Close Reading: Literacy Practices for Working Complex …reading763.pbworks.com/w/file/fetch/71085328/Close... · 2020. 7. 17. · [email protected] 1 Doug Buehl (2013) 1 Close

[email protected] 1 Doug Buehl (2013)

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Close Reading: Literacy Practices for Working

Complex Disciplinary Texts

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CESA 5 Literacy Workshop November 26, 2013

Doug Buehl

Adolescent Literacy Consultant Madison, Wisconsin


Generating Questions—Classroom Strategies

Analogy Charting Anticipation Guide Author Says/I Say B/D/A Question Chart Chapter Tours Different Perspectives Double-Entry Diaries Follow the Characters Hands-On Reading History Change Frame History Memory Bub-bles

Inquiry Charts Interactive Reading Guide

K-W-L Plus Math Reading Keys Mind Mapping Paired Reviews Point-of-View Guides Prediction Guides Problematic Situations Question–Answer Rela-tionships

Questioning the Author Science Connection Overview

Self-Questioning Tax-onomy

Story Impressions Text Coding “Q” &“?” Thick & Thin Questions Written Conversations

Generat ing Quest ions & Who? What? Where? When? Why? Asking questions is a normal proce-

dure for finding out about the world, and proficient readers carry a ques-tioning attitude into their reading.

& The strategy of questioning involves an almost constant generation of questions that a reader raises internally while engaged in understanding a text. Some questions target important information; these questions help a reader to identify significant details, to follow the elements of a plot in a story, to get the facts down straight.

& Other questions help a reader take stock of the reading process; they

monitor comprehension. Did this passage make sense to me? What should I be on the lookout for in this next passage?

& And some questions are directed toward the writer of a text. What does

this author seem to think is most important? Why is the author telling me this now? These questions create an inner dialogue between the reader and the writer of a text.

& Some common questions readers ask include:

• questions that have answers provided in the text; • questions that force a reader to make connections with background

knowledge and experiences; • questions that require a reader to “read between the lines” and use

clues provided by the author to infer an answer; • questions that can be answered after discussion with others; • questions that go “beyond the page” and will require further investiga-

tion and research to answer; • questions that signal confusion or cue the reader to seek clarification; • questions that are open-ended and do not have set answers; questions

which cause us to wonder and to speculate.

& Questioning practices need to involve students in becoming self-questioners, as opposed to others providing comprehension questions for them to answer. Self-questioning is an attribute of independent learners, in contrast to questioning activities from a textbook or work-sheet, which do not necessarily develop student abilities to formulate their own questions. As a result, some students may become overly de-pendent on the teacher or a worksheet exercise for relevant questions that can be asked about a specific text. Students need to be taught how to pose good questions themselves rather than finding answers to ques-tions others pose.

Buehl, D. & Stumpf, S. (2007) Adolescent Literacy Toolkit, Madison, WI: DPI. Teachers need training to become effective in explaining fully what it is that they are teaching (what to do, why, how, and when), model-

ing their own thinking processes for their students, encouraging students to ask questions and discuss possible answers and problem solu-tions among themselves, and keeping students engaged in their reading by providing tasks that demand active involvement. Report of the National Reading Panel (2000) "Teaching Children to Read”, p. 4-8


“Questioning Practices That Build Reading Comprehension” Developing Self-Questioning Proficient readers spontaneously and purposely

generate questions before, during, and after reading.

Proficient readers ask questions to • clarify meaning • speculate about text yet to be read • show skepticism or a critical stance • determine an author’s intent, style, content, or

format • locate a specific answer in text • consider rhetorical questions that will take

their understanding deeper into the text • recognize that types of questions differ based

on type of text (genre) and reader’s purpose

Proficient readers use questions to focus their at-tention on ideas, events, or other text elements they want to remember;

Proficient readers understand that many of the

most intriguing questions are not answered ex-plicitly in the text, but left to the reader’s in-terpretation; However, when an answer is need-ed, proficient readers determine whether it can be answered by the text or whether they will need to infer the answer from the text, their background knowledge, and/or other text;

Proficient readers understand how the process of questioning is used in all areas of their lives, aca-demic and personal;

Proficient readers understand and describe how asking questions deepens their comprehension;

Proficient readers are aware that as they hear others’ questions, new ones—called generative questions—are inspired in their own minds.

Keene, E., & Zimmermann, S. (2007) Mosaic of Thought: The Power of

Comprehension Strategy Instruction, 2nd Edition. Heinemann, pp. 135-6

Question-Answer Relationships QAR Type Questioning the Author “Right There” Author-Centered— Explicit

Answer (Answer is directly stated in text)

What is the author telling you?

“Putting It Together”

Author-Centered—Constructed Answer (Answer involves combining text information from 2 or more sentences)

What is the author telling you? How does this follow with what the author has told you be-

fore?

“Author & Me”

Reader-Centered—Implicit Answer (Answer inferred using clues from text & background knowledge)

What does the author assume you already know? How does what the author tells you connect with your previ-

ous knowledge or experience? Why is the author telling you this?

