Intentional Reading Strategies to Teach Revised

8/8/2019 Intentional Reading Strategies to Teach Revised

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25 Intentional Reading Strategies25 Intentional Reading Strategies

to Teach Literary andto Teach Literary andInformational TextsInformational Texts

Reading Assessment UnitReading Assessment Unit

Office of Superintendent of Public InstructionOffice of Superintendent of Public Instruction

Fall 2003Fall 2003


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Reading StrategiesReading Strategies

For Literary Texts or Informational TextsFor Literary Texts or Informational Texts Before ReadingBefore Reading

Set a PurposeSet a Purpose

Preview the TextPreview the Text Plan How to Organize Your UnderstandingPlan How to Organize Your Understanding

During ReadingDuring Reading Read with PurposeRead with Purpose

Make ConnectionsMake Connections

After ReadingAfter Reading Pause and ReflectPause and Reflect

ReRe--Read for PurposeRead for Purpose

Remember and OrganizeRemember and Organize


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Literary TextsLiterary Texts


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Literary TextsLiterary TextsBefore ReadingBefore Reading

Set a PurposeSet a Purpose Establish who is telling the story, poem, or essay.Establish who is telling the story, poem, or essay.

(point of view)(point of view) Who are the characters? (characters)Who are the characters? (characters)

Where and when does the story take place? (setting)Where and when does the story take place? (setting)

What happens? (plot)What happens? (plot)

What is the authors message or theme? (theme)What is the authors message or theme? (theme)

How does the author express his or her ideas? (style)How does the author express his or her ideas? (style)


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Literary TextsLiterary Texts Before ReadingBefore Reading

Preview the TextPreview the Text

Identify the genre.Identify the genre.

Preview the:Preview the: Title.Title.

Author.Author.

Background or biographical information about the author.Background or biographical information about the author.

First paragraph.First paragraph. Names of characters or places.Names of characters or places.

Questions printed at the end of the text.Questions printed at the end of the text.


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Literary TextsLiterary TextsBefore ReadingBefore Reading

Plan How to Organize your UnderstandingPlan How to Organize your Understanding

Make three quick conclusions about the text basedMake three quick conclusions about the text basedon your purpose and preview work.on your purpose and preview work.

Write down your three quick conclusions and readWrite down your three quick conclusions and readactively to discover if you are right.actively to discover if you are right.


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Literary TextsLiterary TextsDuring ReadingDuring Reading

Read with Purpose (Mark and Question)Read with Purpose (Mark and Question)

Mark the textMark the text

Underline important issues, details, bits of dialogueUnderline important issues, details, bits of dialogue

Circle key words and symbolsCircle key words and symbols

Highlight recurring themes or concepts.Highlight recurring themes or concepts.

Ask key questions in the marginsAsk key questions in the margins

Pose questions to the author on style choices, names ofPose questions to the author on style choices, names ofcharacters, places or eventscharacters, places or events


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Literary TextsLiterary TextsDuring ReadingDuring Reading

Make Connections (React, Predict, Visualize, Clarify)Make Connections (React, Predict, Visualize, Clarify) React to characters, events, conflict, resolution, or placesReact to characters, events, conflict, resolution, or places

Make connections to other literary texts read featuring similar themes,Make connections to other literary texts read featuring similar themes,characters, or ideas (text to text)characters, or ideas (text to text)

Make connections to personal experience or background knowledge (textMake connections to personal experience or background knowledge (textto self)to self)

Make connections to larger social or historical understandings (text toMake connections to larger social or historical understandings (text toworld)world)

Predict what will happen to characters or conflictsPredict what will happen to characters or conflicts

Visualize a characters appearance, or the terrain of the settingVisualize a characters appearance, or the terrain of the setting Clarify your comprehension and understanding by connecting back toClarify your comprehension and understanding by connecting back towhat you know already has happened in the literary textwhat you know already has happened in the literary text


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Literary TextsLiterary TextsAfter ReadingAfter Reading

Pause and ReflectPause and Reflect

Return to your three quick conclusions. WereReturn to your three quick conclusions. Werethey right on?they right on?

Reflect on your understanding about the text beforeReflect on your understanding about the text beforeyour reading and after the reading.your reading and after the reading.


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Return to your purposes.Return to your purposes.

Did you identify all of the components?Did you identify all of the components?

Were your questions answered?Were your questions answered?

Were your connections revised or confirmed?Were your connections revised or confirmed?


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Skim and scan the text one more time. Make noteSkim and scan the text one more time. Make noteof the:of the:

Characters.Characters.

