Narrative of the Life of a Slave Chapter VII A SEMINAR IN CLOSE READING.

Slides:

Advertisements

Similar presentations

Close Reading and Annotation

Advertisements

Becoming an Active Reader The Genres and Reading Strategies.

Reading Strategies Specific Objectives: Upon completion of these lessons the students will be able to: Identify the specific reading strategies that they.

Using Picture Books to Teach Adolescents Reading Strategies

Strategies for Improving Reading Comprehension

Subject: English Language

Comparing and Contrasting Story Elements. Released 2010 Read the following sentences from the passage. Based upon the context clues in these sentences,

Debbie Miller Chapter Nine Asking Questions

Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself (1845) Unit One, lesson Two: ever-changing identities in adolescent.

Question Answer Relationships

Unit 3, Lesson 3 Government.

What Is Close Reading? “A close reading is a careful and purposeful reading. Well, actually, it’s rereading. It’s a careful and purposeful rereading of.

Thinking About How You Read

Reading Comprehension

Thinking About How You Read

Comprehension Strategy Routine Cards

Reciprocal Teaching: A Reading Comprehension Strategy from my ASE Classroom By Anita L. Green Central Carolina Community College Institute 2015.

Inquiry Inservice Day 4.  Reciprocal Teaching is a guided reading comprehension strategy used in student directed groups of four.  The strategy fosters.

By Anita L. Green Central Carolina Community College Institute 2015

Reading Comprehension Frederick Douglass I can support my claims with evidence.

Reading Strategies.

Learning Target I can identify and write Level 1, 2, & 3 questions about what I read.

Welcome back! Please sign in. If you have something from your school that I need to sign, please come see me.

LITERACY SUCCESS 11 Part B A PROVINCIAL DEPARTMENT OF EDUCATION INNITIATIVE It is recommended that you view the Literacy Success 10 PowerPoint before viewing.

Reader’s Notebook Goal: I will use my Reader’s Notebook to help facilitate my comprehension of my novel by completing activities using reading skills and.

Learning to Make an Inference Thinking between the lines.

Module 2A: Unit 1: Lesson 15 Comparing Text Structures: To Kill a Mockingbird and “Those Winter Sundays” (Chapter 6 & 7)

Maniac Magee Literary Elements.

“Seventh Grade” By Gary Soto.

Reader’s Notebook Goal: I will use my Reader’s Notebook to help facilitate my comprehension of my novel by completing activities using reading skills and.

Teaching our students to ask questions before, during and after they read.

Day Ms. Burns.  KBAD understand why we predict.

What good readers do….

READING STRATEGIES Thinking About How You Read Metacognition: Thinking About How You Think Before you can truly improve your reading skills, you need.

Make Connections! Connect to what you already know -text to self -text to text -text to world Activate your background knowledge.

Intepreting What You Read

Review of Reading Strategies. What you already came up with… ConnectionsPredicting/InferenceQuestioningVisualizing.

Question Start question with how or why. End with a question mark.

Reflecting on Reading A Reading Strategy. Reflecting on Reading Provides an opportunity for the reader to share their thoughts about a book, play, short.

Reflecting on Douglass’s Narrative.  Opening  Entry Task: Predicting the Conclusion (5 minutes)  Work Time  Readers Theater: Narrative of the Life.

Do Now: On your Do Now paper make a list of the three levels of questioning that we discussed in class yesterday. Which level of question is each of the.

Guided Reading How can we make this really effective for our students?

Overview What is it?  It is a reading comprehension strategy involving four steps.  The four steps are summarize, question, clarify, and predict.

Thesis Statements I can write a strong well focused thesis statement.

THE READING PROCESS The vital steps to really understanding what you read GERALDINE NORRIS:

Characterization & Inference. Characterization How the author creates characters through actions, dialogue, and movement.

Unit 2: Reading Strategically Session 1 Everything in RED font needs to be copied into your Reader’s Notebook!! Put the date at the top of a new sheet!

Guided Close Read Workshop: How to Annotate and Think Aloud.

  Bell Ringer  Historical Context: Forced Immigration  Tone in Slave Narratives Activity  Exit Slip: Reflection Questions By the end of class, you.

