Comprehending Complex Texts in Academic Disciplines

[email protected] 1 Doug Buehl (2013)

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Comprehending Complex Texts in Academic Disciplines

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CESA 5 Literacy Workshop September 25, 2013

Doug Buehl

Adolescent Literacy Consultant Madison, Wisconsin


Comprehension Processes of Proficient Readers

Comprehension Process Description Making Connections to Prior Knowledge

Reading comprehension results when readers can match what they already know (their schema) with new information and ideas in a text. Proficient readers activate prior knowledge before, during, and after reading and they constantly evaluate how a text enhances or alters their previous understandings.

Generating Questions Comprehension is, to a significant degree, a process of inquiry. Proficient readers pose questions to themselves as they read. Asking questions is the art of carrying on an inner conversation with an author, as well as a n internal dialogue within one’s self.

Creating Mental Images Comprehension involves breathing life experiences into the abstract language of written texts. Proficient readers use visual, auditory, and other sensory connections to create mental images of an author’s message.

Making Inferences Much of what is to be understood in a text must be inferred. Authors rely on read-ers to contribute to a text’s meaning by linking their background knowledge to in-formation in the text. In addition to acknowledging explicitly stated messages, pro-ficient readers “read between the lines” to discern implicit meanings, make predic-tions, and read with a critical eye.

Determining Importance Our memories quickly overload unless we can pare down a text to its essential ide-as. Texts contain key ideas and concepts amidst much background detail. Proficient readers strive to differentiate key ideas, themes, and information from details so that they are not overwhelmed by facts.

Synthesizing Proficient readers glean the essence of a text (determine importance) and organize these ideas into coherent summaries of meaning. Effective comprehension leads to new learning and the development of new schema (background knowledge). Profi-cient readers make evaluations, construct generalizations, and draw conclusions from a text.

Monitoring Reading and Applying Fix-Up Strategies

Proficient readers “watch” themselves as they read and expect to make adjust-ments in their strategies to insure that they are able to achieve a satisfactory un-derstanding of a text.

From Buehl, D. (2007). A Professional Development Framework for Embedding Comprehension Instruction into Content Class-rooms. In J. Lewis & G. Moorman (Eds.), Adolescent Literacy Instruction: Policies and Promising Practices (p. 200). Newark, DE: International Reading Association.

In the rain forests of Costa Rica lives Anelosimus octavius, a species of spider that sometimes displays a strange and ghoulish habit. From time to time these spiders abandon their own webs and build radically different ones, a home not for the spider but for a parasitic wasp that has been liv-ing inside it. Then the spider dies—a zombie architect, its brain hijacked by its parasitic invader — and out of its body crawls the wasp’s larva, which has been growing inside it all this time.

The current issue of the prestigious Journal of Experimental Biology is entirely dedicated to such examples of zombies in nature. They are far from rare. Viruses, fungi, protozoans, wasps, tapeworms and a vast number of other parasites can control the brains of their hosts and get them to do their bidding. But only recently have scientists started to work out the so-phisticated biochemistry that the parasites use.

In the case of the Costa Rican spider, the new web is splendidly suited to its wasp invader. Unlike the spider’s normal web, mostly a tangle of threads, this one has a platform topped by a thick sheet that protects it from the rain. The wasp larva crawls to the edge of the platform and spins a cocoon that hangs down through an opening that the spider has kindly provided for the parasite.

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

Buehl, D. (2011). Developing Readers in the Academic Dis-ciplines. Newark, DE: Interna-tional Reading Association.

Irvin, J., Buehl, D., & Klemp, R. (2007) Reading and the High School Student: Strategies to Enhance Literacy, 2nd Edition. Boston: Allyn & Bacon.

Irvin, J., Buehl, D., & Radcliffe, B. (2007) Strategies to En-hance Literacy and Learning in Middle School Content Area Classrooms, 3rd Edition. Bos-ton: Allyn & Bacon.


