Guided Highlighted Reading: A Strategy for Reading

Complex TextInternational Reading Association 2012

Elaine Weber, Macomb ISDBarbara Nelson, Consultant

Cynthia Schofield, Harper Creek SchoolsCarrie Wozniak, Fraser Public Schools

1

Goals for the Session

You will O Understand the relationship of GHR

to the Common Core State Standards.

O Know how to implement GHR, a research-based strategy for scaffolding deep reading of complex text.

2

Have you ever had one of those moments?

3

We had one of those moments! We thought we knew the all the

effects of GHR:

Students are able to… O summarize text.O recognize different text structures.O analyze text using the language of craft.O understand the vocabulary of complex

text.O identify multiple-choice patterns and

answer questions more successfully.

4

And why it works…

OEngages students in the textOGives students the language of analysis

OPoints out the salient points of text

OProvides opportunities to learn the predictable patterns of text.

5

We did realize it provided students opportunities to reread text and

the positive effect on that text…

Click icon to add picture

But, we didn’t realize the power

of Repeated Reading on

subsequent texts…

6

Effects of Repeated Reading

book A book B book C Timothy Rasinski – IRA Webinar

2/15/20127

Repeated ReadingO Wide Reading

(reading one text after another only once)

O Deep Reading (repeated reading of the same text)

8

Research has shown that students benefit from rereading

texts. While the repeated reading method was initially created to

increase reading fluency, researchers found that it

positively impacted sight word recognition and comprehension

as well. Samuels, 1997

9

Some of the effects from research…

O Repeated reading represents an educational strategy for building reading fluency in which a student rereads a passage until meeting a criterion level (Dahl, 1977; Samuels, 1979).

O Research shows that repeated reading can

facilitate growth in reading fluency and other aspects of reading achievement (Adams, 1990; NRP, 2000; Therrien, 2004).

10

11

12

SMARTER Balanced Assessment Consortium Assessments of the Common Core

State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsO Overall Claim (Gr 3-8) - Students can

demonstrate progress toward college and career readiness in English language arts and literacy.

O Overall Claim (High School) - Students can demonstrate college and career readiness in English language arts and literacy.

13

SMARTER Balanced Four Major Claims

O Claim #1 - Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

O Claim #2 - Students can produce effective and well-grounded writing for a range of purposes and audiences.

O Claim #3 - Students can employ effective speaking and listening skills for a range of purposes and audiences.

O Claim #4 - Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

14

Walden by Henry David

Thoreau

“I went to the woods because I wished to live deliberately…”http://www.youtube.com/watch?v=7RMaba1M-tE&feature=bf_next&list=SP2958A8F53619D3F2&lf=list_related 15

Thoreau’s Walden

16

Sample Performance Task for Informational Text

O Students provide an objective summary of the following excerpt from Henry David Thoreau’s Walden”) [RI.11–12.2];

O Students determine the meaning of words and phrases as they are used in a text, including figurative (metaphor) and connotative (allusion) meanings [RI.11–12.4]; and

O Students determine an author’s purpose (craft) in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. [RI.11–12.6]

17

Guided Highlighted Reading for three purposes

OVocabulary

OSummary

OCraft

18

GHR for Vocabulary and Summary

VocabularyO In line #1, find and highlight the word that means

intentionally. O In line #5, find and highlight the word that means essence. O In line #7, find and highlight the word that means of little

value.O In line #8, find and highlight the word that means

magnificent. O In line #10, find and highlight the phrase that means

quickly decided without thought. (hastily concluded)

SummaryO In lines #1 and #2, find and highlight what Thoreau wants

to find and what he wants to learn.19

GHR for CraftO In lines #1-4, find and highlight the pronoun that is used

seven times to emphasize that this passage is told from the first person point of view.

O A literary allusion is a reference to a well-known piece of literature or something that is historically important. In line #5, find and highlight the allusion Thoreau uses to show that he wants to live strongly and simply.

O Imagery is the use of vivid description to create pictures, or images, in the reader's mind. In lines #5 and #6, find and highlight the imagery Thoreau uses create a picture of what he would like to do to “life

O Strong or vivid verbs tell the reader more about how a person does something. In line #6, find and highlight two or three strong verbs that show what Thoreau plans to do to “life.”

O Repetition is the simple repeating of a word in order to emphasize an idea. In lines #7 and #8, find and highlight the pronoun referring to life that is repeated four times.