Conflict and Resolution.Conflict and Resolution.

Theme.Theme.

Summary.Summary. Write a summary of the text and paraphrase theWrite a summary of the text and paraphrase the

theme in your own words.theme in your own words.


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Informational TextsInformational Texts


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Informational TextsInformational TextsBefore ReadingBefore Reading

Set a PurposeSet a Purpose

Establish:Establish:

The subjectThe subject

What the author is saying about the subject?What the author is saying about the subject?

Are there opposing sides presented?Are there opposing sides presented?

Does the author influence the reader and the subjectDoes the author influence the reader and the subject

through a selection of details, quotes, or examples?through a selection of details, quotes, or examples?


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Preview the textPreview the text Preview the:Preview the:

Unit title.Unit title. Chapter title.Chapter title.

Sub headings.Sub headings. First and last paragraph.First and last paragraph. Bold face terms.Bold face terms. Repeated terms.Repeated terms. Maps.Maps.

Charts.Charts. Graphs.Graphs. Diagrams.Diagrams. Pictures.Pictures. Captions.Captions.


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Plan How to Organize your UnderstandingPlan How to Organize your Understanding

Make three quick conclusions about the text basedMake three quick conclusions about the text basedon your purpose and preview work.on your purpose and preview work.

Write down your three quick conclusions and readWrite down your three quick conclusions and readactively to discover if you are right.actively to discover if you are right.


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Informational TextsInformational TextsDuring ReadingDuring Reading

Read with Purpose (Mark and Question)Read with Purpose (Mark and Question)

Mark the textMark the text

Underline main ideas and significant and supportingUnderline main ideas and significant and supportingdetailsdetails

Circle key terms and important vocabularyCircle key terms and important vocabulary

Ask important questions about:Ask important questions about:

ConceptsConcepts EvidenceEvidence

ConclusionsConclusions


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Informational TextsInformational TextsDuring ReadingDuring Reading

Make Connections (React, Predict, Visualize, Clarify)Make Connections (React, Predict, Visualize, Clarify) React to ideas, events, or examplesReact to ideas, events, or examples

Make connections to other informational texts read featuring similarMake connections to other informational texts read featuring similarthemes, characters, or ideas (text to text)themes, characters, or ideas (text to text)

Make connections to personal experience or background knowledge (textMake connections to personal experience or background knowledge (textto self)to self)

Make connections to larger social or historical understands (text to world)Make connections to larger social or historical understands (text to world)

Predict what will happen to subjects or eventsPredict what will happen to subjects or events

Visualize a subjects appearance, or the terrain of the place, or theVisualize a subjects appearance, or the terrain of the place, or the

situations suggested by historical or scientific understandingsituations suggested by historical or scientific understanding Clarify your comprehension and understanding by connecting back toClarify your comprehension and understanding by connecting back towhat you know already has happened in the informational textwhat you know already has happened in the informational text


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Informational TextsInformational TextsAfter ReadingAfter Reading

Pause and ReflectPause and Reflect

Return to your three quick conclusions. WhereReturn to your three quick conclusions. Wherethey right on?they right on?

Reflect on your understanding about the text beforeReflect on your understanding about the text beforeyour reading and after the reading.your reading and after the reading.


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Return to your purposesReturn to your purposes

Did you identify all of the components?Did you identify all of the components?

Were your questions answered?Were your questions answered?

Were your connections revised or confirmed?Were your connections revised or confirmed?


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Skim and scan the text one more time. Make noteSkim and scan the text one more time. Make noteof:of:

Important ideas.Important ideas.

Concepts.Concepts.

Write a summary of the text and paraphrase theWrite a summary of the text and paraphrase the

main vocabulary in your own words.main vocabulary in your own words.


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Classroom Reading StrategiesClassroom Reading Strategies

Support Strong WASL ReadingSupport Strong WASL Reading

AchievementAchievement


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How Do I Teach Kids How To Draw QuickHow Do I Teach Kids How To Draw Quick

Predictions?Predictions?

Predictions are early judgments active readers make asPredictions are early judgments active readers make asthey read and plan their reading process.they read and plan their reading process.

Quick conclusions provide organizing structures forQuick conclusions provide organizing structures for

active readers.active readers.

Quick conclusions are based on an initial sweep ofQuick conclusions are based on an initial sweep ofthe text.the text.

The next, close reading of the text provides the readerThe next, close reading of the text provides the readeran opportunity to revise or confirm their earlieran opportunity to revise or confirm their earlierjudgments.judgments.