“On My Own” Reader-Centered—Knowledge Answer (Answer extended from text & based on background knowledge)

Does the author explain why something is so? How does what the author tells you connect with your previ-

ous knowledge or experience? What is the point of the author's message?


Comprehension Process

Questioning the Author

Make Connections

What does the author assume you already know?

How does what the author tells you connect with your previous knowledge or experience?

Generate Questions

all

Visualize & Create Mental Images

Why is the author telling (or show-ing) you this . . . description . . . example . . . visual?

Make Inferences

What does the author want you to understand?

Why is the author telling you this? Does the author explain why some-

thing is so?

Determine Importance

What does the author want you to understand?

What is the point of the author's message?

What does the author apparently think is most important?

How does the author signal what is most important?

Synthesize What does the author want you to understand?

How does this follow with what the author has told you before?

Monitor Reading What does the author say that you need to clarify?

What can you do to clarify what the author says?

253

Classroom Strategies for Interactive Learning (4th ed.) by Doug Buehl. Copyright © 2014 by the International Reading Association. May be copied for classroom use.

Questioning the Author Queries Bookmark

Ouestioning the Author Oueries

Bookmark

you connect with your previous

Note. Adapted from Questioning the Author: An Approach for Enhancing Student Engagement With Text, by I.L. Beck, M.G. McKeown, R.L. Hamilton, and L. Kucan, 1997, Newark, DE: International Reading Association. Copyright © 1997 by the International Reading Association.

Ouestioning the Author Oueries

Bookmark

you connect with your previous

Note. Adapted from Questioning the Author: An Approach for Enhancing Student Engagement With Text, by I.L. Beck, M.G. McKeown, R.L. Hamilton, and L. Kucan, 1997, Newark, DE: International Reading Association. Copyright © 1997 by the International Reading Association.Buehl, D. (2014) Classroom Strategies for Interactive Learning, 4th Ed.

Newark: DE: International Reading Association


Questioning the Author: Where On Earth To Dig Kids Discover *

What do you think the author will be talking about in this article?

Who cares about stuff that’s old and broken? Who wants things that are half-rotted and falling apart? Who likes to pick through garbage dumps? Archaeologists, that’s who! * This is a good place to notice how the author emphasizes something. What stands out that can help you to understand what the author thinks is important? Old wrecks, ruins and even garbage dumps are ar-chaeologists’ best friends. Archaeology is the study of the material remains of past people. An archaeologist’s goal is to learn about people, long dead, who left things behind. * What does the author want you to understand?

Finding artifacts is step one. Archaeologists must also recover them, preserve them, and unlock their secrets. * Let’s create a class explanation for artifacts and archaeologist. How and why were the artifacts made? Bit by bit, archaeolo-gists paint a picture of human history. It’s a picture that changes each time new artifacts are found. It’s also an un-finished picture, because many artifacts are lost forever and many human activities leave no objects behind. But it’s the best picture we have of long-gone people and places.* What point does the author seem to be making here? The author says that many activities leave no objects behind, what activities do we engage in that leave no evidence behind? Where On Earth to Dig Earth is a huge place. Artifacts can be almost anywhere – * Where do you think artifacts can be found? Artifacts can be found on the ocean floor, inside caves, bur-ied underground or buried under other cities. How do ar-chaeologists know where to look? Sometimes they get lucky. A worker may be digging a new basement and a 2000 year old bowl appears! But as a rule, such finds aren’t just stumbled upon. Instead, archaeologists must use science and history to pinpoint promising sites. * What does the author want you to understand? Historical records, such as battlefields and maps, help to narrow the search. Looking under modern cities or towns is another good bet. Many were built upon remains of older cities. Checking out areas near rivers and other wa-ter sources is another smart way to go. Humans can’t live without water! *

Why is the author telling you this? Using planes, radar, and a trained eye, archaeologists also look for strange terrain. * What does the author assume you already know? Suppose a rain forest is flat. But hidden un-derneath the jungle cover is a weird mound. Other strange mounds may be nearby. The ruins of a temple or other hu-man-made structure may lie inside such mounds. Any holes or hills that can’t be explained by nature may house build-ings or entire cities! * How does what the author tells you connect with your previous knowledge or experience? Arch Enemies *What is the author telling you about the title of this paragraph? Archaeology has plenty of enemies - - attackers and destroyers of artifacts. Most are microscopic or invisible. * What can you do to clarify what the author says? What could do that kind of damage ? Some are human: looters and vandals have stolen artifacts and ruined sites since at least the time of an-cient Egypt. * What previous knowledge do you have of looters and vandals that helps you define who they are? Luckily, planet Earth has a few “safe houses” – places where artifacts have lasted for thousands of years. Bacteria don’t move in because it is too hot, too cold or too dry. The objects are sheltered from wind and waves. Earthquakes, volcanoes and hurricanes can’t get at them – and neither can destructive humans. Where are these safe havens? Any place that is too cold, too dry, too acidic or too lacking in oxygen is kind to artifacts.* Where would these safe havens that preserve artifacts be? Mountaintops, caves, deserts, and polar regions are earthly choices. *What is the point of the author’s article? What does the author want me to understand? If asked to illustrate 4 places where an archaeologist would dig for arti-facts – what would you draw and what details would you include in your illustration to demonstrate your understanding of a promising dig site? (Think-Pair-Share) (Table Talk) (Share Ideas as Class) Actual Il-lustrations may be used as an assessment. Kim Veith Katherine Copley, Sun Prairie


