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Reading Response

Page history last edited by Wendy Rooney 2 years, 8 months ago

FrontPage  

 

Flagging strategies for reading comprehension. They put the flags directly into the book while reading.

 

 

R.A.C.E. Response to Text Strategy - FREE Printables!

 

 

 

 

 

http://www.readinga-z.com/more/reading_strat.html - Reading Strategies

 

http://www.readwritethink.org/files/resources/interactives/cube_creator/ - Cube Creator - Story, Mystery, Biography, Make Your Own

 

http://www.readwritethink.org/files/resources/lesson_images/lesson290/Template.pdf - GIST Template

 

http://www.sanchezclass.com/reading-graphic-organizers.htm - Graphic Organizers - Reading Response

 

 

 

 http://www.vrml.k12.la.us/cc/18str/18str.htm - Graphic Organizers - Interactive

 

http://www.vrml.k12.la.us/graphorgan/ - Graphic Organizers - Reading Response, etc.

 

http://www.lauracandler.com/filecabinet/literacy/PDFRead/LiteraryCommunityCircles.pdf - Questioning for Fiction Texts, Non-Fiction Texts

 

 

 

http://educatoral.com/reading_strategies.html - Reading Strategies

 

http://emu1967.tripod.com/readstrat.htm - Reading Strategies & Activities

 

http://educatoral.com/SQR3.html - How to Read Textbooks

 

http://educatoral.com/strategies_non-fiction.html - Reading Strategies for the Non-Fiction Text

 

http://educatoral.com/metacognitive_strategies.html - Metacognitive Strategies

 

http://educatoral.com/involvement_strategies.html - Strategies for All Students

 

http://www.ernweb.com/public/1056.cfm - Reading Strategies

 

 

 

http://www.readwritethink.org/files/resources/lesson_images/lesson884/reciprocal-overview.pdf - Reciprocal Teaching Guidelines

 

 

 

http://www.readwritethink.org/files/resources/lesson_images/lesson228/double.pdf - Double Entry Journal

 

 

 

 

 http://www.vrml.k12.la.us/cc/18str/anticipatory/anticipatory.asp - Anticipatory Guide - Interactive

 

http://www.readwritethink.org/files/resources/lesson_images/lesson226/anticipation.pdf - Anticipation Guide

 

 

 

 

http://interactives.mped.org/view_interactive.aspx?id=721&title= - Self-Reflection - Taking Part in a Group - Interactive

 

 

 

 

http://www.vrml.k12.la.us/cc/18str/learnlog/learnlog.asp - Learning Log

 

http://www.vrml.k12.la.us/cc/18str/ques_auth/18str_quest_author.htm - Questioning the Author

 

 http://fc.amdsb.ca/~corey_hernden/FOV1-00027F3F/S03A8DFC1-03A8EDFB.2/SKINNY-FAT.pdf - Fat & skinny questions

 

 

What are Fat Questions?

Skinny questions are factual questions

    • What color shirt is Joey wearing?
    • Blue: that is a fact.
    • It does not make you think further
Fat questions are ones where there can be many different answers
    • Why is Joey wearing the blue shirt?
    • There could be many different answers to that question.
The key to fat questions is that they do not have correct answers. The job of a fat question is to generate discussion by stimulating a variety of opinions. You will know your question is skinny if
  • It can be answered with a yes or a no.
  • There is a sentence, paragraph, or even a page in the book where the answer can be found.
  • The group members all agree on the answer.

Examples of Fat Questions

  • What do you think we learn about Andrew’s character when he chooses to tell the teacher what Jenna had done?
  • How does the conflict between Paige and Shelbie help us understand their motives?
  • What is it about Alyssa’s character that causes her to leave school?
  • Why doesn’t Marissa believe Joel when he says he loves her?
  • What does the Chevy pickup represent [symbolize, mean, stand for] in this section?
  • What motivates Seth to follow Andi after school?
  • What is the rose a metaphor for? What insight does that give us into Natalie’s character?
  • When Preston tells us that Maria is a liar, should we believe him? What does that tell us about their conflict?
  • Was Bella simply using Emily, or is there more to it than that?
  • What is the cause of the conflict between Kim and Daniel?