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What Are Some Facts I Can QuicklyWhat Are Some Facts I Can Quickly

Identify From The Text?Identify From The Text?

What Predictions Can I Draw BasedWhat Predictions Can I Draw Based

On At Least Three Facts UsedOn At Least Three Facts Used

Together?Together?

Subject or characterSubject or character

Fact #1Fact #1

Fact #2Fact #2

Fact #3Fact #3


Fact #1Fact #1

Fact #2Fact #2

Fact #3Fact #3


Fact #1Fact #1

Fact #2Fact #2

Fact #3Fact #3


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How Do I Teach Kids The DifferenceHow Do I Teach Kids The Difference

Between Subjects, Main Ideas, SignificantBetween Subjects, Main Ideas, Significant

Details, And Supporting Details?Details, And Supporting Details? Main ideas are the abstract concepts that illustrate BIGMain ideas are the abstract concepts that illustrate BIG

feelings, ideas, realizations, or conclusionsfeelings, ideas, realizations, or conclusions

Significant details and examples are put your fingerSignificant details and examples are put your finger

on an event, a description, a quote, or a fact thaton an event, a description, a quote, or a fact thatprovides direct compelling support to the main idea.provides direct compelling support to the main idea.

Supporting details provide color and texture to theSupporting details provide color and texture to thesignificant details or examples by enabling the reader tosignificant details or examples by enabling the reader tosee, hear, smell, taste, or touch the event, description,see, hear, smell, taste, or touch the event, description,quote, or fact.quote, or fact.


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Main Idea

Significant

Detail orExample

Significant

Detail or

Example

Significant

Detail or

Example

Subject

Supporting

Details

Supporting

Details

Supporting

Details

Supporting

Details

Supporting

Details


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How Do I Teach My Kids To Identify MainHow Do I Teach My Kids To Identify Main

Ideas Based On An Understanding Of TheIdeas Based On An Understanding Of The

Use Of Details?Use Of Details? Details flesh out main ideas for readers. They define theDetails flesh out main ideas for readers. They define the

who, what, where, when, and how of the main ideas.who, what, where, when, and how of the main ideas.

To teach kids to distinguish between main ideas and details, askTo teach kids to distinguish between main ideas and details, askthem if the section of text they have selected is a fact, a particularthem if the section of text they have selected is a fact, a particular

event, a statement by someone, or a description of a person,event, a statement by someone, or a description of a person,place, event, or subject. All of these are details.place, event, or subject. All of these are details.

Main ideas are BIG. They capture concepts, themes,Main ideas are BIG. They capture concepts, themes,interpretations, conclusions, and ideas.interpretations, conclusions, and ideas.

You cant put your finger on an idea because it is made up of aYou cant put your finger on an idea because it is made up of acombination of elements that all add up together to createcombination of elements that all add up together to createsomething larger than a detail.something larger than a detail.


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Subject

Detail 1 Detail 2 Detail 3 Detail 4

Main Idea


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How Do I Teach My Kids To UnderstandHow Do I Teach My Kids To Understand

Sequence Or Series Of Events?Sequence Or Series Of Events?

List the main events in order in which they happen. Look forList the main events in order in which they happen. Look forkey terms such as:key terms such as: First.First. Second.Second.

Next.Next. Last.Last. Further.Further. Then.Then. After.After. Before.Before.

Until.Until. Etc.Etc.

Then, map the events in the order in which they happenedThen, map the events in the order in which they happened


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Key Word:Key Word: First Event:First Event:

Key Word:Key Word: Second Event:Second Event:

Key Word:Key Word: Third Event:Third Event:

Key Word:Key Word: Fourth Event:Fourth Event:

Key Word:Key Word: Fifth Event:Fifth Event:

Key Word:Key Word: Sixth Event:Sixth Event:

Key Word:Key Word: Concluding Event:Concluding Event:


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How Do I Teach My Kids To UnderstandHow Do I Teach My Kids To Understand

Cause And Effect?Cause And Effect?

Cause and effect is an understanding of the relationshipCause and effect is an understanding of the relationshipbetween an important event and all the ensuing events,between an important event and all the ensuing events,decisions, and effects the first event;decisions, and effects the first event;

OR it is an understanding of the relationship betweenOR it is an understanding of the relationship betweenproblems and solutions. In this case, a problem in aproblems and solutions. In this case, a problem in atext arises, and the narrative text author (or character)text arises, and the narrative text author (or character)or the informational text author (or subject) seeks aor the informational text author (or subject) seeks a

series of solutions to resolve the problem.series of solutions to resolve the problem.