Chemistry Think Marks When you read a chemistry text, you should constantly be asking yourself questions. As you read, track questions that surfaced for you about the material. Write them in the space below. Classify each question according to these “think marks”: C - Clarifying—A segment that is confusing and needs clarification

Ø What is the author saying here about..? V - Explaining Vocabulary—A chemistry term that is unclear

Ø How can I explain the meaning of...? P – Predicting—Implications of the information being considered

Ø What does the author mean ...? Ø Does this happen because ...?

T - Tying Ideas Together—Connecting this section of the text with something learned earlier in the year

Ø Is this related to ...? Ø What did we learn before that relates to this?

Q – Questioning—Wondering how this material connects to some aspect of one’s life and world

Ø I wonder if...? Ø I wonder whether...?

Adapted from Katie Johnson, Madison (WI) East High School, in Buehl, D. (2011) Developing Readers in the Academic Disciplines, IRA.

C—Clarifying V—Explaining Vocabulary P—Predicting T—Tying Together Ideas Q—Wondering Questions

Chemistry Think Marks


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Taxonomy of Self-Questioning Chart

Level of thinking

Comprehension self-assessment

Focusing question Comprehension process

CCSS Reading Standard

Creating I have created new knowledge.

How has this author changed what I under-stand?

Synthesizing

Creating mental im-ages

2—Main Ideas

6—Author Purpose/Perspective

10—Text Complexity

Evaluating I can critically examine this au-thor’s message.

What perspective or au-thority does the author bring to what he or she tells me?

Inferring 1—Explicit/Implicit Meanings

3—Text Relationships

4—Vocabulary


8—Argument & Support

9—Multiple Texts


Analyzing I can explore deeper relation-ships of the au-thor’s message.

How is this similar to (or different from) what I’ve heard or read before?

Making connections

Determining im-portance

3—Text Relationships

5—Text Structure

7—Visual Literacy/Technology

9—Multiple Texts


Applying I can use my un-derstanding in a meaningful way.

How can I connect what this author is telling me to understand something bet-ter?

Making connections

Inferring

1—Explicit/Implicit Meanings

4—Vocabulary

7—Visual Literacy/Technology

9—Multiple Texts


Understanding I can understand what the author is telling me.

What does this author want me to understand?


Inferring

Creating mental im-ages


2—Main Ideas



Remembering I can recall specif-ic details, infor-mation, and ideas from this text.

What do I need to remem-ber to make sense of this text?



2—Main Ideas


Buehl, D. (2014) Classroom Strategies for Interactive Learning, 4th Ed. Newark: DE: International Reading Association


Taxonomy Self-Questioning Chart Level of Thinking

Focusing Question

Response

Creating How has this author changed what I understand?

Evaluating What perspective or authority does the author bring to what he/she tells me?

Analyzing How is this similar to (or different from) other texts I’ve read or what I’ve heard before?

Applying How can I connect what this author is telling me to under-stand something better?

Understanding What does this author want me to understand?

Remembering What do I need to remember to make sense of this text?


Knowledge Questions Response

KQR Chart

Adapted from Harvey & Goudvis (2007)


“Scaffolding Comprehension Through Interactive Reading Guides”

Successful Study Guides •Content & Process of Learning are Developed Sim-

ultaneously •Offer Adequate Support for both Content Learn-

ing & Process of Learning [What You Learn & How You Learn It]

•Provide a Focus for Student Cooperative Discus-

sions

Constructing an Interactive Reading Guide 1. Carefully preview the reading assignment: • What information is most essential to be

learned?

• Are there possible pitfalls for understanding, especially for struggling learners?

• Is there an occasional “mismatch” between stu-dents and the text.

• Does the author assume knowledge that some students might lack?

• Does the author introduce ideas and vocabulary without providing sufficient explanation or exam-ples?

• Does the author use language or a sentence style

that will be tough reading for some students? • Are there salient features of the text that stu-

dents might overlook, like pictures or charts and graphs.

2. Create an interactive reading guide: • Design the guide to be completed collaboratively,

with partners or in cooperative groups. • Segment the passage to be read so that portions

are orally read by individuals to their group, por-tions are read silently by each student, and por-tions that are less important are skimmed.

• Create items that help students decide where to

focus their attention during reading and support their learning when the material might prove challenging.

• Explicitly label comprehension processes that are

emphasized for each item on the guide. • Provide additional background information, when

needed, and encourage students to brainstorm what they already know about the topic.

