Transcript Reading to the Core Michigan Reading Association Summer

Reading to the Core
Michigan Reading Association
Summer Literature Conference
Mackinac Island
July 9, 2014
Dr. Elaine M. Weber. Language Arts Consultant,
Macomb Intermediate School District
Reading to the Core
• What does the text say?
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
• How does the text say it? Craft and 4.Structure
Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of
the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
• What does it mean?
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
• So what?
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning
as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to
compare the approaches the authors take
Close Reading
for the following
purposes
Common Core and beyond…
A “Snapshot” of the Cognitive Rigor Matrix (Hess, Carlock, Jones, & Walkup, 2009)
Depth of Thinking
(Webb)
+
Type of Thinking
(Revised Bloom, 2001)
DOK Level 1
Recall & Reproduction
DOK Level 2
Basic Skills & Concepts
DOK Level 3
Strategic Thinking &
Reasoning
DOK Level 4
Extended Thinking
Remember
- Recall, locate basic facts,
definitions, details, events
Understand
- Select appropriate words for use
when intended meaning is clearly
evident
- Specify, explain relationships
- summarize
– identify central ideas
- Explain, generalize, or connect
ideas using supporting evidence
(quote, text evidence,
example…)
- Explain how concepts or ideas
specifically relate to other content
domains or concepts
Apply
- Use language structure
(pre/suffix) or word relationships
(synonym/antonym) to determine
meaning
– Use context to identify word
meanings
- Obtain and interpret information
using text features
- Use concepts to solve nonroutine problems
- Devise an approach among many
alternatives to research a novel
problem
Analyze
- Identify the kind of information
contained in a graphic, table,
visual, etc.
– Compare literary elements,
facts, terms, events
– Analyze format, organization, &
text structures
-Analyze or interpret author’s
craft (e.g., literary devices,
viewpoint, or potential bias) to
critique a text
– Analyze multiple sources or texts
- Analyze complex/ abstract themes
– Cite evidence and develop a
logical argument for conjectures
based on one text or problem
- Evaluate relevancy, accuracy, &
completeness of information across
texts/ sources
Evaluate
Create
- Brainstorm ideas, concepts,
problems, or perspectives related
to a topic or concept
-Generate conjectures or
-Develop a complex model for a
hypotheses based on observations given situation
or prior knowledge and experience -Develop an alternative solution
-Synthesize information across
multiple sources or texts
-Articulate a new voice, alternate
theme, new knowledge or
perspective
Thoughtful Reading
• http://www.youtube.com/watch?v=TZBTyTWOZCM
• ex·pli·cate
• [ ékspli kàyt ]
• explain something: to explain something, especially
a literary text, in a detailed and formal way
Your turn to explicate..
We know what we are, but
know not what we may be.
William Shakespeare
Close Reading!
1.
Analyze paragraphs on a sentence-by-sentence basis and sentences on a word-by-word basis to
determine the role played by individual paragraphs, sentences, phrases, or words
2.
Investigate how meaning can be altered by changing key words and why an author may have chosen
one word over another
3.
Probe each argument in persuasive text, each idea in informational text, each key detail in literary text,
and observe how these build to a whole
4.
Examine how shifts in the direction of an argument or explanation are achieved and the impact of
those shifts
5.
Question why authors choose to begin and end when they do
6.
Note and assess patterns of writing and what they achieve
7.
Consider what the text leaves uncertain or unstated
Achieve the Core
Pledge of Allegiance
I pledge allegiance to the Flag of the United
States of America, and to the Republic for
which it stands, one Nation under God,
indivisible, with liberty and justice for all.
Preamble to the Constitution
• We the people of the United States, in order to form a more perfect
union, establish justice, insure domestic tranquility, provide for the
common defense, promote the general welfare, and secure the
blessings of liberty to ourselves and our posterity, do ordain and
establish this Constitution for the United States of America.
Preamble to the Constitution
By Lorraine Griffith; Adapted by Timothy Rasinski
A choral reading for a large group or a reader’s theater for seven voices
• R1: The Constitution
• R2: of the United States of America.
• All: We the people
• R1: The people:
• R2: First the American Indian,
• R3: then a flood of European immigrants,
• R4: Africans,
• R5: Middle Easterners,
• R6: Asian peoples,
• R7: South Americans
• R1–R4: And they keep on coming
All: We the people of the
United States,
R1: The United States:
R2: All 50!
R3: From Portland, Maine,
west to San Diego,
California,
R4: from Fargo, North
Dakota, south to El Paso,
Texas,
R5: Alaska and Hawaii
All: We the people of the
United States, in order to
form a more
perfect Union,
R6: That Union seemed
perfect, all of the colonies
became states as well as the
territories to the west,
R7: until the southern states
seceded because they
wanted states’ rights.