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Cause

Effect #1

Effect #2

Effect #3

Problem

Solution #1

Solution #2

Solution #3


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How Do I Teach My Kids Order OfHow Do I Teach My Kids Order Of

Importance?Importance?

Writers structure their order of importanceWriters structure their order of importance

text in two ways.text in two ways.

One, they list their main idea first, and then supportOne, they list their main idea first, and then supportit with a few significant details or examples thatit with a few significant details or examples thatillustrate the importance of their main idea.illustrate the importance of their main idea.

OR, writers, list their significant details and examplesOR, writers, list their significant details and examples

first and then build up to stating their main ideasfirst and then build up to stating their main ideaslast.last.


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Main Idea

Detail #1 Detail #2 Detail #3 Detail #4 Detail #5


Main Idea


Main Idea


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How Do I Teach My Kids Comparison AndHow Do I Teach My Kids Comparison And

Contrast?Contrast?

In constructing a comparison contrast of twoIn constructing a comparison contrast of two

characters or two subjects, the author showscharacters or two subjects, the author showshow the two characters/subjects are alike andhow the two characters/subjects are alike and

different.different.


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CharacteristicsCharacteristics Subject #1Subject #1 Subject #2Subject #2


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How Do I Teach My Kids How ToHow Do I Teach My Kids How To

Summarize? What Are The ImportantSummarize? What Are The Important

Elements To Include In A Summary?Elements To Include In A Summary? Good summaries always contain:Good summaries always contain:

The name of the author.The name of the author.

The title of the piece.The title of the piece.

A description of the who, what, where, when, how,A description of the who, what, where, when, how,and why of the subject matter.and why of the subject matter.

On WASL assessments, students are asked toOn WASL assessments, students are asked toinclude at least three events from narrative textsinclude at least three events from narrative textsor three main ideas from informational texts inor three main ideas from informational texts intheir summaries.their summaries.


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Subject

Who What Where When How Why


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ow o eac y s ow o rgan zeow o eac y s ow o rgan ze


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ow o eac y s ow o rgan zeow o eac y s ow o rgan ze

Their Understanding Of The Timelines AndTheir Understanding Of The Timelines And

Their Relationship To Major ConceptsTheir Relationship To Major Concepts

And/Or Ideas?And/Or Ideas? Historical time can be described by:Historical time can be described by:

Ages (the Renaissance age).Ages (the Renaissance age). Centuries (the 19Centuries (the 19thth Century).Century).

Periods (the Modernist period).Periods (the Modernist period).

Eras (the Civil Rights era).Eras (the Civil Rights era). Decades (the 60s).Decades (the 60s). A year (2003).A year (2003).

A month (November).A month (November). A day (Thursday).A day (Thursday).

A moment (right now).A moment (right now).

Kids need help understanding these terms they represent.Kids need help understanding these terms they represent. Create a chart that allows them to move from the historical time period, toCreate a chart that allows them to move from the historical time period, to

the concepts that are developed or revealed during this time, and the details,the concepts that are developed or revealed during this time, and the details,events, or examples that helped illustrate or define this time period andevents, or examples that helped illustrate or define this time period andconcepts they have come to representconcepts they have come to represent


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HistoricalHistoricalTime PeriodsTime Periods

Concepts Developed/Concepts Developed/Revealed In This TimeRevealed In This Time

Events/Examples/Details ThatEvents/Examples/Details ThatSupport The Concepts/IdeasSupport The Concepts/Ideas


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How Do I Teach My Kids How ToHow Do I Teach My Kids How To

Understand The Relationship Between Facts,Understand The Relationship Between Facts,

Ideas, Events, Subjects, And Details?Ideas, Events, Subjects, And Details? Active readers move through the layers of reading a text and makingActive readers move through the layers of reading a text and makingconnections simultaneously.connections simultaneously.

Readers that struggle need this process to be made intentional and explicit forReaders that struggle need this process to be made intentional and explicit forthem.them.

A thinking tree illustrates each layer of reading and allows for guided practiceA thinking tree illustrates each layer of reading and allows for guided practice

so all students can develop the necessary skills to becoming an active reader.so all students can develop the necessary skills to becoming an active reader. The essential reading skills that students must use in order to achieve readingThe essential reading skills that students must use in order to achieve readingsuccess are:success are: One, developing a literal comprehension of the basic elements of a text.One, developing a literal comprehension of the basic elements of a text. Two, making inferences about the material presented by combining previousTwo, making inferences about the material presented by combining previous

knowledge and the knowledge on the page in order to draw quick conclusions.knowledge and the knowledge on the page in order to draw quick conclusions. Three, draw conclusions about the information presented in the text and then testThree, draw conclusions about the information presented in the text and then test

that conclusion by constantly monitoring, revising, confirming, and affirming thethat conclusion by constantly monitoring, revising, confirming, and affirming theknowledge gained.knowledge gained.

