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Read Out Loud
Transcript of Read Out Loud
Strategies for Teaching Literature | Spring 2016
In what ways can we read "out loud"?
How can we make invisible reading processes visible?
before - during - after
generate interest, curiosity
revisit after the book is finished
BEFORE: To what extent do you agree or disagree....
Sometimes a good person can do terrible, unforgivable things.
AFTER: To what extent do you agree or disagree....
T: Read aloud, stop every few lines to share...
words, phrases, associations, setting, characters, questions, predictions
Ss: Read-around, stopping when there's a
moment "worth talking about."
Students silently annotate the page with questions suggested by the text
Individually, then compare
Groups of 4, "write around" in silent conversation
Socratic Circles w/backchannel
How to Read Novels Like a Professor
Review the list of 18 things opening pages can do
T model, then Ss work alone, then together to see which apply.
Post-its: Reader Response
an important fact or piece of information in the text
* mini-lesson activity
what I can conclude or guess based on the text
what I think about what's happening or a connection I can make
1. Read to the top of pg. 7. Write down three things you notice that
seem significant or "worth talking about."
2. Label each post-it according to the type of thinking you were doing.
Less important is number of each post-its
More important is student understanding of types of thinking
We need all types of thinking as we read.
(section, chapter, book)
After reading the text, give Ss three post-its.
Finish reading the rest of the chapter.
Before we continue...
On each post-it, Ss write down a word or phrase that they think this text is about.
Post the post-its on the board; then ask Ss to arrange.
captures the "big ideas," themes, and conflicts
works well for complex texts
Somebody wanted... but... so
check for comprehension
discuss character motive
identify conflicts (internal, external)
can do several, determine most imp.
Storyboard the Action
Works best with a dense, descriptive, complex, and/or small piece of text.
Ask Ss to think of each sentence as a single frame in a comic strip.
Focus on one sentence at a time and draw what is happening in the sentence (identify subject, action, objects, setting, etc).
Students evaluate what's important to a character at different points in the story.
Focuses on character development, looking for evidence to support character change.
Students write three questions (literal, inferential, critical)
Student-driven response and discussion
Submit at least one question online via Google Form.
Project on board (or pass out)
Ask: what ?s can be answered immediately, what ?s can be grouped together, what do we notice about our ?s
Choose four dense questions.
Place each question at the top of a different sheet of paper.
Ask Ss to name chapters as they read or
at the end as a review activity.
Ss work in groups to create a "best of" list.
Gallery walk, class votes on best overall list of chapter titles (stickers: red for best list, blue for best chapter title).
Gets Ss to think visually, slow down.
Can be used for student writing as well.
In some cases, students may need two frames for a single sentence (or ask students to break down a single sentence).
Notice & Note Post-its
After modeling signposts with a shared text, Ss look for signposts as they read.
Ss add their stickies to a signpost chart; review daily:
why was this moment worth noticing?
Create a timeline of "moments worth noticing."
Quotes worth noticing
Ask Ss to highlight / collect significant passages from the text.
Can be open-ended: any quotation that seems important.
Can be more directed: find quotes related to specific themes, essay questions, characters, etc.
Significant Quotes Activity
Give students selected passages from the text.
Discuss: what makes a passage more significant than another?
Ss work in groups to develop criteria and then RANK passages based on significance.
Groups share final rankings on board.
What common ground do we see? Why were certain passages included or not included? What's missing?
Metaphors require students to think more deeply about a text, the characters, and their relationships.
Fill-in-the-blank: "Pip is like.... because..."
Define concrete v. abstract nouns
Alternatively: Give students objects and ask them to think about how the object is similar/different to character, conflict, etc.
Before & After
Socratic Circles 2.0
Can be done during or after reading.
Assign Ss to groups; each group responsible for a section of text OR for a major theme.
Ss individually take notes (post-its!) and bring to class on designated discussion day.
Discussion goes "live" in front of the class.
Add backchannel to get other Ss involved and to support the group.
Ss generate questions to get to the "big idea" of a complex text.
Ss read during class; T-S confer about reading
Ss respond to reading in online discussion board.