Explanation Characters Setting On the inside right of the booklet: Diorama Drama in 3D

16 Brown Clasp Envelope (on the back) STAAR Strip (glued on the envelope) Super Techniques And Awesome Reasons What techniques did the author use? –(examples: dialogue, figurative language, theme tone, etc.) –List compiled from 2011 released STAAR test items Why include those phrases or features? –(examples: add humor, describe, list reasons, reveal character, support, tell why, etc.) –List compiled from 2011 released STAAR test items Academic Language Graffiti Box infer support

17 Vocabulary File “Box” (top) Top - 3x5 flipper: Graphic Features/Graphical Elements (Examples and Possible purposes for each) –Font (italics, bold, varied, capitalized words for emphasis) –Graphs/charts –Italicized paragraph above text –Line length and placement –Shape of Poem –Timeline –Picture/photograph/cartoon & captions –Punctuation –Word position and placement Top foldable: Sensory Language –Observations/Glimpses –Textures/Sensations –Sounds/Noises –Tastes/Flavors/Savors –Smells/Fragrances/Odors –Feelings/Emotions

18 Vocabulary File “Box” (bottom) Section 3: Literary Terms and Rhetorical Devices −Alliteration −Allusion −Dramatic irony −Hyperbole −Metaphor −Mood −Onomatopoeia −Parenthetical asides −Personification −Repetition −Simile –Structure Poetic Expository Narrative − Symbol − Tone − Dialogue − Setting Introduce terms and devices as text dictates, so the context provides an anchor to understanding the author’s craft. Why did the author chose that technique for this passage? your TEKS for suggested terms…

19 Keys to Success Connect your genres by theme, struggle or similar time in history. Examine each type of text via analysis. For example: –Message or theme –Author’s craft and purpose –Word choice –Organization –Summary –Text features Connect writing of genres to the reading. Make connections between the mentor texts and the students’ writing. Mix genres. For example: –Write a poem about a fictional story or biography. –Write a drama (with stage directions and dialogue) about a fictional story. –Find two genre versions of the same event.


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