R1: But the Civil War ended
with a more perfect union
of states based upon the
belief that all Americans
deserved the right to life,
liberty, and the pursuit of
happiness.
.
All: We the people of the United States, in
order to form a more perfect Union, establish
justice,
R2: Even before the established United States,
justice was valued.
R3: John Adams had actually defended the
British in court after they had attacked and
killed colonists during the Boston Massacre.
Although he didn’t believe in the British cause,
he still believed justice was more important
than retribution.
R4: Justice was ensured for Americans by
following the fairness of John Adams in
establishing a court system beginning with local
courthouses and moving up to the Supreme
Court in Washington, D.C
www.missionliteracy.com
• http://www.timrasinski.com/presentations/effec
tive_teaching_of_readingfrom_phonics_to_fluency_2009.pdf
Reading to Discriminate
When you discriminate between two things, you can tell the difference
between them and can tell them apart.
What the text says
Key Ideas and Details
How the text says it.
Craft and Structure
.
Analytical Reading for craft and structure
John Updike’s Rabbit, Run
Outdoors it is growing dark and cool. The Norway
maples exhale the smell of their sticky new buds
and the broad living-room windows along Wilbur
Street show beyond the silver patch of a
television set the warm bulbs burning in
kitchens, like fires at the backs of caves. He walks
downhill. The day is gathering itself in.
Carl Sagan’s “Pale Blue Dot”
Look again at that dot. That's here. That's home. That's us. On it
everyone you love, everyone you know, everyone you ever heard of,
every human being who ever was, lived out their lives. The aggregate
of our joy and suffering, thousands of confident religions, ideologies,
and economic doctrines, every hunter and forager, every hero and
coward, every creator and destroyer of civilization, every king and
peasant, every young couple in love, every mother and father,
hopeful child, inventor and explorer, every teacher of morals, every
corrupt politician, every "superstar," every "supreme leader," every
saint and sinner in the history of our species lived there--on a mote
of dust suspended in a sunbeam.
CCSS R 9. Analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.
The short answer is that earthquakes are caused by faulting, a
sudden lateral or vertical movement of rock along a rupture
(break) surface.
Here's the longer answer: The surface of the Earth is in
continuous slow motion. This is plate tectonics--the motion
of immense rigid plates at the surface of the Earth in
response to flow of rock within the Earth. The plates cover
the entire surface of the globe. Since they are all moving they
rub against each other in some places (like the San Andreas
Fault in California), sink beneath each other in others (like the
Peru-Chile Trench along the western border of South
America), or spread apart from each other (like the MidAtlantic Ridge). At such places the motion isn't smooth--the
plates are stuck together at the edges but the rest of each
plate is continuing to move, so the rocks along the edges are
distorted (what we call "strain"). As the motion continues,
the strain builds up to the point where the rock cannot
withstand any more bending. With a lurch, the rock breaks
and the two sides move. An earthquake is the shaking that
radiates out from the breaking rock.
Most earthquakes are causally related to
compressional or tensional stresses built up at
the margins of the huge moving lithospheric
plates that make up the earth's surface The
immediate cause of most shallow earthquakes is
the sudden release of stress along a fault, or
fracture in the earth's crust, resulting in
movement of the opposing blocks of rock past
one another. These movements cause vibrations
to pass through and around the earth in wave
form, just as ripples are generated when a pebble
is dropped into water. Volcanic eruptions,
rockfalls, landslides, and explosions can also
cause a quake, but most of these are of only
local extent. Shock waves from a powerful
earthquake can trigger smaller earthquakes in a
distant location hundreds of miles away if the
geologic conditions are favorable.
Reading to Integrate and Evaluate
CCSS R 7: Integrate and evaluate content presented in diverse
media and formats, including visually and quantitatively, as well as
in words.
Lower Peninsula 40,352 square miles
Lower Peninsula 40,352 square miles
Upper Peninsula 16,452 square miles
Upper Peninsula 16,452 square miles
Michigan is the only state to consist of two peninsulas.
The Lower Peninsula, to which the name Michigan was
originally applied, is often noted to be shaped like a
mitten. The Upper Peninsula (often referred to as "the
U.P.") is separated from the Lower Peninsula by the
Straits of Mackinac, a five-mile (8 km) channel that joins
Lake Huron to Lake Michigan. The two peninsulas are
connected by the Mackinac Bridge.
Read to Delineate and Evaluate
CCSS R8. Delineate and evaluate the argument and specific
claims in a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
W
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s
t
h
e
i
s
s
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e
?
