can’t we all just get along? unifying informational and literary texts valerie mickish and...
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Can’t We All Just Get Along?
Unifying Informational and Literary Texts
Valerie Mickish and Kaneshia RobinsonGwinnett County Public Schools
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Why is there a need to create a union between informational and
literary texts?Literary TextO ELCC8RL1: Cite the textual evidence that
most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Informational TextO ELACC8RI1: Cite the textual evidence that
most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
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Selecting Short, Worthy Passages
O When introducing a strategy, use short texts to promote rereading.
O Excerpts from extended texts can also be a focus of strategy work.
O Students take notes on confusing parts as they read, paying specific attention to new or confusing vocabulary.
Text Complexity: Raising Rigor in Reading. Douglas Fisher, Nancy Frey, and Dianne Lapp. pgs. 108-109
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How can we incorporate think-alouds into our classroom instruction?
“As apprentices, students need to have thinking made visible.” (Fisher, Frey, and Lapp, 2012)
O ModelingO “Untitled” by Dan ArgentO Think Aloud and Shared Reading
O Independent PracticeO Read the 2nd half of “Untitled.” O Perform shared readings with annotations.
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“Untitled” -Dan Argent
My full name is Marlowe-8210-K, but everyone calls me Karl. I live in an apartment with my brother Jay in one of the shabbier parts of the city. My apartment is pretty small, just the two rooms and a shower cubby, but that’s all we can afford these days. Our societal utility score is low, almost zero, and if things don’t take a turn for the better soon, I’ll be the last of our clone-line born into this world.
65 Fresh Mentor Texts and Lessons for Teaching Literature. Harvey “Smokey” Daniels and Nancy Steineke. pg. 32
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How can an informational text support the understanding of a literary text?
O ModelingO “Clone and Cloning” articleO Annotations and text-based
conversation questionsO Sentence Frames
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“Clone and Cloning”
A clone is a cell, group of cells, or organism produced by asexual reproduction that contains genetic information identical to that of the parent cell or organism. Asexual reproduction is the process by which a single parent cell divides to produce two new daughter cells.
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How can an informational text support the understanding of a literary text?
O Independent PracticeO Read the first two paragraphs of the
next section, “The History of Cloning.”O Develop conversation questions and
record them in your Writer’s Notebook.
O Discuss with the group using textual evidence.
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How can informational texts support conversations?
Sentence FramesO I agree that_____ (a point that needs
emphasizing) because so many people believe that_____.
O Although I concede that _____, I still insist that______.
O Although I don’t agree that, I do recognize that______.
O The evidence shows that_____.O My own view, however, is that _____.
Text Complexity: Raising Rigor in Reading. Douglas Fisher, Nancy Frey, and Dianne Lapp. pgs. 108-109
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How do students use evidence from an article to build an argument?
O Identify Preparation Partners.
75 Texts and Lessons for Content-Area Reading. Harvey “Smokey” Daniels and Nancy Steineke. pgs. 104-106
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How do students use evidence from an article to build an argument?
O With your Preparation Partner, use textual evidence to develop an argument on the half sheet.
O Review Argument Rating Scale.O Now, present your argument to your
Argument Partner.O Preparation Partners- Identify the weakest
point of your argument partner’s claim.O Prepare refutation of your Argument
Partner’s claim.
75 Texts and Lessons for Content-Area Reading. Harvey “Smokey” Daniels and Nancy Steineke. pgs. 104-106
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How can a rereading of a literary text help a student better understand the
author’s theme?
O Scan the Three Level Study Guide statements.
O Reread “Untitled.”O Complete the Three Level Study
Guide as you read.O Share with your table group what
you’ve learned from the rereading after exploring the informational texts.
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So, yes…
OInformational and literary texts can get along when used to support student understanding of both.
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