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CATCH Me If You Can: Effective Tools for Engaging with and Responding to Texts

Cal State Northridge Writing Project Demonstration Lesson
by

Erin Bach

on 5 November 2011

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Transcript of CATCH Me If You Can: Effective Tools for Engaging with and Responding to Texts

CATCH Me If You Can:
Effective Tools for Engaging with
and Responding to Texts "The student who is confused is frequently the one who understands enough to see a problem, a problem that less perceptive students have not yet noticed or arrived at."
-Sheridan Blau, The Literature Workshop Dirty, Rotten Thief "Without allowing students to interact with text in a meaningful way, we miss the chance of allowing them to see the value of what they are reading and to form new ideas about who they are and how they fit into the world in which they live." -Matt Brown, "I'll Have Mine Annotated, Please" Two Minutes: When you think of the word ANNOTATE, what comes to mind? What are different ways students can annotate? Circle unfamiliar words (then define them)
Acknowledge confusion (and wrestle with it)
Talk with text
-comments
-predictions
-observations
-connections
-reactions
Capture the main idea (main assertion)
Highlight important details "They will see [through student samples] that specific marginal comments recorded in these texts may vary from one reader to another and comments can change with the demands of the text, the purpose for the reading, and the background experiences of the reader. They can also see that there is no one right way to annotate but that there are patterns and categories that seem to be used by readers as they work to make sense of their reading."
-Carol Porter-O’Donnell, "Beyond the Yellow Highlighter" Precis = precise
You must choose your words carefully and arrange them skillfully to get the maximum about of meaning into minimum space. The Precis
4 sentences. No more. No less.
No quotes. Sentence 1. Author, genre, title, (date and source of publication for articles), active verb*, and a THAT clause containing the main assertion Sentence 2. Explanation of how the author develops this assertion and what he or she uses as evidence to support the assertion Sentence 3. Statement of the author’s apparent purpose, followed by an IN ORDER TO phrase Sentence 4: Description of the intended audience and the relationship the author establishes with the audience via tone Time to Practice!!
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