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These are some of the slides we used while in Alberta, Canada, working with teachers in Edmonton, Red Deer, Lethbridge, Calgary, and Grande Prairie. They were used to support the strategies Possible Sentences, KWL, Notice and Note signposts, Dialogue with a Text, and Poster.
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beers.probst
When Kids Can’t Read: Strategies to Improve Adolescent Literacy
Follow us on Twitter: twitter.com/kylenebeers
twitter.com/bobprobst
contact [email protected] for work
in districts
Goals for today
Help you learn reading strategies that help students
…develop as independent learners
…learn to think critically
…generate solutions to complex problems
…demonstrate good communication skills
0 -- Out of body experience
1 – Considering, not yet ready to try
2 – Understand and can implement
3 – Innovating and changing it to make it better fit my students
not in the text itself…
Rigor resides in the energy and attention given to the
text
Ecuador 10-year-old banana trees
sharp heavy knives poor country
harmful chemicals
250 million kids
child labor laws 12-hour workdays as little as $27 a week no longer attend school
forced to work
What do you know about the oceans?
K -- What do I Know? W -- What do I Want to Know?
L -- What Did I Learn?
They are big
There are 4 of them
Pirates!
Whales
Hurricanes
They have names
They are salty
Who decided where the boundaries are?
What makes the boundary?
Why just 4?
Who decided there would be 4?
Are there pirates in all the oceans?
Who are the pirates?
Do different kinds of whales talk to each other?
Why are hurricanes called typhoons if they are on the other side of the US?
Are the names the same if you are in China?
Why does the salt in my tears not burn my eyes, but the salt in the Gulf of Mexico does?
Contrasts and
Contradictions
The character acts in a way that is contradictory to how he has acted or that contrasts with how we would act or that reveals a difference among characters.
Text Clue: Author shows actions or feelings that we haven’t seen before.
Question:Why would the character act (feel) this way?
Ah-Ha
The character realizes or comes to understand something that therefore changes his thinking or his actions
Text Clues I suddenly realized… Now I understood why… It hit me with a force… I knew what I had to do…
Question: How might this change things?
Tough Questions
A character asks himself or a trusted friend a tough question or tough questions that reveal concerns (internal conflict) the character has.
Text Clue: Questions, often asked of self, that
can’t be answered Sometimes offered as statement, “I
wonder if…”
Question:What does this question make me
wonder about?
Memory
Moment
The author interrupts the flow of the story by letting the character remember something.
Text Clue: “I remember…” “The memory flooded back…” “It was a strange memory…” “She suddenly remembered…”
Question: Why might this memory be
important?
Words of the Wiser
An important life lesson is shared with the main character.
Text Clue: A wiser and often older character
shares sage advice It is often a quiet scene just between
the two characters The advice might be one line or a
longer “lecture”
Question: What’s the advice and how might it
affect the character?
Again and Again
A word or scene or image occurs repeatedly.
Text Clue: Some sort of repetition (a word,
an image, a phrase, an event) which may or may not occur in same chapter
Question: Why does this keep happening
again and again?
Erin—September
“Um, I think that, I think that next, well next. I think that well, I think more is going to happen with her being with them. And then she will probably go home. Because they don’t seem like forever kidnappers.”
Erin—January
Here, right when Luke, he decides to go to the house, so he had just been thinking about it, but here, he decided to go, well, I noticed that because he was doing something different, like a contradiction on how he had been acting, and so I noticed that. And that made me think that Luke, he’s like maybe getting braver some. But that’s going to be a problem because he needs to stay hidden. So, I think maybe that what’s going to happen is about him not wanting to stay hidden. Maybe like for the conflict.
Mark—August
I guess I think that maybe, I guess that, that something else is going to happen.
Mark—November
I stopped here because notice how it said that he had a sad smile. Smiles aren’t sad. I noticed that because it was really a contradiction and I wondered why he would be sad and smiling. I think that the Giver is smiling because he’s still trying to make Jonas feel good about this assignment but he also knows something that Jonas doesn’t know. This part made me think that something important is finally going to happen that’s about Jonas finding out something.
Megan—October
Megan: Miss—look! It’s that again and again. The story of the Denmark king. See, she’s remembering it again. Where was it first? Where was it? Can you find it? I don’t know where it was but this is like the, I don’t know, like it was a lot, that she keeps remembering this story, remember that her dad told her about the Denmark king and how anyone would fight for him?
Megan
Kylene: Why do you think this keeps coming up again and again?
Megan: Because. Because. I think it is because, oh, I know, see how she keeps remembering that anyone would do anything to save him. Oh—this is that foreshadowing. Here it is! This is foreshadowing. Oh my God. It’s right here! Do you think Mrs. Lowry knows she did this?
He saw the first tree shudder and fall, far of in the distance. Then he heard his mother call out the kitchen window: "Luke! Inside. Now." He had never disobeyed the order to hide. Even as a toddler, barely able to walk in the backyard's tall grass, he had somehow understood the fear in his mother's voice. But on this day, the day they began taking the woods away, he hesitated. He took one extra breath of the fresh air, scented with clover and honeysuckle and—coming from far away—pine smoke. He laid his hoe down gently, and savored one last moment of feeling warm soil beneath his bare feet. He reminded himself, "I will never be allowed outside again. Maybe never again as long as I live." He turned and walked into the house, as silently as a shadow.
Rationale for Dialogue Booklet
To enable teacher to withdraw from the center of conversation.
To gradually transfer responsibility for sustaining the talk to the students.
To support that talk, from a distance, without controlling it.
To give students the experience of coherent conversation.
To respect the readers’ individual responses to a text.
To encourage exploration of a text, of various responses to it, and of personal experiences called to mind.
The point of Poster Activity:
capture otherwise transient thoughts
help kids find their own questions
encourage talk (by forbidding it)
encourage collaboration
generate ideas for whole class discussion
get kids to read a short passage with intense attention
get kids to re-read and re-read again
develop interest in an issue or theme to be pursued more fully (in novel, science text, social studies, math, art,?)
