1. Module 2 Text Comprehension
Literacy in Action
Module 2
Text Comprehension

2. Objectives Protocol for reviewing and analyzing Writing Tracker data
Content-Area Text Comprehension Strategies
Close & Critical Reading Question 1
Close & Critical Reading Question 2
Implementation of Content-Area Text Comprehension Strategies

3. Writing Tracker Analysis
How many students met the writing fluency criterion during the writings?
125 wpm for 5 minutes (middle school)
150 wpm for 5 minutes (high school)
How many students did not meet the criterion?
When did they write the most? …the least?
What were the stumbling blocks?
How did you motivate non-writers?

4. Reviewing the Student Writings
During the next ten minutes read some of the writings from each of the folders.
How are the writings from the three folders alike and different? Examples:
Number of words
Legibility
Use of vocabulary (general academic or domain-specific)
Content area knowledge
What will you do to help students move to the next level?
SC Added punctuation 4

5. Goals and Action Teacher Goals for upcoming writes:
What kind of prompts?
What accommodations must be made?
How can I differentiate?
Student Goals for upcoming writes:
Number of words?
Domain-specific vocabulary?
Legibility?
Content-related topics?

6. Text Comprehension
Participants will learn how to use Guided Highlighted Reading for three purposes.
Answer multiple-choice questions
Write summaries with evidence
Analyze the craft of the text

7. Your turn
At your table talk about strategies, activities, and protocols you use to help your students comprehend text.
Share
Removed “do” 7

8. What is Reading Text Comprehension?
Reading is the process of
constructing meaning through the
dynamic interaction among the reader's existing knowledge, the information suggested by the written language, and the context of the reading situation.
SC Arranged text on page
Michigan’s definition of reading, 1984 8

9. Definition Explanation
The reader’s background knowledge
The text and how it is constructed
The purpose for reading

10. Common Core Anchor Standards for Reading
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.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
SC Centered text in open space 10

11. Common Core Anchor Standards for Reading
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.
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.
6. Assess how point of view or purpose shapes the content and style of a text.

12. Common Core Anchor Standards for Reading
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.
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.
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.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Module 4
Close & Critical Reading

13. Four Essential Questions In Close & Critical Reading
What does the text say?
How does the author say it?
What does it mean?
So what? What’s the connection to me?
Added 8 pt space above first question 13 13

14. Sequence for Guided Highlighted Reading
Question 1: What does the text say?

15. Guided Highlighted Reading for Question #1: What does the text say?
Hands-On!
Guided Highlighted Reading
for Question #1: What does the text say?
Words We Live By – Linda Monk

16. Multiple-Choice Test Answer the questions
How did the Guided Highlighted Reading help you answer the questions?
Tally your score

17. Tally your score and record your success
Name
Topic
Multiple-Choice Test
Summary
Craft
Comment
“We the People…”

18. Summary Writing Write a summary of Words We Live By.
How did the Guided Highlighted Reading help you write your summary?

19. Summary Writing Use the scoring rubric to grade your summary.
Tally your score.

20. Tally your score and record your success
Name
Topic
Multiple-Choice Test
Summary
Craft
Comment
“We the People…”

21. Additional Summary Activities
Discuss ways to support students for success in question # 1: What does the text say?

22. Four Essential Questions In Close & Critical Reading
What does the text say?
How does the author say it?
What does it mean?
So what? What’s the connection to me?
Added 8 pt space above first question 22 22

23. Sequence for Guided Highlighted Reading
Question 2: How does the author say it?

24. Guided Highlighted Reading How does the author say it?
Hands-On!
Guided Highlighted Reading
for Question #2:
How does the author say it?
Words We Live By – Linda Monk

25. Mining the Text for Question #2: How does the author say it?
Hands On!
Mining the Text for Question #2:
How does the author say it?
Compare author’s craft elements of Words We Live By to “Drugs + the Brain.”
Discuss structures and informational text features important to “Drugs + the Brain.”

26. Mining the Text for Question #2: How does the author say it?
Hands-On!
Mining the Text for Question #2:
How does the author say it?
Using the information from the guided highlighting and “Mining Informational Text” for Author’s Craft, write a craft analysis for one of these passages.
Score using the rubric.