Four, comparing and contrasting elements of text in order to understand theFour, comparing and contrasting elements of text in order to understand therelationship of the parts to the whole.relationship of the parts to the whole.

Last, evaluating the information presented and measuring it against other sourcesLast, evaluating the information presented and measuring it against other sourcesof knowledge, logic, or values.of knowledge, logic, or values.


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Who What Where When How Literal Comprehension

Making Inferences

Making Conclusions

Comparing/Contrasting

Evaluating

Subject or Title

What do I know? What does the text tell me?

What does the information tell me? What three conclusions can I draw?

How are the subjects/characters/events/examples alike? Different?

Do I agree with the information presented? Why? What is my evidence?


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Literal Comprehension

Making Inferences

Making Conclusions

Comparing/Contrasting

Evaluating


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How Do I Teach Readers The Importance OfHow Do I Teach Readers The Importance Of

Headings, Key Words, And Use Of Details?Headings, Key Words, And Use Of Details?

Active readers use titles, headings, boldface terms, keyActive readers use titles, headings, boldface terms, keyvocabulary, and significant details/examples asvocabulary, and significant details/examples assignposts during their reading process.signposts during their reading process.

They use titles to determine subject matter, boldfaceThey use titles to determine subject matter, boldfaceterms to recognize important concepts, key vocabularyterms to recognize important concepts, key vocabularyas important terms to remember in connection with theas important terms to remember in connection with thesubject, and significant details/examples to beginsubject, and significant details/examples to begin

evaluating the strength and worth of an authors styleevaluating the strength and worth of an authors styleand message.and message.


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Type of TextType of Text

FeatureFeature

What Are The Words InWhat Are The Words In

The Text?The Text?

What Do The Words TellWhat Do The Words Tell

Me Or Mean To Me?Me Or Mean To Me?

TitleTitle

HeadingsHeadings

Bolded TermsBolded Terms

Key VocabularyKey Vocabulary

Detail/ExampleDetail/Example


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How Do I Teach Readers The OrganizationalHow Do I Teach Readers The Organizational

Format Of An Informational Text?Format Of An Informational Text?

Informational texts are typically highlyInformational texts are typically highly

organized.organized.

Once readers understand the relationshipOnce readers understand the relationshipbetween subjects (huge), main ideas (really big),between subjects (huge), main ideas (really big),significant details (medium big), and supportingsignificant details (medium big), and supporting

details (small), they can use a graphic organizerdetails (small), they can use a graphic organizer

to map their understanding of the relationshipto map their understanding of the relationshipof the elements.of the elements.


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Title

Heading

(Main Idea)

Heading

(Main Idea)

Heading

(Main Idea)

Subject

Sig

Detail

Sig

Detail

Sig

Detail

Sig

Detail

Sig

Detail

Sig

Detail

Sup

Detail

Sup

Detail

Sup

Detail

Sup

Detail

Sup

Detail

Sup

Detail

Sup

Detail

Sup

Detail


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How Do I Teach Readers That Concepts AreHow Do I Teach Readers That Concepts Are

Represented By Details And Examples FromRepresented By Details And Examples From

An Informational Text?An Informational Text? Active readers recognize the relationshipActive readers recognize the relationship

between concepts (abstract) andbetween concepts (abstract) anddetails/examples (concrete).details/examples (concrete).

Details and examples are used make theDetails and examples are used make theconcepts realconcepts realto illustrate it, to describe it, toto illustrate it, to describe it, to

define it, to give it shape, color, and texture.define it, to give it shape, color, and texture.


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Key Words

(Concepts from the Text)

Details/Examples From

The Text That Describe

The Concept


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How Do I Help Readers Learn To QuestionHow Do I Help Readers Learn To Question

The Authors Style, Theme, And Conclusions?The Authors Style, Theme, And Conclusions?

Active readers engage with authors.Active readers engage with authors.

They analyze themes and ask why authors featureThey analyze themes and ask why authors featurecertain examples, use distinctive styles, or argue certaincertain examples, use distinctive styles, or argue certain

points.points. Questions students should ask include:Questions students should ask include:

What is the authors overall message?What is the authors overall message?