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Table 2 Reading Comprehension and the Common Core State Standards’ Anchor Standards for Reading

Strand Reading Standarda Focus Comprehension Processes

Key ideas and details

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 text.

Explicit/implicit meanings knowledge

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

Main ideas

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

Text relationshipsknowledge

Craft and structure

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

Vocabularyknowledge

5. Analyze the structure of 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.

Text structure

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

Author purpose/perspective

Integration of knowledge and ideas

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

Visual literacy/technology

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.

Argument and support

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

Multiple textsknowledge

Range of reading and level of text complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

Text complexityknowledge

Note. Adapted from Connections to Common Core State Standards: A PD Guide for Developing Readers in the Academic Disciplines (p. 5), by D. Buehl, 2012, Newark, DE: International Reading Association. Copyright © 2012 by the International Reading Association.aFrom Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (p. 10), by the National Governors Association Center for Best Practices and the Council of Chief State School Officers, 2010, Washington, DC: Authors. Copyright © 2010 by the National Governors Association Center for Best Practices and the Council of Chief State School Officers.


The Critical Importance of Background Knowledge

& “What do you already know about it?” Perhaps the most basic initial issue regarding reading comprehension is

what does a reader already know about the topic in a text.

& Drawing upon your prior experiences and background knowledge as you read is a natural process, but proficient readers are highly conscious of making these connections. They know that they will better understand if they at-tempt to relate what is new in a text to what they already know or have experienced.

& Struggling readers may move directly through a text without stopping to consider whether the text makes sense

based on their background knowledge, or whether their personal knowledge can be used to help them under-stand confusing or challenging new material.

& Researchers refer to prior knowledge as schema. We possess a schema for everything that we know. For exam-

ple, we have a “dinner” schema. We draw upon a vast variety of experiences and associations when we encoun-ter the word “dinner.” We think, perhaps, of a time of day for this meal, the types of food that might be con-sumed, the differences between special dinners and routine everyday meals, and so forth. We all might share a general concept of “dinner,” but each of us has also created a very individual schema for “dinner.” In other words, we are able to achieve a deep understanding of a text when we bring a richly-developed schema of the topic to our reading.

& Prior knowledge—a reader’s schema—influences comprehension in three significant ways: • Topic Knowledge: a reader’s background in and experiences with a particular idea or concept. • Domain Knowledge: a reader’s understanding of the vocabulary and thinking typical of an academic disci-

pline. • Text Structure Knowledge: a reader’s ability to perceive relationships that interconnect information and ideas.

& Activities which prompt students to activate what they already know about a topic, about a subject area, and about text structure are often called frontloading activities. Frontloading activities are especially important for struggling readers, who may lack requisite prior knowledge, or who may not realize how the prior knowledge they do possess can be helpful in understanding an author’s message.

Buehl, D. & Stumpf, S. (2007) Adolescent Literacy Toolkit, Madison, WI: DPI.

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topics. For example, I can vividly remember watching the 1990 Ken Burns public television series on the U.S. Civil War side by side with Jeremy. One memory in particular stands out: I had a meeting one evening and missed the first part of that episode. When I arrived home, I asked Jeremy what had transpired. My 9-year-old son looked up indignantly, made a gesture of futility, and snorted derisively, “McClellan!” His response was gratifying from a historian perspective because it revealed that he not only had obtained a meaningful association (i.e., McClellan was an exasperatingly indecisive Union general during the Civil War) but also understood what McClellan “means.” Jeremy requested the series on videotape as a Christmas gift and watched it several more times while thumbing through my numerous books on the topic as well as those he checked out from the library. Do you really think he had much new to learn by the time he studied the Civil War in the eighth grade?

