1. Expository Profundity Finding increased comprehension in Content and Expository Text

2. Profundity is  a theoretical construct (developed by Sargent, Huus and Anderson- 1970) intended to direct thinking at the HS level to identify a theme or themes of a story.  The Profundity Scale is used in Michigan to implement MDE LA GLCE’s assessing complex, enduring understandings.

3. Two Profundity Scales are explicit teaching tools to develop deep thinking in:  Narrative readings  Expository readings (a distinct skill in Content reading)

4. Expository Profundity Scale  This is a stair step process taking the reading to deeper levels of comprehension and thinking while reading non-fiction.

5. 1. Literal Plane  The reader recalls facts, details and sequences the information.  The reader notices concepts of text and connects prior knowledge. (MAKING CONNECTIONS)

6. 2. Summary Plane  The reader summarizes major ideas from the text. (SUMMARIZES)  The reader predicts or confirms by searching for “right there” clues in the text. (PREDICTING)  The reader is able to explain how he knows using text.

7. 3. Schema Plane  The reader questions and related new information to prior knowledge to enhance understanding.  DETERMINES IMPORTANCE/relevance, CONNECTS text to self, reads between the lines (INFERS), offers opinion.

8. 3. Schema Plane  The reader questions and related new information to prior knowledge to enhance understanding.  DETERMINES IMPORTANCE/relevance, CONNECTS text to self, reads between the lines (INFERS), offers opinion.

9. 4. Concept Plane  Reader identifies critical attributes and relevant information and accuracy to get meaning.  DRAWS CONCLUSIONS, DETERMINES IMPORTANCE  At this plane, reader should be identifying discrepancies, recognizing bias, interpreting data, COMPARING/CONTRASTING

10. 5. Universal Plane  Reader is connecting text to world with universal truths, theories, principles, social implications.  (SYNTHESIZING) Reader is offering personal solutions, taking action, modifying thinking.

11. Why bother with Profundity?  It is an explicit series of strategies to take students from simple to abstract.  It starts by reducing complicated things to simple principles.  It allows for the realization that 2 different ideas can share attributes.  It transforms thinking into themes and universal truths.

12. Why bother with Profundity?  It is an explicit series of strategies to take students from simple to abstract.  It starts by reducing complicated things to simple principles.  It allows for the realization that 2 different ideas can share attributes.  It transforms thinking into themes and universal truths.

13.  “The lessons learned, theme, or universal truth is generative and can be used to change your world view, make connections to your life, and to solve problems.”  Elaine Weber, Barbara Nelson, Jeff Beal 2002