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The Core Six: Reading for Meaning

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by

Toni Hook

on 19 January 2014

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Transcript of The Core Six: Reading for Meaning

Generate a statement or list of statements about the text.
Before Reading
Introduce the topic of the text
Preview statements
Think about what they know about topic and make some
predictions
During and/or
After Reading
3 Phases of critical reading:
Before: Preview and Predict
During: Actively search
After: Reflect
Implementing into your classroom:
Identify a short text that you want students to "read for meaning."

Poem, article, blog, fable, scene, word problem, data charts, paintings, photographs
What is it?
Reading for Meaning is a research-based strategy that helps all readers build the skills to make sense of challenging texts.
The Core Six:
Reading for Meaning

3 Reasons to Use:
Address Common Core
Text Complexity
Evidence
Core Skills of Reading: identify main ideas, make inferences, and support with evidence
Have students record evidence for/against each statement while or after they read.
Objectively true/false
Open to interpretation and designed to provoke discussion/debate
Customized to fit whichever skills, standards, or objectives you're working on
Can be:
Discuss
Have students discuss evidence in pairs or small groups.
Reach concensus.
Supported. Refuted.
Rewrite.
Whole-Class
Discussion
Share.
Justify.
Teacher
clarifies.
Teacher calls attention to missing evidence.

Evaluate
Use students' responses to evaluate their understanding of the reading and their ability to support a position with evidence.
See Figure 1.2
Aligning Reading for Meaning Statements to Anchor Standards
(Page 14)
Writing Extension
Statement should sit at center of content
Tie back to instructional objective
Require students to rely heavily on text to make their case
Adapted from Figure5.1
Full transcript