Why does the author use this detail/example/event in theirWhy does the author use this detail/example/event in theirwriting?writing?

What is the author saying in this section of text as opposed toWhat is the author saying in this section of text as opposed tothe beginning or the end? How does what the author saythe beginning or the end? How does what the author sayhere match what he/she said earlier?here match what he/she said earlier?


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My Question ForThe Author Example From TheText About My

Question

What I Think TheTextMeans

Reading Journal For Questioning The Author

H D I T h R d Ab ThH D I T h R d Ab Th


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How Do I Teach Readers About TheHow Do I Teach Readers About The

Important Elements Of A Biography Or AnImportant Elements Of A Biography Or An

Autobiography?Autobiography? Active readers read biographies andActive readers read biographies andautobiographies with interest because the textsautobiographies with interest because the textsprovide us with a window into the world ofprovide us with a window into the world of

important people who have thoughtfulimportant people who have thoughtfulperspectives on social and cultural issuesperspectives on social and cultural issues

Active readers realize that biographies andActive readers realize that biographies andautobiographies feature themes and messageautobiographies feature themes and messageabout their subjects and use details about time,about their subjects and use details about time,place, key events, and personality to convey theirplace, key events, and personality to convey theirmessage.message.


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Subject of Bio/Auto

How She Acts/FeelsHow Others Feel

About Her

How I Feel

About Her

What She Says and

How She Looks


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How Do I Teach Readers To Write AHow Do I Teach Readers To Write A

Summary Of A Biography?Summary Of A Biography?

Active readers synthesize the major elementsActive readers synthesize the major elements

presented in a biography/autobiography.presented in a biography/autobiography.

They use theme to shape and determine theThey use theme to shape and determine the

parameters of their summaries and select details,parameters of their summaries and select details,examples, and events from the text that illustrateexamples, and events from the text that illustrate

and support the theme.and support the theme.


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ThemeTheme

Major Elements Of

A Biography/Autobiography

Text Example, Detail,

Quote, Or Event ThatIllustrates Theme

Importance Of Text

Example, Detail,Quote, Or Event In My

Own Words

Childhood

Family

School

Work

Major

Achievements

Major Problems

Character Traits

H D I T h R d T I f ChH D I T h R d T I f Ch


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How Do I Teach Readers To Infer CharacterHow Do I Teach Readers To Infer Character

Traits Based On Information In LiteraryTraits Based On Information In Literary

Texts?Texts? Active readers synthesize details, examples,Active readers synthesize details, examples,

events, dialogue, conflict, and resolution in orderevents, dialogue, conflict, and resolution in orderto develop an understanding of a character andto develop an understanding of a character and

the character traits reflected by that character.the character traits reflected by that character.

They draw good conclusions by backing up theirThey draw good conclusions by backing up their

judgments with evidence from the text.judgments with evidence from the text.


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Character Trait

Examples Events

Dialogue Conflict Resolution


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H D I T h R d T E l t ThH D I T h R d T E l t Th


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How Do I Teach Readers To Evaluate TheHow Do I Teach Readers To Evaluate The

Authors Message And The Effectiveness OfAuthors Message And The Effectiveness Of

The Authors Message?The Authors Message? Active readers understand that each text isActive readers understand that each text is

comprised of a few essential elements that cancomprised of a few essential elements that canbe evaluated independently and as parts of abe evaluated independently and as parts of a

whole text.whole text.

They examine the text carefully, pulling outThey examine the text carefully, pulling out

evidence to support their evaluations andevidence to support their evaluations and

demonstrate their understanding of thedemonstrate their understanding of theeffectiveness of an authors style and/oreffectiveness of an authors style and/or

message.message.

Critical Questions ChartCritical Questions Chart


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Critical Questions ChartCritical Questions Chart

Elements Of A Text That Can Be

Evaluated By Readers

Tasks For The Reader To Gather

Information For Evaluation Purposes

State The Information From The

Text To Support Your

Evaluation

Is the theme/message clear, concise,

thoughtful and multi-layer?___Yes ___No

Locate the theme/message in the selection.

Look at the end of the first paragraph or inthe conclusion if you cannot immediately

identify it.

Does the evidence presented seem

appropriate, well-researched, and

convincing?

___Yes ___No

Locate the evidence. Look for facts,

statistics, quotes from expert authorities,

and statements from eyewitnesses

Are the sources authoritative andreliable?

___Yes ___No

Locate background evidence (in the text)that describes the qualifications of an

expert authority or eyewitnesses. Look for

evidence of research information that

supports the facts and statistics.