Students 2 and 3 also tend to be thriving in our classrooms, and although their performances in school look remarkably similar, these two students bring quite different profiles to their learning. Student 2 is acquainted with some academic knowledge but is able to pick up

Figure 3.3. Academic Knowledge Disparities

Note. Based on Building Background Knowledge for Academic Achievement: Research on What Works in Schools, by R.J. Marzano, 2004, Alexandria, VA: Association for Supervision and Curriculum Development.

Student 1:• High academic

knowledge• High processing ability

Student 2:• Moderate academic


Student 4:• Low academic



knowledge• Moderate processing

ability



ability



ability


knowledge• Low processing ability





High LowOut-of-School Academic Knowledge

Low

H

igh

Pro

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Ab

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Buehl (2011) Developing Readers in the Academic Discipines, IRA.


Reminders & Memory: • Reminders are key to holding ideas and information

in working memory. A reminder brings back items a learner paid attention to while reading or listening.

• Students should be aware that there are two types of reminders: classroom redundancy and self-reminders.

• Classroom redundancy are reminders that surround students during instruction; they are reminders pro-vided to students by others. Teachers are a primary source of classroom redundancy. Teachers state ideas and information multiple times during learning episodes. When teachers review key ideas, they are presenting reminders. Textbooks and other reading materials also contribute to classroom redundancy; ideas and information surface again and again in ma-terials over a unit. Instructional activities and as-signments also serve as reminders, as do classmates and class discussions. Videos, classroom displays, items written on the chalkboard—all remind stu-dents of the important content. As students read and hear ideas and information that are repeated over several days, they think: “I remember that.” But their memories—working memory—are prompted each time by someone else, a teacher, an author, a classmate.

• In contrast, self-reminders are created by learners themselves. Students rely on themselves to remem-ber key ideas and information. Self-reminders are more powerful because students are processing the learning themselves, and they are taking responsibil-ity for tracking their own thinking. Self-reminders are more likely to transition ideas and information into long-term memory.

Immediate Memory Limited to 7+2 items, is forgotten within minutes

Working Memory Held for days through reminders but often is even-tually lost

Long Term Memory Remains after learning episodes, months & years lat-er

A Classroom Model of Memory

Implications of Brain Research & Memory: • Paying attention is necessary to learning,

but what we pay attention to is usually for-gotten almost immediately unless we do something to remind ourselves of these ide-as and information;

• Understanding is necessary to learning, but

we promptly forget many things we under-stood when we read and listen;

• Reminders help us hold ideas and infor-

mation in working memory so we can think about them over several days, allowing us to process deeply enough to store key items in-to long-term memory;

• Many of the ideas and information held in

working memory are gradually forgotten af-ter lessons have been completed and as-sessments on the material have been suc-cessfully taken.

• Much (perhaps most) of our curriculum nev-

er gets beyond working memory. Students do not learn new material so much as “ware-house” it for a period of time, but then lose it as new material takes center stage.

Buehl, D. (2005) Learner Memos. Madison, WI: Wisconsin Education Association Council. Available Online: http://www.weac.org/News/2005- 06/dec05/readingroomdec05.htm


Frontloading to Address Knowledge Demands of Complex Texts Frontloading • Activate or develop background knowledge

of relevant content • Provide direction or a purpose for reading

the content • Build motivation to read the text & pique

curiosity • Introduce key vocabulary & clarify difficult

concepts or terms • Suggest successful student strategies for

reading the text Frontloading with Much Knowledge • Quick Writes & Learning Logs • Knowledge Mapping • Knowledge Ladders • Alphabet Brainstorming • Math Review/New Charts Frontloading with Diverse Knowledge • Brainstorming (LINK, K-W-L, PReP) • Anticipation Guides/Prediction Guides • Problematic Situations • Vocabulary Predictions

(Connect Two, Story Impressions, Possible Sentences)

