Teaching Students to Read Like Detectives
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Transcript of Teaching Students to Read Like Detectives
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Teaching Students to Read Like Detectives
Douglas Fisherwww.fisherandfrey.com
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“Read like a detective. Write like a reporter.”
—David Coleman
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“Anyway, the fascinating thing was that I read in National Geographic that there are more people alive now than have died in all of human history. In other words, if everyone wanted to play Hamlet once, they couldn’t, because there aren’t enough skulls!”
—Foer, Extremely Loud and Incredibly Close (2005), p. 3
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When teachers understand what makes texts complex, they can better support their students in reading them.
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Assessing Texts
• Quantitative measures• Qualitative values• Task and Reader considerations
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Simply assigning hard books will not ensure that studentslearn at high levels!
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• Density and Complexity
• Figurative Language• Purpose
• Genre• Organization• Narration• Text Features• Graphics
• Background• Prior• Cultural• Vocabulary
• Standard English• Variations• Register
Levels of Meaning Structure
Knowledge Demands
Language Convention and Clarity
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Levels of Meaning and Purpose
•Density and complexity
• Figurative language
• Purpose
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Levels of Meaning and Purpose
Is it about talking animals, or the USSR?
Is it entertainment, or political satire?
Is it straightforward, or ambiguous?
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Structure
•Genre
•Organization
•Narration
• Text features and graphics
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Structure
Changes in narration, point of view
Changes in font signal narration changes
Complex themes
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Language Conventions
• Standard English and variations
• Register
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Language Conventions
Non-standard English usage
“Out in the hottest, dustiest part of town is an orphanage run by a female person nasty enough to scare night into day. She goes by the name of Mrs. Sump, though I doubt there ever was a Mr. Sump on accounta she looks like somethin’ the cat drug in and the dog wouldn’t eat.”
(Stanley, 1996, p. 2)
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Knowledge Demands
• Background knowledge
• Prior knowledge
• Cultural knowledge
• Vocabulary
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Knowledge Demands
Domain-specific vocabulary (radioactive, acidity, procedure, vaccination)
Background knowledge (diseases, safety risks, scientific experimentation)
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Creating a Close Reading
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Creating a Close Reading
Use a short passage
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Creating a Close Reading
Use a short passage
Re-reading
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Creating a Close Reading
Use a short passage
Re-reading
“Read with a pencil”
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Creating a Close Reading
Use a short passage
Re-reading
“Read with a pencil”
Text-dependent questions
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Creating a Close Reading
Use a short passage
Re-reading
“Read with a pencil”
Text-dependent questions
Give students the chance to struggle a bit
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Text-dependent Questions
• Answered through close reading
• Evidence comes from text, not information from outside sources
• Understanding beyond basic facts
• Not recall!
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Which of the following questions require students to read the text closely?
1. If you were present at the signing of the Declaration of Independence, what would you do?
2. What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?
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1. If you were present at the signing of the Declaration of Independence, what would you do?
2. What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?
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Progression of Text-dependent Questions
Opinions, Arguments, Intertextual Connections
Inferences
Author’s Purpose
Vocab & Text Structure
Key Details
General Understandings
Part
Sentence
Paragraph
Entire text
Across texts
Word
Whole
Segments
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General Understandings
• Overall view • Sequence of
information• Story arc• Main claim and
evidence• Gist of passage
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General Understandings in Kindergarten
Retell the story in order using the words beginning, middle, and end.
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Key Details
• Search for nuances in meaning
• Determine importance of ideas
• Find supporting details that support main ideas
• Answers who, what, when, where, why, how much, or how many.
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Key Details in Kindergarten
• How long did it take to go from a hatched egg to a butterfly?
• What is one food that gave him a stomachache? What is one food that did not him a stomachache?
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It took more than 3 weeks. He ate for one week, and then “he stayed inside [his cocoon] for more than two weeks.”
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• Chocolate cake• Ice cream• Pickle• Swiss cheese• Salami• Lollipop• Cherry pie• Sausage• Cupcake• watermelon
Foods that did not give him a stomachache
• Apples• Pears• Plums• Strawberries• Oranges• Green leaf
Foods that gave him a stomachache
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Vocabulary and Text Structure• Bridges literal and inferential
meanings• Denotation• Connotation• Shades of meaning• Figurative language• How organization
contributes to
meaning
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Vocabulary in Kindergarten
How does the author help us to understand what cocoon means?
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There is an illustration of the cocoon, and a sentence that reads, “He built a small house, called a cocoon, around himself.”
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• Genre: Entertain? Explain? Inform? Persuade?
• Point of view: First-person, third-person limited, omniscient, unreliable narrator
• Critical Literacy: Whose story is not represented?
Author’s Purpose
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Author’s Purpose in Kindergarten
Who tells the story—the narrator or the caterpillar?
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A narrator tells the story, because he uses the words he and his. If it was the caterpillar, he would say I and my.
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Inferences
Probe each argument in persuasive text, each idea in informational text,
each key detail in literary text, and
observe how these build to a whole.
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Inferences in Kindergarten
The title of the book is The Very Hungry Caterpillar. How do we know he is hungry?
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The caterpillar ate food every day “but he was still hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly.
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Opinions, Arguments, and Intertextual Connections
• Author’s opinion and reasoning (K-5)• Claims• Evidence• Counterclaims• Ethos, Pathos, Logos• Rhetoric
Links to other texts throughout the grades
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Opinions and Intertextual Connections in Kindergarten
NarrativeIs this a happy story or a
sad one? How do you know?
InformationalHow are these two books
similar? How are they different?
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Develop Text-dependent Questions for Your Text
Do the questions require the reader to return to the text?
Do the questions require the reader to use evidence to support his or her ideas or claims?
Do the questions move from text-explicit to text-implicit knowledge?
Are there questions that require the reader to analyze, evaluate, and create?
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