Is the other side of the story

represented?

___Yes ___No

Look for transitions in the text between the

main argument and the opposing

argument. Look for supporting evidence

such as facts, statistics, expert authority,and eyewitness statements that support

the other side of the story.

Does the authors appeal to your

emotions affect your evaluation?

___Yes ___No

Look for anecdotes, examples, or

persuasive language that appeals to your

emotions in an attempt to sway your

opinion.


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How Do I Teach Readers To Identify TheHow Do I Teach Readers To Identify The

Authors View Point Or Message?Authors View Point Or Message?

Active readers synthesize:Active readers synthesize:

Facts.Facts.

Statistics.Statistics.

Appeals to emotion.Appeals to emotion.

Authors personal experience.Authors personal experience.

Expert quotes.Expert quotes.

Research.Research.

Eyewitness accounts to develop an understanding ofEyewitness accounts to develop an understanding ofthe authors point of view or message.the authors point of view or message.


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Title

Facts Statistics Appeals to Emotion Personal Experience Of The Author

Expert quotes Research Eyewitness Accounts

Authors Viewpoint or Message


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How Do I Teach Readers To UnderstandHow Do I Teach Readers To Understand


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How Do I Teach Readers To UnderstandHow Do I Teach Readers To Understand

Sequence OfConflict/Crisis/Resolution InSequence OfConflict/Crisis/Resolution In

Narrative Texts?Narrative Texts? All stories, literary essays, biographies, and playsAll stories, literary essays, biographies, and plays

have a beginning, a middle, and an end.have a beginning, a middle, and an end.

Typically, the beginning is used to describe theTypically, the beginning is used to describe the

conflict/problem faced by the character/subject.conflict/problem faced by the character/subject.

The middle is used to describe the climax or crisisThe middle is used to describe the climax or crisisreached by the character/subject.reached by the character/subject.

The end is used to resolve the conflict/problem andThe end is used to resolve the conflict/problem andestablish a theme.establish a theme.


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What Are The MajorWhat Are The Major

Events In The First PartEvents In The First Part

Of The Narrative ThatOf The Narrative That

Describe TheDescribe TheProblem/Conflict?Problem/Conflict?

What Are The Major EventsWhat Are The Major Events

In The Middle Part Of TheIn The Middle Part Of The

Narrative That Describe TheNarrative That Describe The

Crisis/Climax?Crisis/Climax?

What Are The MajorWhat Are The Major

Events In The LastEvents In The Last

Part Of ThePart Of The

Narrative ThatNarrative ThatDescribe TheDescribe The

Resolution/SolutionResolution/Solution

To TheTo The

Problem/Conflict?Problem/Conflict?


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HowCan I Teach Readers To UnderstandHowCan I Teach Readers To Understand

The Organization Of Stories?The Organization Of Stories?

All stories contain the same elements:All stories contain the same elements: Character.Character. Setting.Setting. Plot.Plot.

Conflict.Conflict. Resolution.Resolution. Theme.Theme.

This is a narrative pattern, and readers come toThis is a narrative pattern, and readers come to

expect and anticipate it in their reading.expect and anticipate it in their reading. A basic understanding of the interaction andA basic understanding of the interaction andrelationship between the six elements of a narrativerelationship between the six elements of a narrativepattern is crucial to forming more inpattern is crucial to forming more in--depth analysis anddepth analysis andcritical evaluations of narrative texts.critical evaluations of narrative texts.


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How Do I Help Readers Reach InferentialHow Do I Help Readers Reach Inferential

Conclusions About Characters?Conclusions About Characters?

Active readers reach inferential conclusionsActive readers reach inferential conclusions

about characters by synthesizing:about characters by synthesizing:

What they sayWhat they say

What happens in the storyWhat happens in the story

How other characters react to themHow other characters react to them

How they themselves feel about charactersHow they themselves feel about characters


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What The Character Says Or Does,What The Character Says Or Does,

A Quote From The Character, AA Quote From The Character, A

Detail About The Character, AnDetail About The Character, An

Event From The Story, Or AEvent From The Story, Or AComment About The Character ByComment About The Character By

Someone ElseSomeone Else

What I Conclude About The CharacterWhat I Conclude About The Character

Based On This Information (Focus OnBased On This Information (Focus On

BIG, Abstract Ideas, Not Concrete,BIG, Abstract Ideas, Not Concrete,

Factual Information)Factual Information)


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How do I teach readers to identify the causeHow do I teach readers to identify the cause

and effect relationship of plot structure?and effect relationship of plot structure?

