Welcome!

As

you get settled and acquainted with

your group, please:
record
fold

your name, school, grade level

your numbered index card in half

read

over the story, Fox

Fall River Public Schools

Laying the Foundation
for
High Yield Instructional
Strategies

WHY?
http://www.youtube.com/watch?v=bT-YHcWLQOg&list=PLCA20833C4397E2
79&feature=plcp
Pasadena PreAP LTF.xspf

In order to digest what you read,

you must think about it!

Close Reading

This

The

is a type of analytical reading.

reader looks at
their importance.

details, words and images and assesses

The reader makes guesses

about the meaning of the
text as they read.

Close readers look

beyond the plot for deeper
layers of meaning.

Annotation
1. In groups divide the task- verbs or adjectives
(30 seconds)
2. Read through the text 1 time annotating for
verbs or adjectives (4 minutes)
3. Individually note patterns, contrasts, and
relationships (1 minute)
4. Turn and Talk- share significant observations
and chose 1 to share out (2 minutes)
5. Spokesperson for each group share (30
seconds each)

2 Annotation
nd

1. Individually read and annotate for strong images

and questions (4 minutes)
2. Turn and Talk- share significant observations
and chose 1 to share out (2 minutes)
3. Spokesperson for each group share (30
seconds each)
4. Discuss implementation of annotation in your
classroom (2 minutes)
5. Group share (2 minutes)

Possible Extensions
Annotate

for another purpose, dictated by

the text
Craft Dialectical Journal entries
Extend into literary analysis
Three Levels of Reading strategy
Categorize questions according to Levels
of Thinking

Level
Creating

Thinking
What would it be like if?
Create, develop, generate, produce, imagine

THEMATIC

Evaluating

Why do you think that?

Conclude, debate, justify, judge, assess

Analyzing

What other ways could?

categorize, dissect, examine, compare, contrast

INFERENTIAL

Applying

How would you solve?

apply, demonstrate, implement, practice

Understanding

What is the main idea of?

describe, explain, paraphrase, retell

LITERAL

Remembering

Who, What, When, Where?

cite, define, find, list

The Three Levels of Reading

3 Levels
of Reading

Reading on
the Line
(Literal)

Reading
Between
the Lines
(Inferential)

Reading
Beyond the
Lines
(Thematic)

First Level of Reading

Understanding &
READING ON Literal
Remembering
THE LINE
Find meaning
directly
in the text
Mentally answer
the questions
Who? What?
When? and
Where?

Second Level of Reading

Inferential
Applying & Analyzing
Readers interpret what is
in the text
Key concerns are :
-What does the passage
represent, suggest, or
personify?
-What does a certain
allusion or metaphor
mean?
- You are analyzing,
interpreting, classifying,
comparing, contrasting
and finding patterns.

READING
________________
BETWEEN THE
________________
LINES

Third Level of Reading

Thematic
READING
BEYOND THE LINES
___________________
___________________

Evaluating & Creating

Readers move beyond

the text to connect
literature to their own
experiences as well as
with universal meaning.

Reading Beyond
the Lines (continued)

Ask:
How does this text
connect with my life?
How does it connect to
life for all people?
How does it connect with
my ideas about morality
or values?
What perceptions about
life in general is the
author communicating to
me?
What do I think of these
perceptions?

1 READING
ON THE
LINES

2 READING
BETWEEN
THE LINES

3 READING
BEYOND
THE LINES

1
Literal

2Inferential
3

Thematic

Remember and
Understand

Reading on the Line

1. Write the most significant word from
the text.
2. Quote the entire sentence in which
the word appears. Cite the source of
the quotation in parentheses.
3.Write multiple dictionary definitions of
the word (denotation).
4. Explain why the word is important to
the meaning of the work by placing it
in the context of the narrative.