What is the issue?
What is the claim?
What are the reasons?
What is the evidence?
What is the counterargument?
What is the rebuttal?
What is the resolution?
What is the issue?
What is the claim?
What is the
evidence?
What is the
counterclaim?
Evaluate
Is this an argument of
fact, value or judgment,
or of policy?
On November 3, 2005 a new law banning people from
camping in public will be put into practice in the city of
Flagstaff, Arizona (Sleeping banned on right of ways, property
within city limits). Many people automatically assume that if
they decide to take a quick nap in public that they will be in
violation of the new law. The law, in fact, is “prohibiting people
from sleeping in a public right of way, or on public property,
when it appears they're doing so for living accommodations.”
(Peterson 1). Those opposed to this law do not believe that
when people are camping in public they are doing any harm.
This is very far from the truth. In fact, having people set up
temporary residence in public would indirectly affect the
income of many businesses in town.
Evaluating the Argument
What is the issue presented?
What is the author’s argument (claim)?
What are some of the author’s assumptions?
What are the reasons given to support the claim?
What types of evidence are used to support the
claim?
•
facts
•
expert opinions
•
research
•
statistics
•
observations
•
personal experiences
•
examples
•
comparisons
Does the author recognize or
refute the counterargument?
Is the argument objective
and complete?
Is the argument valid
(logical) and credible
(believable)?
Evaluating the Argument
What emotional appeals does the
author use?
• Emotionally charged or biased
language
• False authority
• Appeal to the “common folk”
• “Join the crowd” appeal or
bandwagon
• Ed Hominem – attack on the
person rather than his/her
viewpoint.
Errors in logical reasoning
•Circular reasoning/begging the
question
•Hasty generalization –
conclusions derived from
insufficient evidence
•Non sequitur – It doesn’t follow
•False cause
Generative Reading
Generative Thinking using Argument
1.
Use the “counterargument” of an argument and make it the claim. Establish
reasons to support the claim. Support the claim with appropriate evidence. Refute the
original claim which is now the “counterclaim.”
Draw a conclusion.
2.
Change the type of claim. If it is a Claim of Fact, change it to a Claim of Value or
Judgment or to a Claim of Policy. Provide the reasoning and the new evidence that fits the
type of claim.
3.
Take an argument that is developed deductively (begins with a general statement
or premise and moves toward a more specific statement) and rearrange it so that it is
inductive (reaching a general conclusion from observed specifics). Find the opposite
situation and reverse the arrangement.
Reading to abstract text to find the big idea, theme,
theory or principle
Levels of Meaning
Perhaps a couple of quotes from the past are also
appropriate. The first is attributed to the great plant hunter
Ernest Henry Wilson, who wrote it just three years before his
death in 1930:
There are no happier folk than plant-lovers and none more
generous than those who garden. There is a delightful
freemasonry about them; they mingle on a common plane,
share freely their knowledge and with advice help one over
the stepping stones that lead to success. It is truthfully said
that a congenial companion doubles the pleasures and halves
the discomforts of travel and so it is with the brotherhood
who love plants. (from E. H. Wilson, Plant Hunting, v.1, 1927)
A second quote comes from one of my former students, who wrote an essay
on why people embrace perennials in their gardens. His essay could have
been about any of our favorite groups of plants. (Those who believe our
students aren’t among the finest in the world need to come and visit my
classes.)
Americans, as a rule, live with a certain sense of urgency. Perhaps this is the
price we pay for living in such a young country. Why waste time with some
fickle plant that will flower only for a few short moments each year when
there are countless annuals just begging to bloom all summer long? The
commitment perennials require represents the driving force behind gardening
as a whole. When someone kills a window box of petunias, there is no love
lost. Odds are that a quick trip to Kmart will have the window box blooming
again in short order. Let there be no doubt about the glorious beauty of a wellplanted annual garden. But for all their show and eagerness-to-please,
annuals provoke no anticipation. To be among an established garden teaches
one why we have gardens at all; gardens are our refuge from the irritations of
everyday life, places of peace and serenity that provide the hope and
anticipation of good things to come.
(Ken James, student, 1995)
The Challenge:
To drift steadily on and on, distracted, across texts, is as much like
deep reading, as stockpiling information is akin to acquiring
knowledge. To fully understand the rich intricacy of any writing –
from the multilayered symbolism of a novel to the nuanced
arguments of great nonfiction, we must go deeply into the text.
This is an unavoidable laborious, often uncomfortable yet
inevitably rewarding process. (p. 180)
- Maggie Jackson Distracted