Traditional Study Guides • “Get the Facts” Literal Focus • Emphasis on Content • Individual Centered • Discussion After Reading • Look for Answers • Memorization & Answer Questions

Interactive Reading Guides

• Stimulate Thinking about Information • Teaches How to Learn while Learning • Collaborative Problem Solving • Discussion During Reading • Consider Author Intent • Synthesis—Construct Knowledge


Interactive Reading Guide: “The Solar System in a Nutshell” 1. Work Together. Make Connections: think of what you already know about the solar system. Create a knowledge lad-der, by using each letter of “solar system” to complete a word or phrase that has a meaningful connection to the solar sys-tem. S O L A R S Y S T E M 2. Today’s section is entitled: “The Solar System in a Nutshell.” What a strange title! Work Together. Infer: make a pre-diction about what this section is likely to be about. 3. Both Partners. Each read the first paragraph on page 84 silently. Determine Importance: decide what the author’s pur-pose is for this chapter. Write below: what does that author want readers to “get”? 4. Creating Mental Images: the second paragraph is written to help readers visualize how the solar system began. Partner A. Read this paragraph out loud. Partner B. Use your imagination as you listen to try to see each stage that the author describes. The author uses descriptive words like spin, carousel, and whirligig in this paragraph. Explain how these words help you imagine what matter was doing when the solar system was being formed. Both Partners: Determine Importance: list what happened during each stage of the formation of the solar system: 1st 2nd 3rd 4th 5. Partner B. Read the third paragraph out loud. Partner A. As you listen decide what a person should know from this paragraph. (Hint, it is usually not an exact fact!) Share what you were thinking. Both Partners. Determine Importance: write one thing about the sun that a person should know. 6. The fourth paragraph starts with the statement: “The sun rules.” Both Partners. Infer: predict what the author means by “The sun rules.” Write your prediction below: The rest of the paragraph describes several cause and effect relationships that involve the sun. Both Partners. Read silent-ly. Work Together. Determine Importance: list four of the cause and effect relationships described by the author.

Cause Effect

Both Partners. Questioning: write down two things you are wondering about the sun, based on what the author has told you in this paragraph.


1st Question: 2nd Question: 7. Both Partners. Read silently the first paragraph on page 85. Making Connections: The author wrote this paragraph in 2001, but scientific knowledge has changed since then. Decide what “knowledge” needs to be corrected in this paragraph. 8. Partner A. Read the second paragraph on page 85 out loud. Partner B. Listen for clues for what the word terrestrial might mean. Both partners. Infer: there are details in this paragraph that hint at the meaning of terrestrial. Write your ex-planation of terrestrial below (Hint: the author will compare these planets with gas giants): 9. Partner B. Read the third paragraph out loud. Partner A: listen for how the terrestrial planets were formed. Work To-gether. Summarize: Explain in a single sentence how these four planets were formed, using the following words: gravita-tional attraction, sun, collision, lighter materials, rocky matter, objects. 10. The next two paragraphs talk about atmosphere and how it changed. Partner A. Read the first of these paragraphs. Determine Importance: look for the before conditions of the atmosphere. Partner B. Read the second of these paragraphs. Determine Importance: look for the after conditions of the atmosphere. Work Together. Share your understandings of be-fore and after and fill out the grid below:

Atmosphere Before Atmosphere After

11. The first paragraph under “Gas Giants” introduces these planets. Both Partners. Read silently. Work Together. Ques-tioning: write one thing you are wondering about the “gas giants.” 12. The next paragraph has a great deal of technical details. An important word is volatile, which the author has used be-fore. It has something to do with these gases. Infer: Partner A: look up the word volatile and read the definitions out loud. Partner B: decide which definition makes the most sense in this paragraph, and write it below: Both Partners. Read this paragraph silently. Work Together. Once again, this paragraph describes cause and effect rela-tionships about the planets called gas giants. Determine Importance: Locate three cause and effect relationships and write in the chart below:

Cause Effect

Created for “The Solar System in a Nutshell,” in Full Option Science System (FOSS) (2001) Planetary Science Resources, Nashua, NH: Delta Education, 84-85.


Interactive Reading Guide: World History “The Middle Ages” THE MIDDLE AGES 1. Both read the paragraphs on page 320 “the Big Picture “ silently.

Summarize: What did the Roman Empire leave behind as its legacy? Determine Importance: Discuss all of the changes Europe felt after the fall of the Roman Em-pire. List at least five of the changes you discussed below: 1. 2. 3. 4. 5.

THE FRANKISH EMPIRE 2. Partner A read the first paragraph on page 321 aloud. Visual Representation: Draw a time line from 600-1400 in the area below. Add the date and the event-700s The Frankish Empire rises to power (You will add 5 other events to this timeline as you continue this assignment.) Partner B read “A Powerful Ruler” on page 321

Add Charlemagne’s biggest achievement to your previous timeline as well as the year it occurred. 3. Partner A read “The Growth of Towns” on 324. Add the events of 1000 and 1200’s to your timeline. Creating Mental Images: Draw three changes in Europe’s economy below: Provide captions for each drawing.