• Guided Student Previewing of Text • Text Coding for Connections Frontloading with Less Knowledge • Text Previewing • Visual Prediction Guides • Guided Imagery • Interactive & “Hands-on” Activities • Read Alouds, Think Alouds, Teacher Presen-

tations • Other Media • Wide Reading—Inform Yourself

Steps for the L.I.N.K. Strategy 1. 3 minutes individuals List associations 2. Sharing of associations with partners 3. Solicit a single response from each set

of partners 4. Add additional responses/second re-

sponses to complete the list 5. Do this without comments, from teacher

or class 6. Students Inquire about other responses

(Remind class: respect each other, no embarrassing or belittling classmates)

7. Turn over paper and Note what you Know

Comprehension “Check-Down” 1.What does the author tell me that I do

understand? 2.What connections can I make to my per-

sonal knowledge? 3.What does the author expect me to al-

ready know? 4.How does ‘not knowing’ impact my under-

standing? 5.What don’t I know that I ‘should know’? 6.What hunches do I have about what

something might mean? 7.What are some things I might be able to

figure out? 8.Where can I turn to get the information

I need to understand this author?


Mythbusters—“Bedbugs”

Truth or Myth? Based on what you may have heard or read, which of the following statements would you rate as “truth” and which would you rate as “myth”?

Truth Myth

1. Whether we have been aware of it or not, bedbugs have always been living with us.

2. A major concern with bedbug infestation is the spread of disease.

3. It can be a relatively easy process to rid a building of bedbugs.

4. The banning of many pesticides has caused an increase in the bedbug population.

5. Bedbugs are coming to North America from other parts of the world.

6. Most people do not really have to worry about coming into contact with bedbugs.

Quick-Write Prompts for Frontloading

• I learned . . . • I remember that . . . • I already knew that . . . • I was wrong to think . . . • I realized . . . • I would explain . . . • I would describe . . . • An important point is . . . • The confusing thing was . . . • This helped me understand . . . • What made sense to me was . . . • I was surprised . . . • A person should know . . . • The first thing I think of is . . . • A key term about this topic is . . . be-

cause . . . • My definition of this is . . .

• I can tell you that . . . • What really impressed me was . . • Something I should share about this is .

. . • Some interesting information about . . . • I want to learn more about . . . • Something that people get wrong about

. . . is . . . • My learning answered my questions

about . . . • Since then, one thing I have thought

about . . . • One thing I understand now is . . . • I changed my thinking about . . . • A brief summary of . . . should include .

. .


Knowledge Mapping

Knowledge Ladder Create a “knowledge ladder” that represents your understanding of this topic or concept, by gener-ating a meaningful term or phrase that shares at least one letter with each of the letters in the target word.

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best accomplished by students working with partners or in teams to elicit meaningful connections to a topic and briefly elaborate on the nature of each connection. Knowledge Mapping, for instance, engages students in creating a concept map with the significant associations that they can recall about a topic previously studied. For example, students in world history are asked, “What are at least six meaningful associations you have to feudalism that are key to understanding that concept?” (See Figure 4.3.) When each team reports back to the class, ask them to briefly explain why each association contributes to an understanding of feudalism (e.g., “Land” is connected because the lords were granted tracts of land, and the peasants were required to stay on the land and work it).

Knowledge Maps could be displayed on chart paper, projected with overhead transparencies, or shared verbally as you solicit associations and construct a class Knowledge Map on the board. Within an entire class, it is likely that some of the discourse of the domain knowledge (e.g., fief, manor, serf, vassal) would surface on at least a few maps, providing a more comprehensive review for the entire class when these maps are shared and explained.

