Download
1 / 15
150 likes | 238 Views
“ Survive and Thrive” Professional Development Reading for Writing Strategies Ceresta Smith csmith5@dadeschools.net. Agenda. 1. Model read aloud using engaging strategies. 2. F acilitate smaller group deconstructing of
E N D
“Survive and Thrive” Professional DevelopmentReading for Writing Strategies Ceresta Smithcsmith5@dadeschools.net
Agenda 1. Model read aloud using engaging strategies. 2. Facilitate smaller group deconstructing of passages and responding to analysis questions: poetry, narrative, nonfiction for science/math, non-fiction social studies, non-fiction health and fitness, culture Groups: Reading teachers – narrative English teachers – poetry Social Studies teachers – non-fiction expository/persuasive social studies Math/Science teachers – non-fiction expository/persuasive science, math Voc. Ed./Business/JROTC/ Fine Arts – non-fiction biographies, arts P.E./Health/Foreign Language – non-fiction health, sports, culture 3. Present/Reflect 4. Post Workshop - Teachers model and provide guided practice for students to facilitate their habitual use of reading strategies to respond to analysis questions.
Reading Strategies • Pre-reading Strategies Text Preview/ Analysis _____ Pre-questioning _____ Predicting_____ • During Reading Strategies Text Chunking _____ Selective underlining/circling _____ Text Annotating _____ Text Questioning _____ Visualizing _____ Making Connections (text, self, world) _____ Rereading for understanding _____ Summarizing _____ Rewording _____ • Post Reading Summarizing _____ Reflecting/Reviewing Notes ______ • Responding to Analysis Questions Strategies Underlining key words and phrases in question/prompt _____ Organize main idea statement _____ Bullet support points ___ Isolate appropriate quotes _____
Deconstructing a Non-fiction Passage • 1. Closely analyze the layout and structure of the passage. Preview any subheadings, graphics, pictures, and captions. • 2. Begin the questioning and predicting process as you read the title. Decide if you can identify the topic by the wording used in the title. Underline the words that reveal the topic or write topic out to the side. • 3. Begin reading the first paragraph. Note its method of organization: cause/effect, comparison/contrast, descriptive, problem/solution, time order, scenario. Underline the passage main idea if possible, or predict the implied main idea. Underline key words and phrases that represent support points. Ask yourself what did this paragraph communicate to me? Reread until you can answer that question. Write a brief summary out to the side. Begin to circle unfamiliar words. Use context clues to determine possible word meaning: word within a word or familiar root words, prefixes and suffixes, sentences before and after word, connotation of word (negative or positive, neutral in meaning), words or sentences before or after in the form of definitions, restatements, appositives, examples, comparisons, contrasts, or cause and effect). • 4. Move on to next paragraph and repeat the same process, underlining key words and phrases that represent support points and important details. Circle unfamiliar words. Use context clues to determine word meaning. Again, ask your self what this paragraph communicated to you. Write a brief summary out to the side. • 5. Repeat the process for the remainder of the passage. • 6. Review graphics, pictures, captions. Note what information one or each is communicating. • 7. Write at the end: topic, author’s purpose (to explain, persuade, to entertain), and main idea. • 8. Read questions carefully and underline key words and phrases in the question/prompt.
Discussion/Written Response Evaluate the strength of the writer’s argument in contrast to the opposition view.
Deconstructing a Narrative • 1. Identify important characters and list traits as they are revealed through direct and indirect characterization. • 2. Mark the beginning of each plot part: exposition, rising action, climax, falling action, and resolution. Summarize action in each. • 3. Circle difficult words and use context clues to determine word meanings. (Use context clues to determine possible word meaning: word within a word or familiar root words, prefixes and suffixes, sentences before and after word, connotation of word (negative or positive, neutral in meaning, words or sentences before or after in the form of definitions, restatements, appositives, examples, comparisons, contrasts, or cause and effect). • 4. Mark examples of major narrative elements/devices such as plot parts, irony, foreshadowing, suspense, point of view, thematic motif. • 5. Determine story’s theme based on characters, events, and outcome. Write a statement that captures the story’s theme or message.
Discussion/Written Response How are situational and dramatic irony used to develop the story’s theme?
Multiple Choice 1. A major event in the rising action occurs when a. the American notices that a strange look comes over the face of the hostess. b. the servants wait to serve the nest course. c. when the American jumps up to slam the veranda doors, and the guests scream in fright. d. a faint smile lights up the woman’s face. 2. A conflict occurs between a. the American and all the guests. b. Colonel Wynnes and the young girl. ` c. the American and Mrs. Wynnes. d. the snake and a rat. 3. At what point in the narrative does the climax occur? a. when the American engages everyone in the game b. when the hostess whispers to the native boy. c. when the American slams the veranda door and frightens the others d. when the hostess lets everyone know that the snake crawled across her feet
4. Which of the following does not describe the American a. observant b. sexist c. knowledgeable d. inquisitive 5. What literary technique/device is used to develop the story’s theme? a. Irony is used to show how people unfairly judge others. b. Foreshadowing is used to show readers that women are emotionally weaker than men. c. Figurative language is used to show how often men are sexist. d. Allusion is used to make reference to the serpent in Bible scripture.
Deconstructing a Poem Paul Laurence Dunbar • 1. Closely analyze the layout and structure of the poem. Read the title to begin the questioning and predicting process. Then, read the entire poem prior to a careful, critical reading. • 2. Begin the critical reading process. Start listing traits for the speaker as you read the poem. • 3. Read one section or stanza at a time. Then, reread the stanza or section by reading from the beginning of a line to the end of a line or to a significant punctuation mark. Interpret what this small section is communicating. Write a brief interpretation or summary to the side of each small section. Do the same for the remainder of stanzas or sections. • 4. While interpreting each small section, note if it is literal language used to describe a particular image or figurative language (simile, metaphor, personification, hyperbole) that must be interpreted. Always write the interpretation out to the side. • 5. Note and underline contrasts, comparisons, cause and effect relationships, stunning images, allusions, sound manipulations, symbols/archetypes, and narrative elements (some poems tell a story and have all the elements of story telling). • 6. During and after deconstructing the poem write notes on topic, mood, tone, theme. Don’t forget to make connections to self, prior texts, and the world when possible. • 7. Underline significant words and phrases in the question.