Determine Importance: Name the advantages and disadvantages of town life: ADVANTAGES DISADVANTAGES

4. Partner A read “the Town Craftworkers” aloud; Partner B read “European Cities on pages 324-5

Creating Mental Images: Imagine you are a 12-year-old serf. In a paragraph explain four or more reasons why you might wish to be a carpenter’s apprentice.

(In a paragraph of at least five sentences) Describe the house you live in and the neighborhood you would call home. 5. Both read “Popular Songs” on page 325 Infer: Explain what a troubadour is in your own words: Infer: Explain what a minstrel is in your own words: 6. Take turns reading page 326 Add the dates and events Normans Invade England and King John signs the Magna Carta to your timeline.

Determine Importance: Which of these events do you feel had the greatest effect on the greatest number of people and why?

7. Take turns reading “Many Voices” on 327 Infer: Which liberty do you feel freed the most people? Explain why you think so.

8. Partner A read aloud “The Roman Church” on page 332

Visual Representation: Draw a diagram to show the split in the Christian church. Add the names of these two churches after the split and add the location where each church was based to your diagram.

9. Partner B read aloud: “Magnificent Cathedral “ and the captions by the pictures on 332 and 333

Infer: Explain why tourists would want to visit these cathedrals today.


10. Both read “The First Crusade “ silently

Creating Mental Images: Draw a 5-cell cartoon summarizing what you read. Add captions to each cell.

11, Both read pages 334 and 335 silently.

Determine Importance: List the positive and negative consequences of the Crusades and the Black Death (Refer to the video notes you have on “The Black Death” and “Newscasts of the Past” for positive consequences.)

CRUSADES BLACK DEATH

+ +

+ +

+ +

_ _

_ _

_ _

Adapted from Julie Feltz, D.C. Everest (WI) High School


Interactive Reading Guide “Rivers” Before opening the book, answer the following question individually. Then share your answer with your partner. 1) Infer: Even though flooding along rivers is potentially harmful, many farms are located near rivers. Why

might people build farms along rivers?

2) Turn to page 12. Partner A: Read the title of Section 2 and the italicized paragraph underneath out loud. Partner B: Read the following paragraph out loud. Together: Creating Mental Images: What does the author compare rivers to? Why?

3) Both partners: Silently read the paragraph under Deposition in Water. Alone: in your own words, explain:

a. Deposition:

b. Sediment:

Together: Compare your explanations. 4) Together: Analyze Figure 1 on page 12. Infer: Develop an analogy for the idea presented to help you re-

member this concept.

5) Partner A: Read aloud the paragraph under the heading Placer Deposits on page 13. Together: Determine Importance: In your words, explain your understanding of a placer deposit? Infer: A river runs down a rapids, eases through a valley for about 3 miles, and then tumbles down a wa-terfall into a lake. Where along this path would you most likely find a placer deposit? Explain why you think so.

6) Together: Examine Figure 2 and describe what it is showing.

7) Together: Making Connections: Write down something you know about the California gold rush, OR

Questioning: write one thoughtful question about the California gold rush.

8) Before reading the rest of the page: Together read the title of the next section. Making Connections: What are some things you already know about the meaning of this word?

9) Partner B: Read the first paragraph under the heading Delta out loud. Together: Determine Importance:

identify the three cause and effect relationships described by the author.

Cause Effect

10) Together: Determine Importance: In your own words, explain delta.

11) Together: Determine Importance: After analyzing Figure 3 on page 13, and its caption, describe where the

Nile Delta is being formed.

12) Partner A: Read the last paragraph on page 13 out loud; Partner B locate the map of the Mississippi River watershed on page 6. Together: Review what deltas are made of. Infer: Then predict whether or not it would be good to live on the land created by a delta. Explain why you think so.

13) Partner B: Read the paragraph under the heading Deposition on Land on page 14 out loud. Partner A: Read the caption in Figure 4 out loud. Together: Determine Importance: In your own words explain alluvial fan:


14) Individually: place characteristics of a delta and an alluvial fan in the appropriate areas of the Venn dia-

gram. Delta Alluvial Fan

15) Together: Share your ideas from the Venn diagram and discuss any differences. Make changes if neces-

sary.

16) Partner B: Read the first paragraph under the heading Floodplains out loud. Together: Determine Im-portance: Explain floodplain:

17) Partner A: Read the next paragraph out loud. Together: Infer: Even though flooding along rivers is po-tentially harmful, many farms are located near rivers. Why do people build farms along rivers? Compare your answer here with your original answer at the beginning of this guide?

18) Both Partners: Read silently the three paragraphs on page 15. Also look at Figure 6 and read its caption. Complete the chart below:

Type of Flood Con-trol Explanations in own words How it helps/works

Dam

Levee

Other Do you know of any other type of flood con-trol?

19) Together: Share your thoughts/feelings about it. Summarize: Talk about three things a person should

know based on your understanding from this reading.

