How does the text say it? Guiding Questions (What are the genre, organization, features, word choice, figures of speech, etc.?)1. How is the information organized? (e.g., time, topic, cause/effect, compare/contrast, persuasion) RI 52. What genre does the selection represent? RI 53. How does the piece open—exposition, lead? RI 54. Whose voice did the author choose as narrator? RI 65. From what point of view/perspective was this written? RI 66. What are the sources of information and fact? Is there more than one source of information? RI 37. What role does dialogue play in the text? RI 38. What language is used—technical, dialect, variant spellings, archaic words, etc.? RI 49. What are the style, mood, and tone? RI 410. What was the author’s claim, supporting evidence, reasoning and rebuttal? RI 8 Research Supporting - “How does the text say it?”Beck, I.L., McKeown, M.G., Sandora, C., & Worthy, J.(1996). “Questioning the Author: A Yearlong Classroom Implementation toEngage Students With Text.” The Elementary School Journal, 96, 385-414.Meyer, B.J.F., & Rice, G.E. (1984). “The Structure of Text.” In P.D. Pearson, R. Barr, M.L. Kamil, & P. Mosenthal (Eds.), Handbook of Reading Research (pp.319-351). New York: Longman.Taylor, B.M. & Beach, R.W. (1984). “The Effects of Text Structure Instruction on Middle-Grade Students’ Comprehension andProduction of Expository Text.” Reading Research Quarterly, 19, 134-146 

Guided Highlighted Reading for Critical Reading(Uses the same procedures as Guided Highlighted Reading for “What does the text say?” except prompts are developed to highlight the language that shows the structure, perspective, and craft of the text.) 1. I soon discovered that if a wayfaring stranger wishes to eavesdrop on a local population the places for him 2. to slip in and hold his peace are bars and churches. But some New England towns don’t have bars, and 3. church is only on Sunday. A good alternative is the roadside restaurant where men gather for breakfast 4. before going to work or going hunting. To find these places inhabited one must get up very early. And 5. there is a drawback even to this. Early-rising men not only do not talk much to strangers, they barely talk 6. to one another. Breakfast conversation is limited to a series of laconic grunts. The natural New England 7. taciturnity reaches its glorious perfection at breakfast. Steinbeck, John. Travels with Charley: In Search of America Look through the passage and find and highlight evidence that this is formal first person. (I soon discovered….one must get up very early…)In line #2, find and highlight how the author says the stranger will be quiet. (slip in and hold his peace)In lines #5 and 6, find and highlight the sarcasm. (Early-rising men not only do not talk much to strangers, they barely talk to one another.)In line #4, find and highlight how the author tells us that there are people in the restaurant. (find the places inhabited…)

                                                                                

Critical Reading - How does the text say it? Guiding Questions – Guided Highlighted Reading

What Does the Text Mean? (Generative Reading) Depth of Knowledge Taxonomy – Create Level 

  

Tools for using text to think generativelyLevels of Meaning - Abstracting Profundity Metaphorical Thinking

Michigan Anchor Reading StandardsCraft and Structure (Critical Reading)

R4 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.R5 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.R6 Assess how point of view or purpose shapes the content and style of a text.R8 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.

 

How does the text say it?

Disequilibrium refers to our inability to fit new information into our schema. When you come across information or experiences that do not fit into your current knowledge base, this is where disequilibrium begins. - Jean Piaget

Equilibrium occurs when a person's background knowledge allows him or her to deal with most new information through something called assimilation. - Jean Piaget

New Equilibrium results in new insights and/or new information forming generalizations, lessons learned and/or theories that are applicable across disciplines.

What does the Text Say? Guided Highlighted Reading Michigan Reading Anchor Standards

Guided Highlighted Reading for what does the text say? Reading Comprehension1. I soon discovered that if a wayfaring stranger wishes to eavesdrop on a local population the places for him2. to slip in and hold his peace are bars and churches. But some New England towns don’t have bars, and 3. church is only on Sunday. A good alternative is the roadside restaurant where men gather for breakfast 4. before going to work or going hunting. To find these places inhabited one must get up very early. And 5. there is a drawback even to this. Early-rising men not only do not talk much to strangers, they barely talk 6. to one another. Breakfast conversation is limited to a series of laconic grunts. The natural New England 7. taciturnity reaches its glorious perfection at breakfast. Steinbeck, John. Travels with Charley: In Search of America  Guided Highlighted Reading In line # 1, find and highlight what the stranger wishes to do. (eavesdrop)In line # 2, find and highlight where he could eavesdrop. (bars and churches)In line # 3, find and highlight the alternative to bars and churches. (roadside restaurant)In line # 5, find and highlight what early-rising men do not like to do. (talk much to strangers)In line # 6, find and highlight what conversations are limited to. (a series of laconic grunts)

Profundity Scales

Analogical ThinkingWhen we seek out and find hidden identities of function and purpose, “degree by degree” we “surround” our perception of world and see with meaning. And then, suddenly, we understand.