 

 

 

 http://ictnz.com/Questioning/Question%20Types.htm - Question Types

 

 

 

 

 

Guided Reading Questions 

 

 Uses schema

- When you read that story, did it remind you of anything you know about?
- Why did it remind you of that event?
- If it did remind you of something in your life, did it remind you of any experiences or things that have happened?
- Are there things you know about or things in your life that help you to understand this book?
- How does that help?

Infers

- Can you predict what is going to happen?
- Why did you make that prediction?
- Can you identify something in the book that helped you to make that prediction?
- What did the author mean by ____?
- What in the story helped you know that?

Asks questions

- What did you wonder about (or question) while you were reading this story?
- What questions do you have about this book now?

Determines what is important in text


- Did you have any problems while you were reading this story?
- What could you do to solve the problem?
- When you are reading other stories, what kinds of problems do you have?
- What are all the ways you solve the problems?

Visualizes and creates mental images while reading

- When you were reading this, did you make any pictures in your head?
- Tell me everything you can about that picture or image you made while you were reading just now.
- Do the pictures that you just told me about help you to understand the story?
- How?

Synthesizes

- If you were to tell another person about the story you just read, and you could only use a few sentences, what would you tell them?
- Think about what you have just said about the story.
- What do you understand now that you didn’t understand before?

Literature Circles

 

http://www.mrcoley.com/litcircles.htm - Lit Circle Info

 

 

STORY ELEMENTS

 

Characters :                    Who is in this story?

 

Setting :                          Where does the story take place?

 

Events :                           What important things happen?

 

Theme :                          What is the Author's message?

 

Problem :                       What is the problem?

 

Solutions :                      How is the problem solved?

 

 

 

Point of View

 

First Person -  A character within the story recounts his or her own experiences or impressions

 

Third Person - The narrator remains a detached observer, telling only the story's action and dialogue

 

 

The following questioning strategies will help with reading comprehension. 

 

http://www.englishcompanion.com/assignments/thinking/askingquestions.htm - Questions Readers Ask 

 

http://www.questioning.org/Q7/toolkit.html - Questioning Toolkit

 

 

FAT QUESTIONS

 

What if...

How would you feel if you...

What would happen if...

Why do you think...

How did...

 

 

 

 

 

 

Puzzlement Questions are those that arise when a reader encounters questions that cause confusion, bafflement, or uncertainty due to surprising information in the reading.

 

I am puzzled by...

Am I surprised by anything in this reading?

Is there anything unusual about the events/ideas in this reading?

Did the author tell me something that I didn't expect?

Is anything in this reading different from what I thought?

Did the author write anything that was contrary to my expectations?

What's up with...?

I don't get why...

Why does it say...?

I am confused by...

This doesn't seem right...

How come...?

This is different than I ...

This is different than I ...

I didn't expect...

 

 

Wonderment Questions demonstrate "surprise and wonder, " a desire for more information, a pondering of possibilities, an extension beyond the basic facts of the possibilities, an extension beyond the basic facts of the reading. They reveal a metacognitive awareness of the need to seek additional information to plug the gap.

 

I wonder why...?

What are some other ways...?

Can you imagine...?

Can you suppose...?

Can you predict...?

If...then...?

How might...?

What if...?

 

 

-I wonder why...
-I don't see how...
-I can't believe...
-Why did...?
-It bothered me when...
-I was surprised...
-I can't really understand...
-I began to think of...
-When I finished reading, I thought

 

The most important (word, phrase, idea) in this book is....because...

The genre of this book is.....because....

I agreed/diagreed with the author about...

If I were the author I would have changed the part of the story when...

My feelings about (character, book) changed when....

I am like or different from the character.....

 

-One thing that confused me was when...
-This makes me feel...
-This reminds of...
-I think...will happen next.
-I can imagine what...looked/sounded/felt/tasted like.
-I think...
 

 

 

 

Are you a suspicious reader? 

