Using Literacy Strategies to solve the puzzle of how to get students to connect with text.

Literacy Strategies + Text = Engagement

Valerie R. Burton, M.Ed.

Literacy Strategies + Text = Engagement

Strand: Incorporating Literacy Strategies Across the CurriculumTitle: Literacy Strategies + Text = EngagementBrief description: Practice using a variety of Literacy Strategies aimed to help students become purposeful, active readers who are in control of their own reading comprehension. CCSS encourages students to connect to text and this presentation is geared to demonstrate how to use strategies that will help students to connect with text and improve text comprehension. 1. GISTing 2. Anticipation guides3. Notetaking templates4. Vocabulary strategies5. Self generated questions

Literacy StandardsWe have been given the charge of covering the

literacy standards across the curriculum.

Everyone is a literacy teacher.

This presentation demonstrates activities that

can be used to engage students.

Key Ideas and DetailsR.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the visual or written text.

R.2 Determine central ideas or themes of a visual or written text and analyze their development; summarize the key supporting details and ideas.

R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a visual or written text.

Craft and StructureR.4 Interpret words and phrases as they are used in a visual or written text, including determining technical, connotative, and figurative meanings, and analyze how specific word or image choices shape meaning or tone.

R.5 Analyze the structure of visual or written 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.

R.6 Assess how point of view or purpose shapes the content and style of a visual or written text.

Integration of Knowledge and IdeasR.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

R.8 Delineate and evaluate the argument and specific claims in a visual or written text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

R.9 Analyze how two or more visual or written texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text ComplexityR.10 Read and comprehend complex literary and informational texts independently and proficiently.

ELA » Anchor Standards » College and Career Readiness Anchor Standards for Reading

ELA » Anchor Standards » College and Career Readiness Anchor Standards for Writing

Text Types and Purposes

W.1 Write arguments to support claims in an analysis of substantive topics using valid reasoning and relevant and sufficient evidence.

W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Production and Distribution of Writing

W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

ELA » Anchor Standards » College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and CollaborationSL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and IdeasSL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

The goal is to increase engagement and

Test scores for all students

In order for students to become college and career ready, they must learn to read and comprehend complex texts independently and proficiently.

To develop these skills, students must be presented with many opportunities to read and re-read complex, layered texts and be provided strategies on how to deal with these complexities.

GISTing

Brief description: GISTing - GISTing is an excellent strategy for helping students paraphrase and summarize essential information. Students are required to limit the gist of a sentence/paragraph to a set number of words. Students read text and create individual summary sentences from a paragraph. These sentences are condensed until the students create a gist that must contain only the predetermined number of words.

CCSS requires that our students connect to the text.

Have them to read and annotate article, create a 25 word GISTing summary and then compose a one page reflection essay

Directions:

1. Read the text.2. Fill out the 5Ws and H.•Who:•What:•Where:•When:•Why:•How:3. Write a 25-word GIST.

Anchor standards covered by this activityR.2 Determine central ideas or themes of a visual or written text and analyze their development; summarize the key supporting details and ideas.

R.8 Delineate and evaluate the argument and specific claims in a visual or written text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

L.2 Demonstrate command of the conventions

of standard English capitalization, punctuation, and

spelling when writing.

Anticipation guides

Anticipation guides (or Opinionnaires) involve giving students a list of statements about the topic to be studied and asking them to respond to it before reading and learning, and then again after reading and learning. While the opinionnaire works well with ideas that are open to debate and discussion, the anticipation guide strategy is better suited to information that is verifiable.

When teaching fictiongenerate a list of compelling or controversial thematic or topic-based statements that relate to key ideas of the short story, novel, or play students are about to read. List those statements in the left hand column and ask students to rate their level of agreement for each. Then have students explain why they chose their level of agreement by writing a short rationale. Explain to students that

they should be thinking about these

compelling thematic or topic-based

statements as they read.

For a nonfiction piece

choose interesting or compelling facts or ideas about which students will read. Include some just as they are presented in the text; for others, reverse the truth of the statement to make it more controversial or more appealing to common sense.

I created an anticipation guide to get students thinking about their own opinion in regards to the themes addressed in Macbeth. As a pre-reading strategy, it enhances their interest and increases motivation to read the play. It provides controversial topics that students will have thought about, so they will have something to share in class discussion. As a post-reading strategy, it illustrates the role of reading in forming and clarifying our values.

Anticipation guide

Before reading Macbeth, my students fill out the

anticipation guide. I explained that there are no right or

wrong answers, but that they should be prepared to explain their answers later In a group

or class discussion.

Generate interest in the theme

or plot

Standards covered in this activityR.1 Read closely to determine what the text says explicitly and to make logical

inferences from it; cite specific textual evidence when writing or speaking to

support conclusions drawn from the visual or written text.

R.2 Determine central ideas or themes of a visual or written text and analyze

their development; summarize the key supporting details and ideas.

R.3 Analyze how and why individuals, events, or ideas develop and interact

over the course of a visual or written text.

