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3 Our students need to be able to use knowledge, not just know about things. Understanding is about making connections among and between things, about deep and not surface knowledge and about great complexity, not simplicity. Vito Perrone 1

4 Strategies for Active Reading Active Readers: Monitor Comprehension " listen to their inner voice and follow the inner conversation, " notice when meaning breaks down and/or mind wanders " leave tracks of their thinking by jotting thoughts when reading " stop, think and react to information " talk about the reading before, during and after reading " respond to reading in writing " employ fix up strategies ---reread for clarification, read on to construct meaning, use context to break down an unfamiliar word, skip difficult parts and continue on to see if meaning becomes clear, check and recheck answers and thinking, examine evidence. Activate and Connect to Background Knowledge " refer to prior personal experience " activate prior knowledge of the content, style, structure, features and genre " connect the new to the known- use what they know to understand new information " merge their thinking with new learning to build knowledge base " activate their schema to read strategically Ask Questions " wonder about the content, concepts, outcomes and genre " question the author " question the ideas and the information " read to discover answers and gain information " wonder about the text to understand big ideas " do further research and investigation to gain information 2

5 Infer and Visualize Meaning " use context clues to figure out the meaning of unfamiliar words " draw conclusions from text evidence " predict outcomes, events and characters actions " surface underlying themes " answer questions that are not explicitly answered in the text " create interpretations based on text evidence " visualize as well as hear, taste, smell and feel the words and ideas Determine Importance " sift important ideas from interesting but less important details " target key information and code the text to hold thinking " distinguish between what the reader thinks is important and what the author most wants the reader to take away " construct main ideas from supporting details " choose what to remember Synthesize and Summarize " take stock of meaning while reading " add to knowledge base " paraphrase information " move from facts to ideas " use the parts to see the whole--read for the gist " rethink misconceptions and tie opinions to the text " revise thinking during and after reading " merge what is known with new information to form a new idea, perspective, or insight " generate knowledge (Harvey and Goudvis 07) 3

6 COMPREHENSION LESSON COMPREHENSION LESSON 5 Annotate Text: Leave Tracks of Thinking See this lesson in action on pages 149, 179, 183, 209..TIP: When working with library books or textbooks that cannot be marked up, kids use Post-its instead of writing in the margins. Post-its are especially handy for our earliest readers, since they can also draw their thoughts.the 3x5 size works very well for the youngest kids. We teach older students to use the whole range of textmarking tools Post-its, codes, underlining, and annotation so they can really attack the surface of texts and dig out meaning. WHEN and WHY: As kids do research and read for information, they need to leave tracks of their thinking so they can learn, understand, and remember what they read. INITIATE: Annotation is a powerful reading tool. Explain that we need to make our reading thinking intensive and interact with the text while we read by jotting our thinking. Share an analogy. Talk about the tracks animals leave in the snow after a storm. When we wake up in the morning after a snowfall, we can tell who has been there from the fresh tracks, even though the animal is long gone. Explain that we need to see the kids thinking even if they are no longer reading. Readers need to leave tracks in the margins, just as animals do in the snow or on the beach. TEACH/MODEL: Explain that annotating means writing down your ideas as you read. Tell them, Nothing matters more than your thinking when you read. Let kids know that instead of highlighting, you are going to jot your thoughts because when readers do that, they remember why they wrote something and are better able to understand. Mention that tracks like these give readers a place to hold their thinking. At the overhead projector, think aloud through a piece of text and jot connections, questions, important information, and inferences in the margins. Share some text codes a 2 for an important information, a? for a question, and so forth. Show how you notice when you find an answer or how you might need to research further if your question is not answered. GUIDED PRACTICE: Engage kids in the process by handing out a copy of the same article you have been modeling with. Read a paragraph, then stop and give students time to jot their thoughts and codes in the margins. Encourage them to turn and talk to a partner and discuss their thinking tracks. Create an anchor chart of various text codes that you come up with together. TEXT CODES for something known L for new learning? or Q for a question?? for confusion 2 for important information for exciting or surprising information R for a connection (Reminds me...) COLLABORATIVE PRACTICE: Encourage kids to leave tracks of their thinking as they continue to read and respond to articles in their inquiry circles. 120 Comprehension & Collaboration 4