O In lines #7 and #8, find and highlight the two words Thoreau uses to contrast different opinions about life.

20

21

GHR forMAIN IDEA

K-I

Click icon to add picture

Garden Helpers

From

National Geographic

http://www.nationalgeographic.com/ngyoungexplorer/0909/readstory.html

Horses and Hurricanes Text Structure

Sample Performance Task for Informational Texts:

O Students identify the overall structure of ideas, concepts, and information in Seymour Simon’s Horses (based on factors such as their speed and color) and compare and contrast that scheme to the one employed by Patricia Lauber in her book Hurricanes: Earth’s Mightiest Storms. [RI.5.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.]

22

Contrast/Differences:Speed and Color

23

Craft: Contrast Prompts

O * In line #2, find and highlight the two words that tell the difference or contrast in speed between a horse’s walk and gallop. (“slowest” and “fastest”)

O * To contrast or show how horses’ gaits are different, the author describes how parts of a horse’s body moves. In lines #3 and #4, find and highlight the words that refer to parts of a horse’s body. (hoof (1 time) and leg (4 times))

O * In lines #3 and #4, find and highlight the description of a horse walking. (“…each hoof leaves the ground at a different time. It moves one hind leg first, and then the front leg on the same side; then the other hind leg and the other front leg.”)

24

Contrast/DifferencesO * The author points out that horses

are named for their coat colors and markings and shows that brown horses are named for the range of their color. In line #13, find and highlight names for dark brown horses. (“bays and chestnuts”)

25

Comparisons/Likenesses

26

Craft: Comparison PromptsO * In lines #3-#5, find and highlight the signal word

that is repeated four times showing that hurricanes, typhoons, and cyclones are alike or similar.

O * In line #3, find and highlight the two phrases containing the word “same” that show that the storms are alike or similar.

O * In lines #4 and #5, find and highlight the two phrases containing the word “same” that show that the storms are alike or similar.

O * In line #8, find and highlight the words the author uses to introduce more similarities or things that make storms alike. 27

28

Lincoln and Monk:Two texts on the same

topic with different perspectives

29

“The Gettysburg Address”

“Words We Live By”Sample Performance Task for Informational Texts:  

O Read and analyze how “The Gettysburg Address” and “Words We Live By” present the idea of our nation being governed by “the people,” and how the term “the people” evolved. Use evidence from the text. [RI.7. 9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts]

30

Lincoln, Abraham. “Gettysburg Address.” (1863)

Fourscore and seven years ago, our fathers brought forth upon this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal.

  Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We are met to dedicate a portion of it as the final resting-place of those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

  But in a large sense we cannot dedicate,—we cannot consecrate,—we cannot hallow this ground. The brave men, living and dead, who struggled here, have consecrated it far above our power to add or detract. The world will little note, nor long remember, what we say here, but it can never forget what they did here. It is for us, the living, rather to be dedicated here to the unfinished work that they have thus far so nobly carried on. It is, rather for us to be here dedicated to the great task remaining before us, that from these honored dead we take increased devotion to that cause for which they here gave the last full measure of devotion; that we here highly resolve that these dead shall not have died in vain; that this nation, under God, shall have a new birth of freedom, and that Government of the people, by the people and for the people, shall not perish from the earth.

O  

31

The Gettysburg Address

What makes this speech complex?

32

Who are “We the people?”

33

SMARTER Balanced Four Major Claims

OClaim #1 - Students can read closely and critically analytically to comprehend a range of increasingly complex literary and informational texts.

34

How did they get to be “We the people?”

35

It is text-based and measurable

analytically

36

Critical?O Why did it take so long to include

women in “the people?”O Were those soldiers that were honored

at Gettysburg included in “the people?”O What was the real purpose of the civil

war according to the Gettysburg Address?

O Were “We the people” at the signing of the Constitution different from the ”of the people, by the people, for the people” called for in the Gettysburg Address?

37

Reading the World For Texts and Performance Tasks

http://earthhabitat.files.wordpress.com/2010/02/eartheye.jpg

38

Asian-Americans rejoice as Lin smashes stereotypes

“Asian-Americans rejoice as Lin smashes stereotypes”

by Jesse Washington, Associated Press

http://nbcsports.msnbc.com/id/46428571/ns/sports-nba/

39

Will Jeremy Lin’s success end stereotypes?

