As you get settled and acquainted with your group, please

1
Welcome!

• As you get settled and acquainted with your
  group, please
• record your name, school, grade level
• fold your numbered index card in half
• read over the story, Fox

2
Fall River Public Schools

• Laying the Foundation
• for
• High Yield Instructional Strategies

3
WHY?
http//www.youtube.com/watch?vbT-YHcWLQOglistPL
CA20833C4397E279featureplcp Pasadena PreAP
LTF.xspf
4
Close Reading
In order to digest what
you read, you must
think about it!

• This is a type of analytical reading.
• The reader looks at details, words and images
  and assesses their importance.

• The reader makes guesses about the meaning of
  the text as they read.

• Close readers look beyond the plot for deeper
  layers of meaning.

5
Annotation

• 1. In groups divide the task- verbs or adjectives
  (30 seconds)

• 2. Read through the text 1 time annotating for
  verbs or adjectives (4 minutes)

• 3. Individually note patterns, contrasts, and
  relationships (1 minute)

4. Turn and Talk- share significant observations
and chose 1 to share out (2 minutes)
5. Spokesperson for each group share (30 seconds
each)
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2nd Annotation

• 1. Individually read and annotate for strong
  images and questions (4 minutes)

• 2. Turn and Talk- share significant observations
  and chose 1 to share out (2 minutes)

• 3. Spokesperson for each group share (30 seconds
  each)

4. Discuss implementation of annotation in your
classroom (2 minutes)
5. Group share (2 minutes)
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Possible Extensions

• Annotate for another purpose, dictated by the
  text
• Craft Dialectical Journal entries
• Extend into literary analysis
• Three Levels of Reading strategy
• Categorize questions according to Levels of
  Thinking

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THEMATIC
INFERENTIAL
LITERAL
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The Three Levels of Reading
10

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First Level of ReadingLiteral

• Understanding Remembering
• Find meaning directly
• in the text
• Mentally answer the questions
• Who? What? When? and Where?

• READING ON THE LINE

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Second Level of ReadingInferential

• Applying Analyzing
• Readers interpret what is in the text
• Key concerns are
• -What does the passage represent, suggest, or
  personify?
• -What does a certain allusion or metaphor
  mean?
• - You are analyzing, interpreting,
  classifying, comparing, contrasting and finding
  patterns.

• READING
• ________________
• BETWEEN THE
• ________________
• LINES

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Third Level of ReadingThematic

• READING
• BEYOND THE LINES
• ___________________
• ___________________

• Evaluating Creating
• Readers move beyond the text to connect
  literature to their own experiences as well as
  with universal meaning.

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• Reading Beyond the Lines (continued)

• Ask
• How does this text connect with my life?
• How does it connect to life for all people?
• How does it connect with my ideas about morality
  or values?
• What perceptions about life in general is the
  author communicating to me?
• What do I think of these perceptions?

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1
Literal
Inferential
2
3
Thematic
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Remember and Understand
Reading on the Line 1. Write the most
significant word from the text. 2. Quote the
entire sentence in which the word appears.
Cite the source of the quotation in
parentheses. 3.Write multiple dictionary
definitions of the word (denotation). 4.
Explain why the word is important to the
meaning of the work by placing it in the
context of the narrative.
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Applying and Analyzing

Draw Explain
Reading Between the Lines
R
1. Referring to the text, draw FOUR images
created from the text
Reading On the Line
Draw Explain
Draw Explain
2. Write an explanation of the link between
the four images from the text and the word
you have written in the innermost circle.
Draw Explain
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Reading Beyond the Lines
Evaluating And Creating
Reading Between the Lines
Reading On the Lines
Write TWO thematic statements drawn from the
significant word you wrote in the innermost
circle and the images you drew in the middle
circle. These should be universal thematic
statements.
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Levels of Reading

• 1. In groups divide up the tasks- Who will
  complete each level? (1 minute)

• 2. Discuss mental draft of your poster- What are
  you going to put at each level? (5 minutes)

• 3. Complete your representation of the Three
  Levels of Reading. (20 minutes)

4. Gallery Walk using post-its for commentary or
observations (5 minutes)
5. Review commentary and reflect on strategy. (3
minutes)
6. Whole group share one piece of poster, one
comment and one reflection on implementing the
strategy. (1 minute)
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Possible Extensions

• Craft Dialectical Journal entries.
• Extend into literary analysis.

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• What is a
• Dialectical Journal?

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• Dialectical relates to the process of logical
  discussion used to determine the truth.

• A dialectical journal is your record of your
  thoughts as you readyour search for the truth.

• As a good reader, you question what you read,
  holding it up against what you already know.

• Your dialectical journal is your opportunity to
  show others how you think as you read.

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8th Grade Sample Dialectical Journal
Sally Student Teacher ELA 1 17 May 2012
Dialectical Journal 1984
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Sam Student Teacher ELA 1 September 25, 20122012
The Scarlet Ibis Dialectical Journal
C- Concrete A- Abstract T - Thematic
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Sam Student  Teacher  ELA 1  September 25, 2012
The Scarlet Ibis Dialectical Journal Doodle
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Index Card Feedback
Individually create a dialectical journal entry
based on the strategies explored today.
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Q A Session