 Analy

sis of the above text with the Profundity Planes

1. Literal Plane: If a stranger wants to eavesdrop he goes to bars or churches, but in some New England towns there are no bars and church is only open on Sunday. An alternative is a roadside restaurant where men gather before work or hunting. The drawback is early-rising men do not talk to strangers and barely talk to one another. 

2. Summary Plane: Eavesdropping is difficult in New England towns because even when you find where people meet, they have limited conversations.

3. Concept Plane: Patterns, Perception, Culture, Relationships, Access, Communication4. Analogical Plane: Eavesdropping in a New England town is like finding water in a desert5. Universal Plane: Privacy is protected by limited access and communication  6. Transformational Plane: Connections can be subverted by limited access

I soon discovered that if a wayfaring stranger wishes to eavesdrop on a local population the places for him to slip in and hold his peace are bars and churches. But some New England towns don’t have bars, and church is only on Sunday. A good alternative is the roadside restaurant where men gather for breakfast before going to work or going hunting. To find these places inhabited, one must get up very early. And there is a drawback even to this. Early-rising men not only do not talk much to strangers, they barely talk to one another. Breakfast conversation is limited to a series of laconic grunts. The natural New England taciturnity reaches its glorious perfection at breakfast.

Steinbeck, John. Travels with Charley: In Search of America

What does the text mean? Explanation Profundity Planes

Levels of Meaning: Abstracting Text to the Theory

Level

 Facts/Argument/

EvidenceTopics Concepts Principles/Generalizations Theory

Stranger can eavesdrop on local population in bars and churches.

Some New England towns have no bars.

Church only on Sundays.

Alternative is roadside restaurant.

Places for eavesdropping

New England culture

Limited conversation

Connection

Pattern

Culture

Conflict

Relationship

Communication

Access

Population

Conflict of cultures limits connections.

Patterns of culture limits connections.

Connections are limited by access.

Access does not insure connections.

Privacy is protected by perfected taciturnity.

What does the Text Say?Summary means a short version containing the gist of something: a shortened version of something that has been said or written, containing only the main points, key details, significant inferences. The summary must have evidence from the text. Research Support Schema Theory - Anderson, R.C., & Pearson, P.D. (1984). “A Schema-Theoretic View of Basic Processes in Reading Comprehension.” In P.D. Pearson, R. Barr, M.L. Kamil, & P. Mosenthal (Eds.), Handbook of Reading Research (pp.255-291). New York: Longman.Summary - Robert Marzano’s Meta Analysis of Instructional Strategies 2004 to 2008 - Marzano Research LaboratoryRetelling - Cambourne, B., 'Retelling: a whole-language, natural learning activity for helping learner-writers' in Walshe, R. D., March, P. & Jenson, D. (eds), (1998), Writing and learning in Australia, Dellasta Books in association with Oxford University Press, Melbourn           

I soon discovered that if a wayfaring stranger wishes to eavesdrop on a local population the places for him to slip in and hold his peace are bars and churches. But some New England towns don’t have bars, and church is only on Sunday. A good alternative is the roadside restaurant where men gather for breakfast before going to work or going hunting. To find these places inhabited one must get up very early. And there is a drawback even to this. Early-rising men not only do not talk much to strangers, they barely talk to one another. Breakfast conversation is limited to a series of laconic grunts. The natural New England taciturnity reaches its glorious perfection at breakfast. Steinbeck, John. Travels with Charley: In Search of America

What Does The Text Say?

Guiding QuestionsWhat is the gist/central idea? RI 2What is the specific textual evidence used to support the central idea? RI 1What are the most important ideas/events? RI 1, RI 2What are the ideas in order of importance or presentation? RI 1What ideas might the author be suggesting rather than directly stating? What can you infer (obvious, logical inferences) from these hints or suggestions? RI 1How would you summarize or determine a shortened version of the text containing only the main points? RI 1, RI 2

Two or more concepts with a verb in between create a generalization!

                                                                                                

Concepts

Concepts

Connection, Pattern, Culture, Conflict, Relationship, Communication, Access, and Population 

Stranger can eavesdrop on local population in bars and churches.Some New England towns have no bars.Church only on Sundays.Alternative is roadside restaurant.Early-rising men do not talk much to strangers.