Active readers can identify not only the plotActive readers can identify not only the plotelements, but the relationship the elements haveelements, but the relationship the elements have

with one another.with one another.

For example, active readers recognize that all initialFor example, active readers recognize that all initialdescription of character, setting and conflict isdescription of character, setting and conflict isintentional by the author.intentional by the author.

All of the details then resurface later to reinforce theAll of the details then resurface later to reinforce the

conflict of suggest ways to reach a conclusion.conflict of suggest ways to reach a conclusion. It is important to not only teach the vocabulary ofIt is important to not only teach the vocabulary of

plot elements, but to teach readers to name theplot elements, but to teach readers to name theevents in the story that represent those elements.events in the story that represent those elements.

Climax (conflict and tension reach a


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Climax (conflict and tension reach a

peak, and characters realize theirmistake, etc.)

Exposition

(characters,

setting, and

conflict areintroduced.)

Rising Action

(conflict and

suspense

build through

a series of

events).

Falling Action

(conflict gets worked

out and tensions

lessen.)

Resolution

(conflict is

resolved and

themes areestablished.)


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How do I help readers compare and contrastHow do I help readers compare and contrast

story elements between two stories?story elements between two stories?

Active readers constantly keep in mind other storiesActive readers constantly keep in mind other storiesthey have read with similar themes or they rememberthey have read with similar themes or they remembermore than one story written by the same author.more than one story written by the same author.

Readers graphically organize their understanding of theReaders graphically organize their understanding of thestory elements by comparing common components.story elements by comparing common components.

All stories have characters, setting, plot, events, themes,All stories have characters, setting, plot, events, themes,or conflicts and resolutions, but often times aor conflicts and resolutions, but often times a

comparison of more than one story reveals surprisingcomparison of more than one story reveals surprisingconclusions.conclusions.

Two Story Map


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Common StoryCommon Story

ElementsElements

Story #1Story #1 Story #2Story #2

Main CharactersMain Characters

SettingSetting

PlotPlot

EventsEvents

Conflict/ResolutionConflict/Resolution

ThemeTheme

Two Story Map

d d d d fd d d d f


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How do I help readers understand the types ofHow do I help readers understand the types of

conflict present in literary texts?conflict present in literary texts?

There are five basic types of conflict present in literary texts.There are five basic types of conflict present in literary texts.Once readers understand these types of conflict, they canOnce readers understand these types of conflict, they cancategorize and identify the elements that are characteristic to thecategorize and identify the elements that are characteristic to thetype.type.

In a person to person conflict, events typically focus on differences inIn a person to person conflict, events typically focus on differences invalues, experiences, and attitudes.values, experiences, and attitudes.

In a person vs. society conflict, the person is fighting an event, an issue, aIn a person vs. society conflict, the person is fighting an event, an issue, aphilosophy, or a cultural reality that is unfair,philosophy, or a cultural reality that is unfair,

In a person vs. nature conflict, the character is often alone dealing withIn a person vs. nature conflict, the character is often alone dealing withnature in extreme circumstances.nature in extreme circumstances.

In a person vs. self conflict the person is conflicted with childhoodIn a person vs. self conflict the person is conflicted with childhoodmemories, unpleasant experiences, or issues with stress and decisionmemories, unpleasant experiences, or issues with stress and decision--making.making.

In a person vs. fate conflict, the text is characterized by a personIn a person vs. fate conflict, the text is characterized by a personcontending with an omnipresent issue or idea.contending with an omnipresent issue or idea.


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How do I teach readers to paraphrase poetry?How do I teach readers to paraphrase poetry?

Active readers engage with poetry on manyActive readers engage with poetry on many

levels during the reading process.levels during the reading process.

They examine language, images, symbols, rhyme,They examine language, images, symbols, rhyme,

repetition, phrasing, alliteration and tone.repetition, phrasing, alliteration and tone.

Developing readers need the experience ofDeveloping readers need the experience ofexamining poetry line by line or connecting imagesexamining poetry line by line or connecting imageswith past understandings to fully comprehend,with past understandings to fully comprehend,interpret and evaluate poetry.interpret and evaluate poetry.


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Line From PoemLine From Poem My Paraphrase of its Meaning My Paraphrase of its Meaning

Two Key Words From Each LineTwo Key Words From Each Line

of Poetryof Poetry

What the Images Mean to MeWhat the Images Mean to Me

Intentional Reading Strategies to Teach Revised

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Transcript of Intentional Reading Strategies to Teach Revised