You can also use a variety of other association networking strategies that involve more extensive review. Alphabet Brainstorming charts, for example, provide students with a grid corresponding to the 26 letters of the alphabet. Student teams work to fill in as many of these boxes as they can, using the alphabet as first-letter prompts for meaningful associations

Figure 4.3. Feudalism Knowledge Map

Feudalism

Europe

Land

Loyalty

Peasants

Lords

Middle Ages

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History Prediction Guide: Revolutionary War

What do HISTORIANS think about the Revolutionary War? Following are 6 statements about America and the Revolutionary War. Talk over each of them with your partner and predict how likely historians would say each is true. Be prepared to explain WHY you made each prediction. Truth Myth

1. Europeans thought that Americans had no chance of winning the war.

2. British soldiers did not know how to fight against soldiers using guerilla tactics.

3. The British lost the war because of their red coats.

4. America could not win the war without help from France.

5. America was not prepared for war with Great Britain.

6. Americans were ready to die for the patriotic cause.

Jim Beyer, Northland Pines Middle School

Anticipation Guide: Political Machines Read each statement carefully. Put a check next to the statements that you agree with entirely. Once you have checked your responses, meet with your partner to discuss your reasons for agree-ing or not. You do not have to agree with each other. Be prepared to share why you made your de-cisions on each statement. 1._____ The only way for a politician to benefit a city is for s/he to be completely honest. 2._____ If politicians provide needed public services to a city then it is unimportant how they get

elected.

3._____ As long as the city is benefiting from decisions made by a politician, it does not matter if the politician makes money “on the side” from some of his/her political decisions.

4._____ Effective politicians provides jobs for people who voted for them. 5._____ It is beneficial for a city to have open and fair elections. Sarah Elmore, Madison East High School, Madison, WI


Using Exponents Anticipation Guide

Which of the following might be examples where exponents would be used to help us describe the event mathematically.

Place an X on the left side of the situation if you think it is an example. Place an X on the right side of the situation if you think it is not an example.

REASONING THAT SUPPORTS YOUR CHOICE OF EXAMPLE VS. NON-EXAMPLE

1.

2.

3.

4.

5.

6.

Monique Carpenter, MMSD, Sherman Middle School


1. The growth in the population of rabbits in your community. 2. The change you receive from making a purchase in the su-permarket.

3. The number of children born each year in one family, includ-ing all their relatives. 4. The amount of mold that grows on a slice of bread that has been left out too many days on the counter.

5. The spread of smallpox among the people living in a certain area. 6. The value of a collection of famous paintings.

Using Exponents Anticipation Guide

Which of the following might be examples where exponents would be used to help us describe the event mathematically.

Place an X on the left side of the situation if you think it is an example. Place an X on the right side of the situation if you think it is not an example.

Is an Example Is NOT an Example

REASONING THAT SUPPORTS YOUR CHOICE OF EXAMPLE VS. NON-EXAMPLE

1.

2.

3.

4.

5.

6.

Monique Carpenter, MMSD


1. Sugar has a beneficial effect on your body.

2. Americans eat too many foods that contain high amounts of sugar.

3. Artificial sweeteners are better for your body than sugar.

4. Fruit drinks are better for you than soft drinks.

5. Because of the popularity of organic foods, sugar consumption for Americans has actually gone down in recent years.

6. Sugar is not related to hyperactivity in children.

The Curious Case of the Invasive Species

What does the evidence say? Make some predictions about what scientists currently know about “invasive species.” Place a check in the “YES” column if you predict that the statement can be supported by the evi-dence. Place a check in the “NO” column if you predict that the statement is not supported by the evidence.

YES NO Invasive species are only plants.

Invasive species are destructive to an ecosystem.

Invasive species are introduced unintentionally into an ecosystem.

We really can’t stop invasive species from spreading.

Invasive species are usually introduced by humans.

Trees in Wisconsin have been killed by invasive species.

Invasive species are always successful in host ecosystems.

Invasive species can kill humans.

Adapted from Neil Rumney, Rhinelander High School

Prediction Guide—Sugar You will be reading an article from the New York Times that is entitled “In an Obese World, Sweet Nothings Add Up.” Check each of the statements below that you predict the author will say. Share your predictions with a partner. Then read the article to confirm or reject your predictions.

Your Confirmed Prediction by Author


Anticipation Guide: Shakespeare

What do they REALLY think about Shakespeare? Following are 6 statements about William Shakespeare and his plays. Talk over each of them with your partner and predict how likely scholars would say each is true.