27. Scoring Rubric for Craft

28. Diminishing the GHR Scaffold
1. Read students the prompts, have them highlight the response, show them the correct
responses on an ELMO or overhead projector, or have them check with peers.
2. Tell the students how many prompted responses there will be in the first paragraph and let them underline what they think will be prompted, and then read the prompts. Go through the passage paragraph by paragraph.
3. Tell the students how many prompted responses in the entire
passage and they determine what would be prompted When they are finished, read the prompts and have
them check their responses. Discuss differences.
4. Have students work in partners to determine what is important to the particular task: vocabulary, multiple choice questions, summary or craft Students work alone to
determine the correct
information. 28

29. Your turn… Preparing Guided Highlighted Prompts for Multiple Choice Questions
With your content-area group:
Choose an article.
Read the passage.
Read and answer the multiple-choice questions.

30. Your turn… Preparing Guided Highlighted Prompts
for Multiple Choice Questions
If you are asking students to read to answer multiple-choice questions, analyze the questions to determine how you can prompt students to find the answers to the questions. Prepare prompts that will scaffold students to be able to identify and analyze the following:
main ideas
supporting details, examples, facts, claims, arguments, evidence
organization and genre
author’s craft
vocabulary important to the understanding of the text
theme/central idea/purpose
From Guided Highlighted Reading: A Close-reading Strategy for Navigating Complex Text.
Weber, Nelson, & Schofield . Maupin House: 2012.

32. Your turn… Preparing for Guided Highlighted Prompts Multiple Choice Questions
In your content area groups
Select two or three questions from your article
Write prompts that will help students select the correct choice (answer) for the question.
Share with your colleagues
In line #_ find
and highlight…

33. Preparing Guided Highlighted Prompts for Summary with Evidence
Your Turn…
Preparing Guided Highlighted Prompts
for Summary with Evidence
If you are reading for summary write a short summary to help you frame the prompts. Prepare prompts that will scaffold students to be able to:
restate in their own words what the text says explicitly.
make logical inferences.
cite specific textual evidence to support conclusions drawn from the text.
determine central ideas.
summarize the key supporting details and ideas.
(Common Core Reading Anchor Standards #1, #2, and #3)
From Guided Highlighted Reading: A Close-reading Strategy for Navigating Complex Text
Weber, Nelson, & Schofield. Maupin House, 2012

34. Your turn… Preparing for Guided Highlighted Prompts for Summary with Evidence
In your content area groups
Review the summary for your content-area text.
Practice writing one or two prompts to alert students to the pertinent information in the text necessary to write a summary.
Share with your colleagues.
In line #_ find
and highlight…

35. Your Turn… Preparing Guided Highlighted Prompts for Author’s Craft
When preparing for author’s craft, first analyze the text for elements of craft including genre, organization, text features, point of view, mood, tone, figures of speech, and writing techniques like word choice. Use the information gained in your analysis to write a paragraph answering the question, “How does the author say it?” to help you frame the craft prompts. Prepare prompts that will scaffold students to be able to:
analyze how and why individuals, events, and ideas develop and interact over the course of a text.
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.
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.
assess how point of view or purpose shapes the content and style of a text.
(Common Core Reading Anchor Standards #3, #4, #5 and #6)
From Guided Highlighted Reading: A Close-reading Strategy for Navigating Complex Text
Weber, Nelson, & Schofield . Maupin House, 2012

37. Your Turn… Preparing Guided Highlighted Prompts for Author’s Craft
In your content area groups
Use the craft and structure charts to review the analysis of your content-area text.
Determine how you can prompt students to identify one or two purpose, craft and/or structure examples.
Practice writing one or two prompts.
Share with your colleagues.
In line #_ find
and highlight…

38. Four Essential Questions In Close & Critical Reading
Module 4
Close & Critical Reading
What does the text say?
How does the author say it?
What does it mean?
So what? What’s the connection to me?
Added 8 pt space above first question 38 38

39. Instruction/Scaffolding for Text Comprehension and Assessment
First
Students respond to the prompts for multiple-choice questions and summary.
Students answer the multiple-choice questions.
Tally the data.
Next
Students write a summary to answer the question, “What does the text say?”
Students assess their summaries with the scoring rubric.
Last
Students respond to the prompts for craft.
Students write a craft analysis of the text answering the question, “How does the author write it?” Students may use the mining chart as well.
Score the analysis with the scoring rubric.

40. Chart of Evidence of Text Comprehension Success
Student Name Topic
Multiple-choice Test
Summary
Craft
Comment

41. Your Evidence for Credit
Bring the following to the next session:
The text you used for instruction and assessment.
The GHR prompts for
multiple-choice (4 prompts)
summary(4 prompts)
craft (4 prompts)
3 Student samples: low, middle, high
Be prepared to share with your colleagues.

42. Thanks for your professionalism.
Good luck with your project!
We will see you at the next session
which is Module 3 – Vocabulary.