Early Readers 1 Targets: Listen to and join in with stories, rhymes and poems Suggest how a story might end Show an interest in the pictures in books Early.

Building Context for the Narrative: The Abolition Movement.

UNDERSTANDING THE NITTY-GRITTY DETAILS: RULES FOR INTERPRETING A TEXT STUDENT LEARNING WORKSHOP #3.

Do you know the difference between the four types of questions?

Danger Signs of Reading From pages LEARNING TARGET I can identify the danger signs of reading. I can practice ways to improve reading comprehension.

Verbs to Use When Writing Book to Brain Questions

Thinking About How You Read

BECOMING AN ACTIVE READER

Becoming A Reader compiled by Anne Snyder, Walter White

Test-Taking Strategies

Know Your Reading Strategies

LESLIE A. BIRDON OCTOBER 25, :20-11:20 AM THINKING OUTSIDE THE BOX: EFFECTIVE SCAFFOLDING OF READING AND WRITING STRATEGIES USING RECIPROCAL TEACHING.

Reciprocal Teaching: Strategies for Improving Reading Comprehension

CONVERSATION VOICE (Useful Voice)

Answer this question on your handout!

Reading & Writing Strategies

Thinking About How You Read

Becoming an Active Reader

Answer this question on your handout!

Answer this question on your handout!

Getting Reading for Seminar!

Presentation transcript:

Narrative of the Life of a Slave Chapter VII A SEMINAR IN CLOSE READING

Reading Strategies List Annotate the Text Make Connections Ask Questions Identify Main Ideas Clarify what is unclear Use the Glossary Use Context Clues Stop and Check for Understanding Chunk Meaning Make Inferences by Using Evidence Access Prior Knowledge

Yesterday you learned how to annotate text while doing a think aloud and using the reading strategies good readers use. Today you will independently annotate the text and then answer questions that reflect test questions you might find for a similar passage.

(Q1) Why is Douglass specific about making friends with “little white boys”? (Q2) How did Douglass learn how to read when running errands? (Q3) In what ways does Douglass’ life differ from the white boys’ lives? (Q4) Douglass is describing events from the past. These “boys” are now adult men, so why would he avoid giving their names? (Q5) Explain the irony implicit in Douglass’ observation that “it is almost an unpardonable offence to teach slaves to read in this Christian country.”

(Q6) Which of these meanings of “trouble” is Douglass using? Why did he choose this word? How would the meaning have changed if he had chosen the word “anger”?

(Q6) Which of these meanings of “trouble” is Douglass using? Why did he choose this word? How would the meaning have changed if he had chosen the word “anger”? (Q7) Why does Douglass describe the master’s response as both “desired” and “unexpected”? Why the contrast between these two words?

(Q7) When Douglass says, “They gave tongue to interesting thoughts”, how is he using the word “tongue”?

(Q7) When Douglass says, “They gave tongue to interesting thoughts”, how is he using the word “tongue”? (Q8) What moral did Douglass learn from these books?

(Q7) When Douglass says, “They gave tongue to interesting thoughts”, how is he using the word “tongue”? (Q8) What moral did Douglass learn from these books? (Q9) How does the word “enable” change the meaning of the line it appears in? How can documents “enable” him to “utter [his] thoughts” or write?

(Q7) When Douglass says, “They gave tongue to interesting thoughts”, how is he using the word “tongue”? (Q8) What moral did Douglass learn from these books? (Q9) How does the word “enable” change the meaning of the line it appears in? How can documents “enable” him to “utter [his] thoughts” or write? (Q10) In what ways is Douglas saying slaveholders are like robbers? Find and explore the structure of the sentence that gives voice to this idea most clearly.

(Q11) What prediction did Douglass’ owner make about what would happen if he learned to read? Did it come true? Why or why not?

(Q11) What prediction did Douglass’ owner make about what would happen if he learned to read? Did it come true? Why or why not? (Q12) What is the horrible pit? Why does Douglass envy someone’s stupidity?

(Q11) What prediction did Douglass’ owner make about what would happen if he learned to read? Did it come true? Why or why not? (Q12) What is the horrible pit? Why does Douglass envy someone’s stupidity? (Q13) Why is freedom tormenting Douglass?