Applying
and
Analyzing

*Draw & Explain

Reading Between the Lines

1. Referring to the text,

draw FOUR images
created from the text

*Draw & Explain

Reading
On the Line

*Draw & Explain

2. Write an explanation of the link

between the four images from the text
and the word you have written in the
innermost circle.
*Draw & Explain

Evaluating
And
Creating

Reading Beyond the Lines

Reading Between the Lines

Reading
On the Lines

Write TWO thematic statements drawn from the

significant word you wrote in the innermost circle
and the images you drew in the middle circle.
These should be universal thematic
statements.

Levels of Reading
1. In groups divide up the tasks- Who will complete each
level? (1 minute)
2. Discuss mental draft of your poster- What are you going
to put at each level? (5 minutes)
3. Complete your representation of the Three Levels of
Reading. (20 minutes)
4. Gallery Walk using post-its for commentary or
observations (5 minutes)
5. Review commentary and reflect on strategy. (3 minutes)
6. Whole group share one piece of poster, one comment and
one reflection on implementing the strategy. (1 minute)

Possible Extensions
Craft

Dialectical Journal entries.

Extend into literary analysis.

What is a
Dialectical Journal?

 Dialectical

relates to the process of logical

discussion used to determine the truth.

dialectical journal is your record of your

thoughts as you readyour search for the
truth.

As

a good reader, you question what you

read, holding it up against what you already
know.

Your

dialectical journal is your opportunity to

show others how you think as you read.

8th Grade Sample Dialectical Journal

Sally Student
Teacher
ELA 1
17 May 2012

Quotation

Dialectical Journal
1984

p. 270
And you consider yourself morally superior
to us, with our lies and our cruelty? Yes, I
consider myself superior. It was a sound
track of the conversation he had had with
OBrien, on the night when he had enrolled
himself in the Brotherhood

Response

Who decides whats right and whats wrong?

Winston thinks hes better than the Party
because he isnt cruel and doesnt lie, yet he
pledged to do whatever it took to bring down
the Party. Is he right because he has good
reasoning, or is he just as wrong because of the
things he is willing to do in the name of the
greater good? Im sure some villains have
perfectly sound reasoning and worthy causes,
but theyre bad because they wreak havoc and
cause harm. We can say that a person is good
because they have positive goals, but what if
they reach those goals by putting others at
risk? Are they still a good person, or a bad
person? Do the means or the ends determine
right or wrong?

Sam Student
Teacher
ELA 1
September 25, 20122012

The Scarlet Ibis

Dialectical Journal
C- Concrete
A- Abstract
T - Thematic
Summary
Paragraph 1 - Speaking in past tense, the
narrator describes the time of year and
other elements of the setting when the ibis
landed in a tree in his yard.

Observations and Questions

What is the clove of seasons? (A)
The narrator repeatedly uses words and
images that indicate death and loss. (T)
What is the bleeding tree? (A)
Lots of imagery and figurative language
(C)
Did someone die? Who? When? What
was the relationship to the narrator? (C)
Do certain images remind us of the
past? (T)
Do people ever completely recover from
the death of a loved one? (T)

Sam Student
Teacher
ELA 1
September 25, 2012

The Scarlet Ibis

Dialectical Journal Doodle
Evidence (quotation or detail and
context)
Quotation: His eyes were round with
wonder as he gazed about him, and his
little hands began to stroke the rubber
grass. Then he began to cry (Hurst 191).
Context: Doodles brother has taken him
to a beautiful place.

Inference or Interpretation
Commentary
Sensitive, appreciative Doodle reacts
emotionally to the wonder of nature,
moved to tears of joy at the beauty of
simple things. He is attuned to nature and
in awe of beauty.

Quotation: My lies were scary, involved,

and usually pointless, but Doodles were
twice as crazy. People in his stories all
had wings and flew wherever they wanted
to go (Hurst 193).
Context: to help pass the time, Doodle
and his brother make up stories.

Imaginative, dreamer Doodles fantasies

reveal his vivid imagination as well as his
desire to be able to move freely and easily.
Through his imagination he can escape
the physical handicaps that hold him down
in real life.

Index Card Feedback

Individually create a dialectical journal entry
based on the strategies explored today.

Observation

Reflection

Q&A
Session