Vocabulary and Close Reading March Early Release 2013.

Vocabulary and Close ReadingMarch Early Release 2013

Norms

• Pausing

• Paraphrasing

• Posing Questions

• Putting Ideas on the Table

• Providing Data

• Paying Attention to Self and others

• Presuming Positive Intentions

Agenda and Objectives

• Utilize “Paint Chip” vocabulary

• Understand Tier 2 and Tier 3 Vocabulary

• Understand how to use “signposts” for close reading

• Practice using “Contrasts and Contradictions” for close reading

Paint Chips Vocabulary

• https://www.teachingchannel.org/videos/build-student-vocabulary

CCSS:

• L.6/7/8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Tiered Vocabulary

Tier 1: Words students encounter everyday

Tier 2: Sophisticated, in written texts, nuanced

Tier 3: Domain-specific vocabulary

Metacognitive Markers

• Read Appendix A

• Use ! to mark Ahas and areas you agree with

• Use ? to mark questions and areas of confusion

Steps for Teaching

• Find a text that meets your needs (standards, content and language objectives)

• Identify Tier 2 & 3 Words– Determine which words need to be pre-

taught– Determine how and teach them

• Read the text closely• Discuss the text using text-dependent

questions

Discuss

Explain which tier of vocabulary is most important to teach explicitly.

Common Core State Standards

• RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inference drawn from the text.

Signposts by Beers and Probst

Signpost Question Why this question

Contrasts and Contradictions

Why would the character act (feel) this way?

Contrasts and contradictions show us other aspects of a character or setting. This question encourages conversation about character, motivation, or the situation he is in.

Aha Moment How might this change things?

An Aha moment reveals change. This question focuses on that change—for the character of the setting.

Signposts by Beers and Probst

Signpost Question Why this question

Tough Questions

What does this question make me wonder about?

Tough questions always reveal internal conflict and understanding that conflict generally offers insight into the theme. We want readers thinking about the big issues—the ones that share the tough questions. By asking themselves this anchor question, readers are making a connection between the author’s thinking and their own thoughts.

Words of the Wiser

What’s the life lesson and how might it affect the character?

Words of the Wiser suggests the theme. We use this question to help the reader think about this theme in the context of the character’s life. We hope that students might then think of it in terms of their own life, but didn’t want to start with that question that might be too probing for some students.

Signposts by Beers and Probst

Signpost Question Why this question

Again and Again

Why might the author bring this up again and again?

Recurring images, events, or words offer insight into character motivation or theme; this question encourages readers to speculate on that insight.

Memory Moment

What might this memory be important?

Memories generally explain character motivation. They might explain why a character acts a certain way, or they might serve as guidance for a situation that a character eventually finders herself in. If they offer insight into the theme, they often become Again and Again moments. This question asks students to consider the relationship between the memory and the character or plot.

Signposts Example for Soldier’s Heart

Location Signpost Notes

Forward xiii Words of the Wiser “War is always, in all ways, appalling.” Sets the stage for the tone of the book. Foreshadows.

Ch. 1 Again and Again Emphasis and repetition that Charley is not a man yet and lies about his age to join the soldiers. Important because he didn’t have to enter the war, but chose to do so.

Ch.2 Again and Again Drilling and sweating and miserable and hot—important to the setting of the story

p15 Tough Questions “Would they really be able to keep their slaves?” Signals issues of the war and mindset of those involved. Charley wasn’t fighting for or against slavery.

Signposts Example for Soldier’s Heart

Location Signpost Notes

p18 Tough Question “What would happen to them in the winter?” Character development—Charley is kind.

Ch 1-3 Again and Again “This ain’t going to be much of a war.” Foreshadowing

Ch 3 p20 Again and Again “I’m a man” This war made Charley grow up before he would have without the war. He is no longer a boy anymore.

Ch 4 p21 Contrasts and Contradictions

“Make it stop now!” After insisting it wouldn’t be much of a war, he is screaming for it to stop.

Ch 4 p25 Tough Question “How can You let this happen?” Mortified by the sights and events, Charley questions God. The war has shaken his core beliefs.

Contrasts and Contradictions

Anchor Chart

Contrasts and Contradictions

Unexpected action or feeling

Pg # What was unexpected about the action/feeling?

Why do you think the character acted/felt that way?

The woman drags the boy home with her

2 He had just tried to steal from her, but she wants to take him home with her.

He was a young boy, dirty—she might have felt bad for him. She said, “Your face is dirty…Ain’t you got nobody home to tell you to wash your face?”

Contrasts and Contradiction

• Read the rest of the story

• Mark any places where you felt there was a contrast or contradiction

• Discuss with your group to complete the GO

Contrasts and Contradictions

• How can using contrasts and contradictions or any of the signposts help you teach students to use text evidence?