7 Nonfiction Features that Signal Importance Fonts and Effects Teachers can note examples of different fonts and effects such as titles, headings, bold print, color print, italics, bullets, captions, labels, etc., that signal importance in text. We can remind kids that font and effect differences should be viewed as red flags that wave, This is important. Read carefully. Cue Words and Phrases Nonfiction writing often includes text cues that signal importance. Signal words, like stop signs, warn readers to halt and pay attention. Proficient adult readers automatically attend to these text cues. Less experienced readers don t. We need to remember to point these signal words out to readers. Writers choose phrases such as for example, for instance, in fact, in conclusion, most important, but, therefore, on the other hand, and such as, so that readers will take notice. As students come across signal words, they can add them to a classroom chart of text cues and purposes to guide readers through difficult expository text. Illustrations and Photographs Illustrations play a prominent role in nonfiction to enhance reading comprehension. Nonfiction trade books and magazines brim with colorful photographs that kidnap young readers and carry them deeper into meaning. Graphics Diagrams, cut-aways, cross-sections, overlays, distribution maps, word bubbles, tables, graphs and charts visually inform nonfiction readers of important information. Text Organizers Teachers cannot assume that kids know concepts such as index, preface, table of contents, glossary and appendix. When kids are surveying different texts for information, knowledge of these text organizers is crucial for further research. Text Structures Expository text is framed around several structures that crop up in both trade and textbook publications and standardized test forms. Understanding different expository text structures gives readers a better shot at determining important information when reading nonfiction text. These structures include cause and effect, problem and solution, questions and answer, comparison and contrast, description and sequence. Harvey

8 Signal W ords and Phrases Signal w ords cue re a de rs t o pay a tte ntion t o wha t's com ing up. They signal a change in thinking, a contra st o r a sim ilar re la tionship be tw e e n ideas, a conclusion etc. As kids re a d inform a tiona l te xt, th e y w ill e ncounte r a w ide va rie ty o f signal w ords a nd phrases. Co- C onstruct an a nchor cha rt o f signal w ords fo r display in th e classroom. And have kids be on th e lookout fo r signal w ords in the ir o w n re a ding a nd have th e m n o te th e purpose. 'P aying a tte ntion t o signal w ords and phrases is a necessary skill fo r stra te gic readers as th e y re a d nonfiction in th e ir da ily lives a nd w he n th e e ncounte r nonfiction o n th e te st Signal Word Surprisingly Importantly But However Likewise Consequently, Purpose Be prepared to expect the unexpected Signals importance Stop and pay attention Signals a change to come Prepare to change your thinking Cues a similarity Signals a result/cause and effect Before, After, Next, Finally, Then, Now All show sequence Signal Phrase In conclusion In Sum There are several factors There are several reasons There are several purposes As opposed to On the other hand In addition to Because of Purpose W raps up and synthesizes the inform ation W raps up and synthesizes Signals an answer to a big question or idea Same a s above Same as above Signals a contrast Signals a change to come Adds another factor Cause and effect 6

9 To teach students to read closely for understanding Teachers must, Have read and thought about the piece thoroughly before using it Choose text that kids can sink their teeth into complex text with multiple ideas and perspectives Recognize that readers need to slow down their rate and re-read to better understand Teach students to stop, think and react to information while reading Model text annotation and share with students that annotating is the most powerful thinking tool when reading Guide and encourage discussion among and between students about the test Share the different text types of all genres so that students can identify the type and think about the characteristics to better understand when reading Teach students to consider all aspects of the text to get at the deeper meaning to note signal words and phrases, visual and text features, and text organizers such as chapters, parts, sections, etc. Ask questions that draw the reader s attention to the point of view, the text structure and the multiple perspectives Teach students to use context to infer the meaning of unfamiliar words and concepts Challenge students to use text evidence to infer the themes and big ideas Encourage students to make connections among and between texts around the bid ideas, themes and essential questions that emerge from the anchor text 7

10 Close Reading of Complex Text 1 st Reading Focus on what you know rather than what you don t understand 2 nd Reading Ask questions and use what you came to understand during the first reading to infer the meaning of unfamiliar words and concepts for deeper understanding Successive Readings Note previous annotations, address your questions, build on what you know to deepen comprehension, infer for a more robust understanding What it Says Questions What it Means 8

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12 Text complexity is not merely about dense text and technical vocabulary. It is about complicated ideas with multiple perspectives that can be presented in many different ways. Stephanie Harvey

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