 

What position is the author promoting?
Does the author have a bias - is it hidden or plainly visible?
What is the author's background - who is this person & whatelse has she written?
Does the author have an assumption - what is the basis of her point of view?
Is the author overstating somethings - if so, why the exaggeration?
Is the author understating, forgetting, or ignoring some things - if so, why the oversight or avoidance?
Is the author using rhetorical devices - are they masking anything?
Do you agree, disagree, appreciate or resent the writing?
Do you feel energized or bored by this piece?

 

 

 

 

 

Response Sheet

Date:                                                                               Vocabulary

Title:

Chapters or Pages:

Summary and Opinion:

 

 

 

 

 

 

 

 

 

 

 

 

 

Prediction:                                                               Question I Have:

 

 

READING NONFICTION: 

 

 

T.H.I.E.V.E.S.

Students and parents, here is a great strategy to preview chapters of any textbook. It is known as T.H.I.E.V.E.S., an acronym for the steps of the strategy. After a few times of practice, you will find this strategy easy, and very effective in improving your comprehension of what you read.

T……. TITLE
What is the title?
What do I already know about this topic?
What does this topic have to do with the preceding chapter?
Does the title express a point of view?
What do I think I will be reading about?

H……HEADINGS/SUBHEADINGS

What does this heading tell me I will be reading about?
What is the topic of the paragraph beneath it?
How can I turn this heading into a question that is likely to be answered in the text?

I……INTRODUCTION

Is there an opening paragraph, perhaps italicized?
Does the first paragraph introduce the chapter?
What does the introduction tell me I will be reading about?

E……EVERY FIRST SENTENCE IN A PARAGRAPH

What do I think this chapter is going to be about, based on the first sentence in each paragraph?

V ……VISUALS AND VOCABULARY

Does the chapter include photographs, drawings, maps, charts, or graphs?
What can I learn from the visuals in a chapter?
How do captions help me better understand the meaning?
Is there a list of key vocabulary terms and definitions?
Are there important words in boldface type throughout the chapter?
Do I know what the bold-faced words mean?
Can I tell the meaning of the boldfaced words from the sentences in which they are embedded?

E……END-OF-CHAPTER QUESTIONS

What do the questions ask?
What information do I learn from the questions?
Let me keep in mind the end-of-chapter questions so that I may annotate my text where pertinent information is located.

S……SUMMARY

What do I understand and recall about the topics covered in the summary?

 

Making Annotations: A User’s Guide

As you work with your text, consider all of the ways that you can

connect with what you are reading. Here are some suggestions that

will help you with your annotations:

 

Define words or slang; make the words real with examples from

 

your experiences; explore why the author would have used a

particular word or phrase.

 

 

Make connections to other parts of the book. Feel free to use

 

direct quotes from the book.

 

 

Make connections to other texts you have read or seen,

 

including:

 

o

 

Movies

 

o

 

Comic books/graphic novels

 

o

 

News events

 

o

 

Other books, stories, plays, songs, or poems

 

 

Draw a picture when a visual connection is appropriate.

 

 

Re-write, paraphrase, or summarize a particularly difficult

 

passage or moment.

 

 

Make meaningful connections to your own life experiences.

 

 

Describe a new perspective you may now have.

 

 

Explain the historical context or traditions/social customs that

 

are used in the passage.

 

 

Offer an analysis or interpretation of what is happening in the

 

text.

 

 

Point out and discuss literary techniques that the author is using.

 

 

http://pcshsla.pbworks.com/w/file/51609730/Marginalia%20rubric.doc - Marginalia Rubric

 

 

Marginalia Assessment 

Marginalia's literal definition is the exploring of the edges and margins of our world ..... marginalia. is the Latin word for 'things in the margin', and refers to writing and jotting items along the sides of written composition.