R.4 Interpret words and phrases as they are used in a visual or written text,

including determining technical, connotative, and figurative meanings, and

analyze how specific word or image choices shape meaning or tone.

R.8 Delineate and evaluate the argument and specific claims in

a text, including the validity of the reasoning as well as the

relevance and sufficiency of the evidence.

R.10 Read and comprehend complex literary and

informational texts independently and proficiently.

Notebook Template

Brief description: Templates (dialectical journals) allow students to self-monitor as they read and learn, which leads to an increase in attention, comprehension, and achievement.

Have students look for…• Details: that have a definite effect. Think about why the author includes these details.

Note the importance of the details in the margin. • Word Choice: Do the words bring to mind positive or negative feelings? What

emotions do the words suggest? Is there a pattern to the kinds of words the author uses? What does the author want to convey through those word choices? Make sure to comment on the effect in the margins.

• Imagery: Words or phrases appealing to the senses—and write comments about the effect of the imagery in the margin. What does this image bring to mind? What emotions are stirred by the images?

• Comparisons: Similes, metaphors, personification—and briefly note the effect of the comparison. What is the similarity between the two objects being compared? What understanding is created through the comparison?

• Point of view: Does the perspective from which the story or information is presented have an effect on how the emotions or understanding?

Write comments in the margin.• Repetition: What is the author trying to emphasize through repeated ideas, images, or words and phrases?• Shifts: Note changes in tone, point of view, verb tense—anything that changes the overall pattern. Write comments in the margin.

Notebook Template Sample

Standards used in this activityR.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the visual or written text.

R.2 Determine central ideas or themes of a visual or written text and analyze their development; summarize the key supporting details and ideas.

R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a visual or written text.

W.9 Draw evidence from literary or informational texts

to support analysis, reflection, and research.

W.10 Write routinely over extended time frames

(time for research, reflection, and revision) and

shorter time frames (a single sitting or a day

or two) for a range of tasks, purposes, and audiences

Vocabulary Strategies

Teaching vocabulary within the Common Core State Standards (CCSS) is an essential component of standards-based curriculum alignment. Making the critical words second nature to our students will enhance achievement on assessments and will be useful in college and their career.

There are many ways to support vocabulary acquisition

•Scavenger Hunt•Cloze Reading•Password Game•Context clues•Charade•Frayer Model

Vocabulary teaching boils down to three critical concepts.

1. Meaningful use—multiple opportunities to use new words in reading, writing and soon discussion.

2. Integration—connecting new vocabulary to prior knowledge

3. Repetition—encountering/using

the word/concept many times

Students complete a story summary by filling in the blanks of this cloze reading passage with the

appropriate vocabulary word.

Macbeth Vocabulary Words

Minion-a submissive follower or dependent; slave

Duncan’s minion relayed the news that that the Scottish forces were victorious.First I show my students the sentence and ask them to define it using context

clues. Next, I have them check their guess against the definition.

The Frayer Model• is graphical organizer used for word analysis and vocabulary building. This four-square model prompts students to think about and describe the meaning of a word or concept by

1. Defining the term,

2. Describing its essential characteristics,

3. Providing examples of the idea, and

4. Offering non-examples of the idea.

Level Questions

In addition to asking who, what, when, and where identification questions, students should begin asking higher-level questions that address issues of interpretation and analysis as they read. When students, rather than the teacher, ask questions of the text, they begin the process of critical thinking and connect with the text more fully.

Level QuestionsLEVEL ONE: READING ON THE LINE FOR RECALL QUESTIONS

• As students read, they are mentally asking questions that can be answered by explicit information they can physically point out in the passage.

LEVEL TWO: READING BETWEEN THE LINES FOR INTERPRETIVE QUESTIONS

• Students make interpretations based upon details in the text.

LEVEL THREE: READING BEYOND THE LINES FOR UNIVERSAL MEANING QUESTIONS

• Students move beyond the text to connect to

universal meaning.

Level QuestionsLEVEL ONE: READING ON THE LINE FOR RECALL QUESTIONS1) Question: What does Dee think about orchids?2) Question: How does Maggie walk?LEVEL TWO: READING BETWEEN THE LINES FOR INTERPRETIVE QUESTIONS1) Question: How is the orchid the narrator wishes her daughter would give her symbolic of their relationship?2) Question: How is the narrator different from the person Dee wishes her to be?LEVEL THREE: READING BEYOND THE LINES FOR UNIVERSAL MEANING QUESTIONS1) Question: How does television impact the way we view family relationships?2) Question: What is a “good” mother?

Contact me if you need meI am an English Language Arts teacher from

New Orleans, Louisiana who looks for all opportunities to integrate technology into my

classroom.

I blog. http://2blog2share2learn.edublogs.org/I tweet. http://twitter.com/MsBisOnlineI share. http://msbisonline.weebly.com/

Need to contact me?MsVRBurton@gmail.com or MsBpresents@gmail.com(504) 298-9764about.me/VRBurton – myselfabout.me/BurtonsScholars – my class