Nancy Duff & Katie Winn, Wauwatosa Whitman Middle School


Interactive Reading Guide: World History “The Middle Ages” 1. “Section 2: Medieval Life”: Both partners: Silently read the introductory paragraph.

a. (Making connections) Work together: The author mentions historical information that was discussed earlier in this textbook. List the things you studied before and briefly explain what you remember about each.

b. (Determining importance) An important phrase in this paragraph is mutual alliance. Partner A: Use a resource to look up definitions for the term mutual. Partner B: Use a resource to look up definitions for the term alliance. Work together: (Synthesizing) In your own words, explain your understanding of the term mutual alliance as it is used in this paragraph:

c. A central concept in this paragraph is feudalism. Partner A: Reread this paragraph out loud. Work together: (Inferring) Why does the author apparently feel that knowing about feudalism is important in the study of world history?

2. “Feudal Relationships”: In paragraph 2 the author talks about why feudalism got started. Both partners: Silently read paragraph 2. Work together:

a. (Determining importance) Explain why the king (Charles Martel) found it necessary to start the feudal system.

b. (Making connections) A key term in this paragraph is fief. How is a fief like someone owning their own home today?

c. (Making connections) How is a fief different from owning your own home today? 3. The author uses the word noble frequently in this section. Partner B: Read paragraph 3 aloud. Partner A: As you listen, think about what this word apparently means. Work together:

a. (Inferring) Look for clues in the first three paragraphs and use your own words to explain your understanding of what a noble is.

b. (Determining importance) What kinds of powers were granted to nobles under the feudal system?

c. (Determining importance) What did the nobles have to give in return? d. (Inferring) What does this have to do with mutual alliance?

4. Partner A: Read paragraph 4 aloud. Partner B: Read paragraph 5 aloud. Work together: Apparently feudalism was a confusing arrangement. The author describes feudalism as a pyramid. (Creating mental images) Use evidence from the text and place the following terms in the pyramid below: king, peasant, noble, vassal, lord, and knight.


5. “Feudal Obligations”: Both partners: Silently read this paragraph. Work together: (Summarizing) What would your life be like if you were a vassal to a lord? 6. “A Time of Warfare and Castles for Defense”: Both partners: Silently read these paragraphs. Work together: (Inferring) What seems to be the author's main point in giving you all of this information?

7. Both partners: Silently read the rest of this section, from page 264 to 266. The author provides a lot of information in these 3 pages that contrasts the life of nobles to the life of peasants. (Determining importance) As you read, list details in the T-Chart below:

What Life Was Like for Nobles What Life Was Like for Peasants

Work together: Compare your T-charts and add new details from your discussion. 8. Work together: (Summarizing) Explain your understanding of feudalism in three sentences using the following key terms: king, vassal, peasant, fief, warfare, knight, noble, mutual alliance, and castle. 9. Work together: (Questioning) Write two questions you have about feudalism at this point.

Buehl, D. (2014). Classroom Strategies for Interactive Learning,4th Edition. Newark, DE: International Reading Association.


Motown Study Guide 1. Making Connections: Circle the names of the singing groups whose names you recognize from the list below.

Smokey Robinson and the Miracles Marvelettes Jackson Five Marvin Gaye Stevie Wonder Michael Jackson Martha and the Vandellas Temptations The Fifth Dimension Diana Ross and the Supremes The Four Tops Spinners The Commodores Isley Brothers Gladys Knight and the Pips Tammie Terrell

All of the above singers or groups began their careers with Motown Records. Motown was a black-owned record compa-ny based in Detroit and founded in 1959 by Berry Gordy. Gordy had at various times in his career been a bantam-weight boxer, a singer/songwriter, and a record producer. In this study guide you will read excerpts from The Story of Motown by Peter Benjaminson, which will give you a little background on the record company which made songs like My Girl famous throughout the United States.

Black artists couldn't make hits, or even much money from their own records because the record business was segregated. White radio stations often wouldn't play black records, called "race" or "rhythm and blues" records in the 1950's .... Until the late 1950's, black performers had little or no access to the television shows .... and the small, black-owned record companies that did exist couldn't compete with the far-flung distribution and marketing apparatus of the huge white-owned firms. (p. ix)

2. Making Connections: Explain your understanding of the term: “segregated.” 3. Questioning & Inferring: Talk about why Berry Gordy might have wanted to start his own record company. Write your thoughts below.

The Motown Sound Gordy created stemmed from his roots in Africa and Georgia and his life in mechanized Detroit .... The beat was all-important. All else was built upon it .... [Gordy] invited local kids to drop by and evaluate early Motown songs. He learned that they wanted something to dance to, that the beat came first and the lyrics second .... He added rhythmic handclapping, a repetitive chorus, and jangling tambourines to the drums pounding away on each and every beat, giving Mo-town's records a unique drive .... But Afro-American music was more than music with a heavy beat.. . .It was gospel, the music of sweet harmony and the heav-enly shout. It was the music of the bayou church and the revival meeting .... After all, many Motown performers ... had grown up singing in church choirs and many others were children or grandchildren of ministers .... Some Motown songwriters said their aim was to mix jazz, pop, gospel, and rhythm and blues and come out with something for everybody .... The Motown Sound was more than a predictable sound. Sometimes it was a lot of weird little sounds mixed together ... Some early Motown producers came up with weird effects by beating on cardboard boxes and blowing into bottles of water .... The main point of it all was to catch the listener's ear with a sound so strange he would stop what he was doing .... (pp. 28-34)

4. Determine Importance: The paragraphs above describe 4 characteristics of the Motown Sound. Write 4 sentences that

summarize each characteristic (hint: look at each paragraph).