4 point

3 point

2 point

1 point

  • Insightful reflection on the text
  • Usage of wide range of strategies indicates strong understanding of text’s meaning, purpose and connections
  • Able to synthesize the information to create own thinking, conclusions and generalizations based on the text
  • Thorough interaction with the text
  • Flexible usage of a variety of strategies including inferences to construct meaning
  • Able to determine most important elements of the text

 

  • Various attempts at  interacting with the text
  • Basic usage of strategies with main focus on questioning and making connections
  • Focuses mostly on vocabulary and literal meaning of the text
  • Minimal evidence of interacting with the text
  • Irrelevant connections to the text

 

Date of Assessment

Title/Type of Text

Rubric Score

Comments

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

Harvard has come up with a list of 6 reading habits that will help you succeed as a reader:

  1. Preview: look "around" the text before you start to read. Find a reader's purpose.
  2. Annotate: talk to the author about the issues and ideas as you read, ask questions, make notes in the margins
  3. Outline, summarize, analyze: restate ideas in your own words. Outlining helps you see the structure of the piece
  4. Look for repetitions and patterns: images, words, and ideas that alert you wo what the author thinks is important
  5. Contextualize: what is the significance of this text? What does it mean to you?
  6. Compare and contrast: fit this into an ongoing dialogue. How does it contribute to what you know about teaching?

Here are some suggestions for deeper reading through annotation:

  • Keep an index in the back of a novel of themes, symbols, characters, literary techniques, historical/social customs, or whatever is most interesting. Include the page number beside a brief reference (i.e., "light" 4, 8, 29, 133).
  • Use sticky notes of highlighter tape to make comments removable and place them on the margins of a page.
  • Use a dialectical or two-column journal (Berthoff) with phrases, words, or quotations int he first column and interpretations or reactions in the second column.
  • Refer to other pages in the margin of the article or book to connect an idea (i.e., Naomi, 32, 38, 116).
  • Keep a quotation page in the end leaves of the book.
  • Define words or slang. Keep a dialectical word journal or notebook. Add your personal connections.
  • Draw a picture on a loose piece of paper and slip it into the book when you visualize something important.
  • Include your analysis or interpretation on a sticky note.
  • Connect to movies, comic books, graphic novels, other books, plays, song, or poems with a Text to Text connection (T-T).
  • Connect to you own experience with a Text to Self connection (T-S).
  • Connect to what is happening in the world in news articles, television, on the internet with a Text to World connection (T-W).

 

 

 Synthesizing anchor chart.  I like the idea of using "nesting dolls" to help explain synthesizing

 

 

 

 

 

 

"conversational moves" in writing about readingBook Club, Socratic Seminar, Literature Circle, Converse Starters, Anchor Charts, Converse Moving, Accountable Talk, Sentence Starters, Anchors Charts

 

 

 

 

 

http://www.gwinnett.k12.ga.us/TaylorES/webpages/12powerfulwords.htm

 

 

 

Printable 12 Powerful Words with Student Friendly Descriptions

Printable 12 Poweful Word Cards

Printable 12 Powerful Matching Cards Set 1

Printable 12 Powerful Matching Cards Set 2

Printable 12 Powerful Matching Cards Set 3

Printable 12 Powerful Who Has It Cards Set 1

Printable 12 Powerful Who Has It Cards Set 2

Printable 12 Powerful Who Has It Cards Set 3

 

 

iTeach Fourth: 4th Grade Teaching Resources: Tackling Complex Text: A Tried & True Tip for Teaching QAR:

 

 

 

Literary Signposts are particularly noticeable points in a text that stand out as a significant moment in the story. They provide insight into or raise questions about literary elements such as character, setting, conflict, and theme.

 

 

 

6 Signposts to Notice and Note Anchor Chart FREEBIE

 

Contrasts and Contradictions – When the character does something different from what you would expect, ask yourself why the character is doing that.

 

Words of the Wiser – When an older or wiser character gives the main character advice, ask yourself what the lesson might be or how it will affect the character’s life.

 

Aha! Moment – When a character suddenly figures something out or understands something, ask yourself how that moment might change things.

 

Again and Again – When something is repeated in a book, ask yourself why the author thought it was important enough to repeat.

 

Memory Moment – When the action is interrupted and the author tells you about a memory, ask yourself why the memory might be important.

 

Tough Questions – When the character asks themselves a tough question, think about what the tough questions makes you wonder.

 

 

 

 

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