Presentation on theme: "Melissa Mack, Secondary Language Arts November 14, 2014 READING FOR DEEPER UNDERSTANDING."— Presentation transcript:
Melissa Mack, Secondary Language Arts November 14, 2014 READING FOR DEEPER UNDERSTANDING
Our Objectives Understand the difference between surface and deep reading in the content classroom. Review seven strategies for active comprehension Practice using the six strategies with content text
Where is the level of understanding? Surface Reading 1.Tacit acceptance of information contained in the text. 2.Leads to superficial retention of materials for examination. 3.Does not lead to long-term retention of knowledge and information. Deep Reading Reader uses higher-order cognitive skills such as the ability to analyze, synthesize, solve problems, and thinks meta-cognitively in order to negotiate meanings with the author and to construct new meaning from the text.
Traditional FormatNew Format Reading assignment given Silent or Round Robin reading Discussion/Activity to see if students learned main concepts, what they “should have” learned Prereading activities Activating Prior Knowledge Discussion Predictions Questioning Brainstorming Setting purpose ACTIVE reading Activities to clarify, reinforce, extend knowledge
Comprehension Text- dependent questions Pulled Quotes Wrecking A Text Shades of Meaning 6 Strategies (but there are more!) High level questions that can only be answered through reading the text. Requires students to “pull quotes” helps them determine Significance. * making the writing dull *another way to say, “summarize it” Explores subtle differences in meaning between similar words or phases. Talk To The Text S.I.F.T Display thinking in writing on the page. Like a think-aloud in writing. Students analyze literature for symbols, theme and tone.
Explore small, subtle differences in meaning between similar words or phrases Read a list of words carefully Put them in order according to their meaning Ask yourself -Which word has the strongest meaning? Which word has the weakest meaning? Write the weakest word first SHADES OF MEANING
Example of 1. At your table, open your envelope. 2. Put the 8 words in order from : LEAST DESTRUCTIVE MOST DESTRUCTIVE in a Close Read to 3. Be ready to explain your choices.
Let’s Practice Order these words from most to least destructive: – Fatal – Harmful – Pernicious – Catastrophic – Disastrous – Hurtful – Cataclysmic – Ruinous
Mt. Saint Helen’s Video Clip http://www.history.com/topics/us- states/washington/videos/mount-st- helens-erupts
Highlighting the choices the author makes in the text. How could you rewrite this sentence? How does your word choice change the meaning? Why do you think Dahl made the word choices he did? WRECKING A TEXT
Wreck This Text: The planet is deep in the gravitational well of a black hole, and the black hole would surely have very high tidal forces. Also, a “tidal wave” is misnamed— it’s actually a “bulge” of water fixed in space. The bulge is always oriented in the same configuration in space, so you on the solid planet rotate in and out of that bulge. You interpret it as a wave coming towards you and away from you, but what actually happens is you’re rotating from a high tide part of the water to a low tide part of the water. The fact that the waves came every hour or so meant that the planet rotates once ever two of those—because you have two high tides for every rotation. If I were to say that there was something unrealistic about that, it was how spiky the wave was. A tidal bulge would be smoother than that, and they would just rise up, float over the top, and rise back down the way a duck floats up and down as a wave goes under it. This is where they’re taking dramatic liberties to turn the wave into something more menacing, and I don’t have a problem with that.
6/5/03M-DCC / PCB 2340C14 There are two main types of Ecological Succession Primary Succession: The process of creating life in an area where no life previously existed. Secondary Succession: The process of re- stabilization that follows a disturbance in an area where life has formed an ecosystem.
Text Dependent Questions: 1.Are forest fires ever good? Using evidence from the text, explain your answer. 2. If you were talking to your 6 year old cousin, how would you explain ecological succession? 3. Create a thinking map that compares and contrasts primary and secondary succession.
Now, “Pull a Quote” from one of the two paragraphs we just read. What sentence captures the main message of the paragraph? A pull quote is a quotation or excerpt from an article that is typically placed in a larger or distinctive typeface on the same page, serving to entice readers into an article or to highlight a key topic.quotation excerpttypeface
Magazines often pull and box important quotations from articles to attract reader attention. Requiring students to pull quotes helps them determine significance. *Work with your table to identify a significant quotation. Write a short justification for the quotation you selected. Why is it significant? http://www.nbcnews.com/science/space/moon-water-discovery-hints- mystery-source-deep-underground-f8C11022792 PULLED QUOTES
Talk to the Text http://www.youtube.com/watch?v=qqTzbZv6Hx8 1.Respond to the title. 2.As you read interact with the text …… 1.Record questions you have 2.Record connection you make 3.Clarify by writing ideas in your own words 4.Underline or circle ideas or words you are unsure of 5.Make predictions 3.Sum up your understanding
Purpose Strategy to derive meaning from a text Analyze literature “Sift” through the parts to comprehend the whole
Symbol Examine the title for symbolism How is symbolism used within the text?
Images Identify images and sensory details How does the writer “show” rather than “tell”? How does image help produce mood and tone? Ask yourself: ◦“What do I see, hear, taste, smell, feel?” ◦“What effect is the writer trying to convey?”
Figures of Speech and other Devices Analyze figurative language and other devices Examples: similes, metaphors, personification How do they convey effect and meaning? What about other devices such as: ◦Irony ◦Allusion
Tone and Theme Close examination of word choice, imagery, and detail reveals the tone. To determine theme, you might ◦List the ideas that emerge from reading the text ◦Think about what life-lesson was learned by the main characters or by you, the reader
Close Reading Task Choose a section of text you will be covering in the next 3 weeks. Choose 1 or 2 of the comprehension strategies to use with the text. Design the lesson.
Our Objectives Understand the difference between surface and deep reading in the content classroom. Review six strategies for active comprehension Practice using the seven strategies with content text