1. 2. 3. 4.


Gordy now had a method he hoped would produce hit records and a sound to put on those records. But many of his performers were high-school students from Detroit's slums. They lacked training and experience and had no idea how to perform on stage. Gordy set up an organized training program in one of the West Grand Boulevard houses. One floor was for choreography, an-other for musical arrangements, and a third for wardrobe design. The training began with grooming, etiquette [manners], dic-tion [pronouncing sounds in words], elocuation [speaking], table manners, and personal hygiene .... Major emphasis was placed on onstage coordination. Stage movements were to be organized and precise, and to correspond to what the performers were singing about .... Songs, dance routines, and dialogues were devised for each act and taught to the performers, who attended a regular schedule of Monday through Friday classes .... As a result of all this training, Motown acts eventually became famous for their finely structured performances and elaborate choreography .... Motown's careful program of artist preparation really paid off when the company moved into television. It was crucial that Motown performers be well-prepared for TV .... Television leaves little rehearsal time and requires split second timing. (pp. 36-39)

5. Imagining: If you had been a young Motown artist, describe the training you would have received from Berry Gordy?

6. Inferring: Talk about why singers might need to be trained in all of these areas? Write your thoughts below: 7. Making Connections & Creating Mental Images: When you hear the words "segregation" and "racism" what do you think of? Write your thoughts below.

In the United States, the touring Motown performers were having problems of their own. They were, after all, black peo-ple touring the country before the civil rights movement had had much effect. (Federal civil rights legislation wasn't passed until 1964.) This caused occasional problems even in the North. Motown employee Abrams [a white employee of Motown records] often accompanied Smokey Robinson and the other Miracles on tour. Abrams and the group usually would stay in the same hotel. On one tour, though, when the group was performing in Chicago, Abrams arrived late and took a room by himself in a Hyde Park hotel. Robinson dropped over to talk to him. After Robinson left, the hotel manager called Abrams and told him he'd have to leave the hotel because it was against the rules to have black visitors. In the South, the Motown performers were barnstorming through a largely segregated area at a time when civil rights leaders were still working to have equal rights for blacks made law, when civil rights marchers were being met with police dogs and fire hoses, and when troops were needed to force the admission of black students to southern universities. The Motown performers tried to figure out far in advance what hotels would house them and what restaurants would feed them. But their day might start with a visit to a restaurant where they would be refused service unless they lined up at the back door to buy take-out food. While waiting in line, they would be able to see whites being served at tables up front. Lat-er in the day, they might try to use the restroom at a white-owned service station and be turned away by a shotgun-toting attendant. When they got to the theater where they were scheduled to perform, their audience might include both blacks and whites, but blacks could sit only in the balcony, and the restrooms were segregated by race as well as sex. (pp. 57-58)

8. Imagine you were one of the touring Motown singers. Describe the kinds of segregation and racist behaviors you

would have had to live with? 9. Synthesizing: Think about what this author has told you about the Motown sound while you listen to the following

song. Then describe one aspect of the Motown sound that is featured in this song. Wendy Buehl, Oregon Middle School (2008)


“X-Men: Children of the Atom” Interactive Reading Guide

A.) Pre-reading (Fill in this chart BEFORE you start reading.)

Making Connections: The list of words in the chart are on the pages you will be reading with your partner. Before you begin reading, fill in the chart to show what you know about each word. (Mark with an X.) K = you KNOW the word or idiom and can explain/talk about the word H = you have a HUNCH about the word, but not quite sure how to explain it S = you have SEEN the word before N = you have NEVER seen/heard the word before

Vocabulary Words Know Hunch Seen Never

Proportion (pg. 3)

Maniac (pg. 3)

Shirk (pg. 3)

Sarcasm (pg. 4)

Paranoia (pg. 4)

Verge (pg. 4)

Hysteria (pg. 4)

Inevitability (pg. 4)

Pestilence (pg. 5)

Exterminated (pg. 5)

Evaded (pg. 5)

Verbatim (pg. 5)

Sociopaths (pg. 5)

Tolerance (pg. 6)

B.) To be completed AS YOU READ. Read pages 3-8 with your partner. You may either read aloud to each other or you may read quietly.

1.) Infer: As you read, mark each vocabulary word ONLY IF after reading you have a better understanding of the word in context. Make a new mark using a triangle ( ).

2.) Determine Importance: Fill in information about the following characters. Be sure to include details about: their es-timated age; race; their role in this section; words to describe them based on how they dress, their facial expressions, gestures, actions or behaviors. What are your first “impressions” of each of the characters?

