Day 2_Session I_Critical Reading Powerpoint #2
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The document provides strategies for teachers to help students become strategic readers who can distinguish literal and implied ideas in texts, such as having students chunk texts into paragraphs and reflect on each chunk, teaching students how to make inferences, and modeling how to identify both the literal and implied meanings in passages. It also distinguishes between dependent readers who struggle with comprehension and strategic readers who actively engage with texts using various reading strategies.
Day 2_Session I_Critical Reading Powerpoint #2
- 1. Increasing Reading Confidence:Deciphering a Text for Literal and Implied IdeasFacilitator: ShaVon C. Myles
- 2. Objective(s):To share practical reading strategies and learning principles. To distinguish the strategic reader from the dependent/reluctant reader.
- 3. REFLECTConsider the following questions:What are common reactions from students when prompted to read a text?Can most students distinguish literal and implied ideas in a text?If a student had the opportunity to select a book to read what would be its content and features?
- 4. Distinguishing Types of ReadersDependent/Reluctant Readerssees unfamiliar words as a barriersspeed readsis disengagedis hesitant to read and discuss literatureconstantly rereadsseeks the obviousStrategic Readeruses context cluesreads activelypauses and reflectsquestions the text/authoruses prior knowledgemakes inferencespredictspossesses confidence
- 5. Teacher’s Role - Tip 1For students’ success in reading, teachers should:increase students’ awareness of basic literary terms associated with analyzing a text:inference, predict, implied, clarify,evaluate, connect, literal, visualizeAccountable Talk (Principles of Learning) – promotes connectivity and confidence in students
- 6. Teacher’s Role - Tip 2For students’ success in reading, teachers should:have high expectations for studentsknow and respond to students’ needsmodel reading strategiesencourage students to use reading strategies independently
- 7. Reading Strategy 1: The Chunking ProcessMaterials: Copy a page of a text or use adhesive post-it strips.pen/pencilPurpose: To stress the importance of pausing and reflecting on a text during reading.Results: Encourages student response to literature and elicits interest in a text.
- 8. Steps ofThe Chunking Process**First, understand that a “chunk” of text is a clearly defined paragraph or 5-6 lines of text.Step 1: Survey a page of text to determine pause points (chunks). If possible, make a mark beside each chunk. (Focus on one page at a time.)
- 9. Steps ofThe Chunking ProcessStep 2: Begin to read. Briefly pauseat the end of each identified chunk to analyze what was just read.During each pause, the reader engages in at least one of the following processes: questioning, clarifying, predicting, evaluating, connecting, or visualizing.
- 10. Steps ofThe Chunking ProcessStep 3: Jot down ideas and questions that arise during the pause in reading in the margin on the copy of the reading selection or on the post-it strip. Place the annotated post-it strip near the respective chunk in the textbook.
- 11. Excerpt to ModelThe Chunking ProcessExcerpt from “Accident” by Dave Eggers“You exchange insurance information, and you find yourself, minute by minute, ever more thankful that none of these teenagers has punched you, or even made a remark about your being drunk, which you are not, or being stupid, which you are, often. You become more friendly with all of them, and you realize that you are much more connected to them, particularly to the driver, than possible in perhaps any other way.”
- 12. Dissecting a Text for Literaland Implied IdeasLess strategic readers often seek out only literal ideas in a text.Students should know that:Literal = What you see is what you get.Implied = Find what else in our world can connect to the statements (The reader must make inferences to identify implied ideas.)
- 13. Teaching Students how to Make Inferenceslook for pronouns to make connectionsthink about the setting to see what details the reader could adduse prior knowledgetry to explain the characters’ behaviorrecognize connotations of wordschart sample literal and implied ideas from students
- 14. Identifying Literal and Implied IdeasRead the following brief excerpt.Identify literal ideas.Identify implied ideas. “He put down $10.00 at the window. The woman behind the window gave $4.00. The person next to him gave him $3.00, but he gave it back to her. So, when they went inside, she bought him a large popcorn.”
- 15. What were some Literal and Implied Ideas in the Excerpt?Implied IdeasDate (person next to him)Cashier (woman behind the window with money)Movies (popcorn)Nice guy (returns money)Thoughtful girl (buys popcorn)Paying for something ($10.00 given and received $4.00)Literal IdeasA person is next to another personA woman is behind a window and handling moneyPopcorn is boughtMoney is exchanged
- 16. ClosureCollectively, teachers and students must work toward developing strategic readers.
- 17. ResourcesInstitute for Learninghttp://ifl.lrdc.pitt.eduWhen Kids Can’t Read: What Teachers Can Doby Kylene BeersCollege Knowledgeby David T. Conley