Melissa Mack, Secondary Language

ArtsNovember 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 Reading1.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 Format New 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-dependentquestions

Pulled Quotes

Wrecking A Text

Shades ofMeaning

6 Strategies (but there are more!)

High level questions that can only be answered throughreading the text.

Requiresstudents to “pull quotes” helps them determine Significance.

*making the writing dull

*another wayto say, “summarize it”

Exploressubtledifferencesin meaningbetweensimilar wordsor phases.

Talk ToThe Text

S.I.F.T

Display thinking in writing on the page.

Like a think-aloud in writing.

Students analyze literatur

e 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.

6/5/03 M-DCC / PCB 2340C 14

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 capturesthe main message of theparagraph?

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.

• 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 have2. Record connection you make3. Clarify by writing ideas in your own words4. Underline or circle ideas or words you are unsure of5. Make predictions

3.Sum up your understanding

Text to the Text

((©)) - Connection IDU – I don’t understand

Y?? - Question ( ) - Powerful words or phrases

!! - Surprise BIG – Big Idea

++ - I agree DIS – I disagree

SIFT MethodLITERARY ANALYSIS

HTTPS://WWW.TEACHINGCHANNEL.ORG/VIDEOS/SIFT-METHOD-ANALYZE-LITERATURE

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