Detective Duncan

Detective Duncan’s Boss

Charles Xavier Man with Wings (intro of character based on pic-tures)


3.) Creating Mental Image/Infer: Agent Duncan and his boss are discussing the newscast of Mr. Metzger and what to do with the mutants. Two idioms are used in their conversation. Sketch a picture of the first thing that comes to your mind when you hear both of the idioms. Then in the box next to it, write a sentence of what it means in con-text of their conversation.

Sketch a drawing of “ . . . blowing this way out of pro-portion”

What “. . . blowing this way out of proportion” means in the story

Sketch a drawing of “. . . people breathing down my neck”

What “. . .people breathing down my neck” means in the story

4.) Infer/Determining Importance: Set the scene—based on the panels, where is the discussion between Agent Dun-

can & his boss taking place? What clues tell you this? Why might this place be significant to the plot of the story?

5.) Infer: How does Agent Duncan’s dark office set the tone for what is to come next in the story? Who do you think might be waiting in his office to “talk about inevitabilities?”

6.) Determine Importance/Infer: How does Agent Duncan’s mood/personality change when he finds out someone

is in his office? How is this shown in his facial expressions, body language or dialogue on page 5?

7.) Infer: Based on your first impressions of Charles Xavier from his facial expressions and dialogue, how would you describe Charles Xavier’s personality?

8.) Questioning: What’s one question about the story that occurs to you at this point?

9.) Infer/Making Connections: Read the dialogue on page 7. Is there a stereotype of people who rob/attack others based on the pictures and what he is saying to the woman? What about the police officers you see on page 8? List other stereotypes people have about other groups of people based on their race, gender, class, their job, where they live (neighborhood or regions of country), how they dress, their possessions, etc?

10.) Figurative Language: Graphic novels tend to use many examples of onomatopoeia—words that sound like the

actions they describe. Creating Mental Images: What action from the panels on pages 4, 7 and 8 does each of the words describe?

CHK: WHAM!: KERASSSH!:

C.) AFTER you read

11.) Summarize: Write a 3-5 sentence summary of what you read AND what you saw in the illustrations.

Talk over: What makes a graphic novel easier to read than a trade book? What makes it more challenging?

12.) Infer: Based on the first few pages you have read, make one prediction of what might happen as the story contin-ues.

Liz Snortum, MMSD Sherman Middle School


Three-Level Reading Guide Hmmm, Tasty Chemicals

I. ON THE LINES. Did the author say it? Check the statements below that represent what the author said in the article. Note: the statement may not be in the exact words used by the au-thor. Locate the spot in the text where “the author said it.”

1. A Twinkie is made up of 39 separate ingredients. L U

2. Unlike natural foods, Twinkies are made up solely of chemicals. L U 3. Twinkies cannot contain some foods that are usually used to make cakes. L U 4. Many ingredients in Twinkies are not commonly considered food items. L U 5. Preservatives in Twinkies make it possible for them to last for a year or more. L U II. BETWEEN THE LINES. Did the author imply it? Check the statements below that you believe

are implied by the author. You will have to connect what the author says to information from your knowledge or experiences, to other texts you have read, or to your general understand-ings about this topic. Locate the spots in the text where the author provides you with clues about implied meanings.

6. Twinkies are not healthy for people to eat. 7. Shelf-life is a more important variable in making Twinkies than nutrition. 8. It is possible for a person to bake a Twinkie from scratch at home. 9. Labels on many foods are confusing if you want to find out actual ingredients. 10. The manufacturers of Twinkies do not want people to know what Twinkies are made of. III. BEYOND THE LINES. Check the statements below that you could agree with. You will need to

think about what the author said in the text and your own knowledge to support your ideas.

11. People should not consume any item that contains ingredients that are not easily deter-mined.

12. Manufacturers have an obligation to provide nutritional foods.


Three-Level Reading Guide “The Roaring Twenties”

ON THE LINES. Did the author say it? Check the statements below that represent what the au-thor said in the article. Note: the statement will not be in the exact words used by the author. Lo-cate the places in the text where “the author said it.”

1. Affordable automobiles were a major cause of social change in America.

2. As people moved to cities, they tended to become more religious.

3. City dwellers had more opportunities to experience new things.

4. Things were very different in the United States after World War I as compared to

before.

5. Mass media—magazines, radio, movies—were primary defenders of “American values.”

BETWEEN THE LINES. Did the author imply it? Check the statements below that you believe are implied by the author. You will have to connect what the author says to information from your knowledge or experiences, to other texts you have read, or to your general understandings about this topic. Locate the places in the text where the author provides you with clues about implied meanings.

6. People in rural areas were out-of-step with the future.

7. There was a lot more “sinning” going on in the cities.

8. Young people sometimes really went too far with their newly found freedoms.

9. Change may be unsettling sometimes, but you can’t turn back the clock.

10. Traditionalists and modernists really didn’t understand each other.

BEYOND THE LINES. Check the statements below that you could agree with. You will need to think about what the author said in the text and your own knowledge to support your ideas.

11. Society breaks down when people stray from established customs.

12. It is healthy to break with traditions and seek new ways. Buehl, D. (2014). Classroom Strategies for Interactive Learning,4th Edition. Newark, DE: International Reading Associa-

tion.

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