HL—Is Highly Likely to be True SL—Is Somewhat Likely to be True SU—Is Somewhat Unlikely to be True HU—Is Highly Unlikely to be True

1. _____ Shakespeare was mainly an average actor who wrote plays “on the side”.

2. _____ It doesn’t matter who wrote Romeo and Juliet and the other plays and poems; what is most im-portant are the plays themselves.

3. _____ Most scholars are confused about who wrote Shakespeare’s plays.

4. _____ It is possible that a person can use someone else’s name as the author for a play, and its true au-thorship may never be discovered.

5. _____ Shakespeare grew up in a rural area and did not receive a good enough education to successfully write so many plays and poems.

6. _____ According to some readers of Shakespeare, there are at least 6 other people with the education and intellect who could have written the plays and poems that are normally attributed to Shakespeare.

Catherine Grigg, West Allis Central High School

Prediction Guide for Music—Classic Violins Stradivarius and Guarneri are two names that stand out as classic violins made centuries ago. Rank order the following statements according to your understandings of the quality of classic violins compared with violins made in recent years. Rank the statements from 1 to 6, with 1 being the statement you would argue is most likely to be true, and 6 being the least likely to be true. Be prepared to share why you ranked the statements as you did.

Rank

___ a. Classic violins have better workmanship than modern violins.

___ b. There is really no difference in the quality of sound between a classic violin and a well-made

modern violin.

___ c. People believe classic violins are superior because they expect that to be true.

___ d. There is something special about the materials and techniques used to construct classic

violins.

___ e. Classic violins sound better because world-class musicians are the individuals who play them.

___ f. It depends on the individual instrument as to whether a classic violin is superior in sound to a

modern violin (excluding, of course, damaged instruments).


History Prediction Guide: Reconstruction

What do HISTORIANS think about the Reconstruction era? Following are 6 statements about U.S. History after the Civil War. Talk over each of them with your partner and predict how likely historians would say each is true. Be prepared to explain WHY you made each prediction.

HL—Is Highly Likely to be True SL—Is Somewhat Likely to be True SU—Is Somewhat Unlikely to be True HU—Is Highly Unlikely to be True

1. _____ With the abolition of slavery, the lives of African Americans in the South improved.

2. _____ Abraham Lincoln believed: “All men are created equal.”

3. _____ Most Americans held racist attitudes during this period in history.

4. _____ The U. S. government did enough to support African Americans in the South after the Civil War.

5. _____ The emergence of groups like the Ku Klux Klan in the South was inevitable.

6. _____ The policies of the “Radical Republicans” were too radical and did more harm than good.

Doug Buehl (2010)

Spanish Prediction Guide Before you read the article, The Gentle Art of Bargaining, make your best set of predictions on what you think the author will say. If you believe the statement write an "L" for likely, if you do not believe the statement write a "U" for unlikely. _____ 1) Bargaining in Mexico is an enjoyable process for both the vendor and the customer alike. _____ 2) Vendors deliberately price their goods above what they actually expect to get for the product. _____ 3) Vendors think positively about the tourists who negotiate with them. _____ 4) You will have better luck in the bargaining process if you act really interested in an item. _____ 5) Merchants will frequently give discounts if you buy multiples. _____ 6) Bargaining isn't limited to handicrafts, you can also negotiate fruit, tacos, and other items in the

produce markets. Now read the article on bargaining in Mexico. When you get to a statement in the article that defends or defies your guess, write the number of the question in the margin of the article.

