gasilgourmet.blogg.se - Close reading signposts

#CLOSE READING SIGNPOSTS CODE#

I provided students sentence starters to help them get at the question of “what is causing the character to act this way?”ģ. Students were to find at least ONE more additional contrast and contradiction moment they were to find more if possible.

#CLOSE READING SIGNPOSTS CODE#

Students were required to highlight and put the shortcut code they had the option of making additional notes.Ģ. Try to find at least one example of each of the literary elements in our list of possible elements we could notice and annotate.

Jones and Roger, and we made sure to include our “what makes you say that” for each question about the moments they picked.īased on the student responses, I felt they were ready to move forward into the story on their own and continue their work of noticing moments of contrast and contradiction as well as purposefully annotate with highlights and shortcut codes. Students identified moments of contrast and contradiction both for Mrs. I gave students about 8-10 minutes to think and write before we gathered to share aloud our noticings. What might have possibly motivated the character to act in this way?.Explain why the moment was surprising or unexpected.They were to identify the surprising moment and include the paragraph numbers. A passage where a character acted in a way that was surprising or unexpected.

I thoroughly enjoyed reading aloud the first chunk of the story and getting into librarian mode as I read with gestures and expression for my kids!Īfter we read the first chunk together (I followed part of the lesson outlined in the Contrasts and Contradictions chapter), I gave students a copy of a page I had copied from the Note and Notice Literature Log, and I asked students to jot down: I told students to think about anything they noticed that was surprising or unexpected as we read the first part of the story together. I did a brief overview of the signposts and their purpose to help us as readers and then a quick introduction to Contrasts and Contradictions (see notes below). I wish now I had incorporated these signposts into instruction from the very beginning of the year, but at the time, I was initially trying to follow the Calkins lessons closely, a mistake since there are virtually no real meaningful annotation strategies in the unit. I was inspired to incorporate the fiction signposts into my work with students this past spring thanks to a blog post from the amazing Julie Swinehart.

To introduce the first Note and Notice signpost of Contrasts and Contradictions for close reading of fiction by doing a read aloud and interactive think aloud with “Thank You Ma’am” using the mini-lesson outlined in Lesson 1 of Note and Notice.

Students copies these shortcut codes and notes into their notes as part of their warm-up.

To show students how we might highlight AND annotate with purpose to better notice the “puzzle pieces” of our text (i.e.

I then gave students a copy of the short story “Thank You Ma’am” by Langston Hughes (I got my version from CommonLit) to mark up as we began our read aloud. On Day 2, we did a quick recap of the previous day’s activities and concepts about theme, thematic concepts, and thematic statements. In my previous post, I outlined how we dipped our toe into deconstructing a piece of literature to take apart the “puzzle pieces” with a short text and then put them back together to see a big picture of theme.