Places to Eavesdrop  New England CultureLimited Conversation

Conflict of cultures limits connections.Patterns of culture limit connections.Connections are limited by access.

Access does not insure connections.Privacy is protected by perfected taciturnity.

What does the text say? Guiding Questions - Summary Definition - Research Support

Metaphorical Thinking

 “A picture is worth a thousand words, but a metaphor is worth a thousand pictures.”

Daniel Pink

Definition of Metaphor: The comparison of one thing to another without the use of like or as: “A man is but a weak reed;” “The road was a ribbon of moonlight.”  Formula for Making a Metaphor (Simile) 

1. Explain to students what “intangible” means and then have them brainstorm a list of intangible items related to the above text. List these on the left-hand side of a T-Chart.

2. Ask students if they can infer what “tangible” means. On the right-hand side of the chart, have them brainstorm a list of tangible items related to the above text.

3. Have students complete the following sentence by selecting one intangible item and one tangible item and then explore the relationship between these two items as follows: (Intangible item) is like (tangible item) because both ______________________.

Kelly Gallagher Deeper Reading

Michigan Anchor Reading Standards Key Ideas and Details (Reading Comprehension)

R1 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. R2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.R3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

What does the text say?

Levels of Meaning - Abstracting from Facts – Topic – Concepts – Generalization - Theory

Four Questions for Close, Critical and Generative Reading Michigan Anchor Reading

 Intangible Tangible New England taciturnity New England town peace strangereavesdropping roadside restaurantperfection breakfasttalk churchgrunts early-rising mensilence conversation

 

Examples: Perfection is like early-rising men because both are driven by a mission. Peace is like a roadside restaurant because both satisfy a need for autonomy. Eavesdropping is like a New England town because both promote familiarity. New England taciturnity is like a church because both promote the opportunity for reflection.

I soon discovered that if a wayfaring stranger wishes to eavesdrop on a local population the places for him to slip in and hold his peace are bars and churches. But some New England towns don’t have bars, and church is only on Sunday. A good alternative is the roadside restaurant where men gather for breakfast before going to work or going hunting. To find these places inhabited one must get up very early. And there is a drawback even to this. Early-rising men not only do not talk much to strangers, they barely talk to one another. Breakfast conversation is limited to a series of laconic grunts. The natural New England taciturnity reaches its glorious perfection at breakfast.

Steinbeck, John. Travels with Charley: In Search of America. 

These words are from the text. Put them together to make a simile. Use one from each list. See below.

Metaphorical Thinking

What does the text say?1. Michigan Anchor Standards 2. Definition of Summary3. Guiding Questions 4. Scaffolding: Guided Highlighted Reading

What does the text mean? 1. Depth of Knowledge Taxonomy 2. Profundity for Informational Text3. Abstracting – Levels of Meaning to

Generalization4. Metaphorical Thinking

How does the text say it? 1. Michigan Anchor Standards 2. Guiding Questions3. Scaffolding: Guided Highlighted Reading

What does the text mean to me? 1. Application of concepts and

generalizations

A “Snapshot” of the Cognitive Rigor Matrix (Hess, Carlock, Jones, & Walkup, 2009)

Depth of Thinking (Webb)+ Type of Thinking (Revised Bloom, 2001)

DOK Level 1 Recall & Reproduction

DOK Level 2 Basic Skills & Concepts

DOK Level 3 Strategic Thinking & Reasoning

DOK Level 4 Extended Thinking

Remember Recall, locate basic facts, definitions, details, events

Understand

Select appropriate words for use when intended meaning is clearly evident

Specify, explain relationships

Summarize Identify central ideas

Explain, generalize, or connect ideas using supporting evidence (quote, text evidence, example…)

Explain how concepts or ideas specifically relate to other content domains or concepts

Apply

Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning

Use context to identify word meanings

Obtain and interpret information using text features

Use concepts to solve non-routine problems

Devise an approach among many alternatives to research a novel problem

Analyze

Identify the kind of information contained in a graphic, table, visual, etc.

Compare literary elements, facts, terms, events

Analyze format, organization, & text structures

Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text

Analyze multiple sources or texts

Analyze complex/ abstract themes

Evaluate

Cite evidence and develop a logical argument for conjectures based on one text or problem

Evaluate relevancy, accuracy, & completeness of information across texts/ sources

Create

Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept

Generate conjectures or hypotheses based on observations or prior knowledge and experience

Develop a complex model for a given situation

Develop an alternative solution

Synthesize information across multiple sources or texts

Articulate a new voice, alternate theme, new knowledge or perspective

 

 

Close, Critical

Close, Critical and

Generative Reading

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