Barbara Davis, Oregon (WI) High School


Prediction Guide: “Bow Bugs” You will be reading an article titled: “Pesky Pests: How to deal with bow bugs—no, really!” First, read the following statements and make some predictions. In the first column, check the state-ments you predict the author will confirm in the article. Then discuss your ideas with the other people in your group. Third, as you read the article, find information related to each of the statements, and put the number in the margin of the article. Then return to the statements and in the second column check whether each was confirmed by the author. Your Confirmed Prediction By Author _____ _____ 1. Bow bugs eat the bow hair on your bow. _____ _____ 2. Bow bugs need light to survive. _____ _____ 3. You will know if you have bow bugs because you can see them in the bow hair. _____ _____ 4. The only way to get rid of bow bugs is to get a new bow and case. _____ _____ 5. Bow bugs are a serious problem for strings players. _____ _____ 6. You can actually get a disease from bow bugs.

Wendy Buehl, Oregon Middle School

Prediction Guide: Cavities

What does the evidence say? Make some predictions about what medical experts currently know about “cavities.” Place a check in the “YES” column if you predict that the statement can be supported by the evi-dence. Place a check in the “NO” column if you predict that the statement is not supported by the evidence.

YES NO i. 1. Infant teeth can have cavities. ii.

i. 2. Preschoolers can suffer from dental decay. i.

ii. 3. Juice at bedtime causes cavities. i.

ii. 4. Fluoridated water prevents tooth decay. i.

ii. 5. Parents should brush young children’s teeth a day. i.

ii. 6. It is healthy to rinse off a pacifier by the adult licking it. i.

Adapted from Jody Johnson & MaryAnn Klongland, Madison Metropolitan School District


Possible Sentences -- Who Were the Mesopotamians? Make some predictions about the ancient Mesopotamians. Write 5 sentences that use at least 10 of the following words. Underline each word. Stele Hammurabi Euphrates Gilgamesh king Babylon chariot ziggurat city-state wheel Assyria Nebuchanezzar Iraq cuneiform checkers Sumer Tigris class rivers soap Victoria Woodward Spring Harbor Middle School, Madison Metropolitan School District

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about Plato and Aristotle, so they would offer guesses based on the key terms.

2 Have students read the passage and check the accuracy of the possible sentences. They should

evaluate each possible sentence in terms of whether it is true (the text backs up their prediction), false (the text presents a different use of the terms), or don’t know (the statement can be neither proved nor dis-proved based on the text). For example, some pos-sible sentences in the ancient Greece example are directly contradicted by the text: the reading reveals that Aristotle was not the Father of Biology, and The Republic is a work by Plato and not the name of the Greek government. Other possible sentences were not clearly dealt with in the text. For example, many of

Aristotle’s activities were detailed, but any connection with Greek theater was not mentioned.

3 After students have read the passage and evaluat-ed their possible sentences, they again work with

partners to rewrite their sentences to be consistent with the reading. Have students locate relevant por-tions of text in order to defend their corrections. For example, sentence 4 might be “repaired” by students to read, “Plato created a perfect model for a govern-ment that he called The Republic.” Students may find that some statements need to be expanded to two or three sentences in order to accurately reflect the text. Students may also generate new sentences to add to the original group. Emphasize that exact statements copied from the text are unacceptable; students need to paraphrase their understandings of these terms in their own words.

Advantages-

cabulary from a passage before they begin to read.

knowledge of words to speculate about possible meanings in the context of a core group of words about a theme or topic.

families” of words that are related to each other, rath-er than as definitions that need to be memorized.

establish their purposes for reading.

before they read and are able to share background knowledge with their classmates.

ReferencesBlachowicz, C.L.Z. (1986). Making connections: Alternatives to

the vocabulary notebook. The Journal of Reading, 29(7), 643–649.

Moore, D.W., & Moore, S.A. (1986). Possible sentences. In E.K. Dishner, T.W. Bean, J.E. Readence, & D.W. Moore (Eds.), Reading in the content areas: Improving classroom instruc-tion (2nd ed., pp. 174–179). Dubuque, IA: Kendall/Hunt.

Suggested ReadingReadence, J.E., Moore, D.W., & Rickelman, R.J. (2000).

