Answer six of the following questions about the text you brought to class to challenge your teacher. Why did you choose this particular reading to bring to class? What do you like about this text? What do you know about the author? Have you read anything else by this author? What do you think the author’s purpose was for writing this text? (Does the writer aim to persuade, scold, instruct, amuse, explain, describe, or perhaps change readers’ minds about something?) Why did you first read this? When was this text written? What are the main topics or ideas in the text? What else have you read that contributes to your understanding of this text? If your peers enjoy reading this passage, is there another related text you would recommend to them? Will this text ever be considered outdated? Why or why not? Activity #2 – Questions about Your Text
Activity #3 - Choosing the Challenge Text In your table groups, decide who brought the most difficult text class. Be prepared for a spokesperson from your group to share which text you selected as most challenging and your reasoning for selecting this text. Use these four questions to help you decide on the most difficult text 1. Do you think the subject of this reading falls outside your teacher’s experience or knowledge of the world? Who would be unfamiliar with this kind of text? How might unfamiliarity with the topic affect a reader’s ability to comprehend it? 2. Look at the language this writer uses and predict which words or phrases your teacher or classmates might not know. Are there any words or expressions you yourself are unsure of? Make a list of some of the most challenging words or phrases. 3. What background knowledge, information, or life experience do you think readers would need in order to understand this text well? 4. Where did this text appear? What does the publication information suggest to you about the audience the author seems to expect? Do you think your teacher is a member of the intended audience?
Activity #4 - Think Aloud Make sure you are looking at the think aloud strategies hand out. I am going to practice thinking aloud as I read my challenging text out loud. Place a check mark next to each strategy I use as I think aloud. What strategies did I use?
Activity #5 -Think Aloud With a Partner Practice thinking aloud with a partner. Think aloud while you read your challenging text to your partner. Your partner should make a mark next to each strategy you use.
Activity #6 - Analyzing Key Words Choose three to five vocabulary words from your text. These words should be central concepts from the text that you would use to explain the text to someone else. Write these words down on a blank sheet of paper. They should be spread out across the whole paper. Circle each of these words. In your table group, use your group members to help you write words and phrases around these words that are synonyms, connotations (between the lines meanings), and associations (things that come to mind). Repeat for all of your words for every group member. You will all end up with clusters of circled words on a blank sheet of paper. Cross out any words or phrases that your group does not think are related to the author’s meaning of the word. Circle any words or phrases that your group thinks are related to the author’s meaning of the word.
Activity #7 - Writing an Analytical Summary You will now write a 5 sentence analytical summary of the text you brought to class. All identifying information (author, title, type of text) is included. The main idea is stated. Audience of the text is identified. The purpose of the text is identified. Three to five words from the vocabulary activity were used. Spelling, grammar, or punctuation errors do not interfere with understanding.
Due Now: Activity #1 – Reading Habit Survey (handout) Activity #2 – Questions about Your Text (6) Activity #4 - Think Aloud checklist Activity #6 - Analyzing Key Words Activity #7 - Writing an Analytical Summary