February 20, 2012|By Timothy Yu, Special to CNN

http://articles.cnn.com/2012-02-20/opinion/opinion_yu-jeremy-lin_1_asian-americans-jeremy-lin-stereotypes?_s=PM:OPINION

40

The Invisible Becomes Visible

41

Scaffold Students

42

Performance Task:  The two articles, “Will Jeremy Lin’s success end stereotypes?” and “Asian-Americans rejoice as Lin smashes stereotypes.” refer to the potential impact of Jeremy Lin upon racial stereotypes. Determine the point of view or purpose of the texts and the authors’ use of rhetoric to convey their individual messages. Provide evidence from the texts. (Grade 11/12  RI 6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.)

43

Determine the point of view or purpose of the texts and the authors’ use of rhetoric to convey their

individual messages. Yu Washington

Point of View

First Person: I Third Person: They

Purpose Don’t romanticize—Lin won’t end racism but “may be revolutionizing our culture.”

Celebrate: Lin smashes stereotypes and is playing for a “whole culture”

Use of rhetoric

Uses his own words.Uses stronger language: ugliness, offensive, anti-Chinese slur, menacing, bucktoothed, pidgin-speaking, “ching-chong” accents, nerdy, racist taunts

Quotes extensively.Uses milder language: weak, servile, a few hints of racism, Asian issues, being overlooked, bust their butt, underestimated, deceptively athletic, stereotypes, cruelly racist remark

Tone Personal involvement and concern

Mostly objective presentation 44

Possible Response With Evidence

http://blacksportsonline.com/home/wp-content/uploads/2012/02/Yellow-mamba.jpg

45

Jeremy LinBen and Jerry Debuts ‘Taste the Lin-Sanity’

MSG airs Jeremy Lin fortune cookie sign

http://www.whatsonxiamen.com/wine_images/27c01b85ed1a28b536a30aa1_Taste_the_LinSanity_1.jpg

http://www.iamagm.com/sites/default/files/msg-lin-fortune.jpg?1329407163

46

“The Jeremy Lin Effect won’t end racism” but it will make

America more awake.

Conscious… Aware…

http://disgrasian.com/wp-content/uploads/2012/02/new-york-post-amasian.jpg http://www.whbqt.info/UserFiles/image/chink-in-armor.jpg47

Read the WorldNewspapers Magazines

http://cloud.frontpagemag.com/wp-content/uploads/2011/09/nyt.jpghttp://www.hooverlibrary.org/images/ref_magazines_lg.jpg

48

49

Do-It-Yourself

“A Quilt of a Country” Anna Quindlen 1.Tolerance is the word used most often when this kind of coexistence

succeeds, but tolerance is a vanilla-pudding word, standing for little more than the allowance of letting others live unremarked and unmolested. 2. Pride seems excessive, given the American willingness to endlessly complain about them, them being whoever is new, different, unknown or currently under suspicion. 3. But patriotism is partly taking pride in this unlikely ability to throw all of us together in a country that across its length and breadth is as different as a dozen countries, and still be able to call it by one name. 4. When photographs of the faces of all those who died in the World Trade Center destruction are assembled in one place, it will be possible to trace in the skin color, the shape of the eyes and the noses, the texture of the hair, a map of the world. 5. These are the representatives of a mongrel nation that somehow, at times like this, has one spirit. 6. Like many improbable ideas, when it actually works, it's a wonder.

50

Writing Vocabulary PromptsPrepare prompts that will scaffold students to:

O Determine or clarify the meaning of unknown and multiple-meaning words by using context clues, analyzing meaningful word parts, and consulting reference materials, as appropriate.

O Demonstrate understanding of word relationships and nuances in word meanings.

O Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college level; demonstrate when encountering an unknown term important to comprehension

From Common Core Language Anchor Standards #4, #5, and #6

51

Writing Summary Prompts

Prepare prompts that will scaffold students to:

ORestate in their own words what the text says explicitly.

OMake logical inferences.OCite specific textual evidence to

support conclusions drawn from the text.

ODetermine central ideas.OSummarize the key supporting

details and ideas. From Common Core Reading Anchor Standards #1 and #2

52

Writing Craft PromptsPrepare prompts that will scaffold students to:

O Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

O 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.

O 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.

O Assess how point of view or purpose shapes the content and style of a text.

From Common Core Reading Anchor Standards #3, #4, #5, and #6

53

Resources

Scientists Fear Spread of Exotic

Snakes

The snakes

weigh

up to 250

pounds

and slither

at a

rate of 20

miles

per month ...

54