Prereading activities for content area reading and learning (3rd ed.). Newark, DE: International Reading Association.

Possible Sentences for Social StudiesChapter 4: Greek Culture

Key Terms

Hellenic Age Platoarchitecture philosophyParthenon The Republicdemocracy theatertragedies Aristotlethe arts statuestemple Father of Biology

Possible Sentences

DK 1. The Hellenic Age was a time of many tragedies.

T 2. The ancient Greeks did a lot with architec-ture, philosophy, and the arts.

T 3. The Parthenon was a temple with many statues.

F 4. The Greeks had a democracy and their gov-ernment was called The Republic.

F 5. Plato was called the Father of Biology.DK 6. Greek theater performed plays by Aristotle.

Key:

T = True based on the reading.F = False based on the reading; needs to be rewritten.DK = Don’t Know; not mentioned in the reading

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Possible Sentences—What is Data About Us? We will make some predictions about the unit by writing five sentences using the math terms below. You may use more than one word in a sentence. Underline the words.

1. 2. 3. 4. 5.

data bar graph axis line plot mode

typical average range median measures of center

stem and leaf plot horizontal mean vertical outlier

Sue Jackan, Toki Middle School, Madison Metropolitan School District

mode outlier typical data horizontal

median frequency measures of center bar graph

mean peak axis number line scale

Jim Leidel, Toki Middle School, Madison Metropolitan School District

range value measures of spread and shape

line plot interval categorical steam and leaf

gap cluster numerical average vertical

“Data About Us”—Writing Assignment Study the data shown below. Select at least five mathematics terms from the list and use them to write a paragraph that explains your understanding of what this data shows.


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Mathematics Review/New Chart Individually Use the following key to highlight the math text as you read. You will find that a sen-tence may be highlighted with several colors. Yellow = Review material (the author assumes I have already learned this) Pink = New Material (the author is introducing new mathematics concepts & procedures) Orange = I thought of a connection outside of math class (personal or academic) In your groups of 3 Start with items that are highlighted in yellow (review material). Compare items

and agree as a group that each item represents previous mathematics learning. Then write each item in the Review column of the Review/New Chart.

Repeat this process for the pink statements (new material). Then write each item in the New column of the Review/New Chart. You may decide after discussion that some “pink” items are really review and need to be switched to the Review column on the chart.

Take turns. Each member thoroughly explains a math concept in the review column. Group members: add to and clarify each explanation. Continue until all review items are explained. It is the group’s responsibility to make sure all review items are thoroughly understood. Be prepared to share your explanation with the entire class.

Repeat the explanations with the New Column: explain your understanding of each new math concept. Finally, discuss the oranges (any connections you had with the written text and past experiences or

knowledge).

Review New

.

Buehl (2011) Developing Readers in the Academic Discipines, IRA. Adapted from Rita Crotty, Hempstead High School, Dubuque, IA


Science Connection Overview

What’s familiar?

What’s it about?

Questions of Interest. What questions do you have about this material that may be answered in the chapter?

Chapter Organization: What categories of information are provided in this chap-ter?

Vocabulary: Use index cards or notebook for recording your explanations.

What are you wondering?

What will the author tell you?

Read & explain

What's the Connection? Skim and survey the chapter for things that are familiar and that connect with your life or world. List them below:

Read the Summary. What topic areas seem to be the most important?



Confirming: What we know or have heard

Revising: What the author stated

Inquiring: What we are wondering

Resolving: What the author stated

Extending: What else is important to know

Buehl, D. (2011). Developing Readers in the Academic Disciplines. Newark, DE: International Reading Association.


Thumbs Up! Thumbs Down!

Ideas/Arguments/Evidence FOR Ideas/Arguments/Evidence AGAINST

AUTHOR’S Ideas/Arguments/Evidence AUTHOR’S Ideas/Arguments/Evidence

Topic:

Documents

Comprehending Complex Texts in Academic Disciplines