C. “Reading Lenses--Deep Analysis,” with Jenny Martin (3-12) Is authentic reading engagement truly possible? Absolutely! Using the “Reading Lenses” strategy with rich texts, teachers will learn how to boost their students’ reading interactions, and immediately facilitate rigorous analysis. Students are empowered with confidence and skills that support STAAR reading and constructed responses. This session also helps teachers better understand the “thinking” within their TEKS. (3-12)
Vocabulary: Listened to Speech on the Death of Dr. Martin Luther King Jr. by Robert F. Kennedy. As we listened, we coded the text for vocabulary: context clues (CC), Greek and Latin/Foreign (GL), and multiple meaning words (MM). Then we met in small groups to discuss and share ideas about how these words added to the message by discussing meaning.
Author's Purpose and Craft: APC elements + Why are these choices made by the author? What's in the text that makes you believe and understand the purpose? We spent some time thinking about R. Kennedy's purpose. Discussed in table to find a common purpose. "Unification is needed." "Martin Luther is a legacy that tells us what we should focus on for unification. Honor MLK." "To inform about passing and to persuade the audience to act in a way to honor MLK's life purpose." Add what you liked to what you have already written. Then we highlighted things in the speech that supported that idea.
Next: Explain or analyze how the use of text structure contributes to the author's purpose. We are working up to these kinds of questions. Use Gretchen Bernabei's rope and brand/kernelizing process to determine the structure. Use the text structure to explain how it's put together to deliver the message/purpose. Example Kernel: Big announcement: big loss; Who was this man? Where do we go from here? Here are our choices. Here's a poem that is a beautiful expression of the moment. Here's the plan. Nails the landing with: so we dedicate ourselves to... Name the speech structure: Honoring a Great Person. (Kids can write from this structure as well.)
Next: How does the photograph, caption, and poem contribute to the author's purpose? Why are they there? What is the effect? How does it help you as a reader to connect to and understand the message.
Next: Metaphor/personification: Highlight with a different color. Discuss impact and use.
Next: Point of view - best example comes from him having a member of his family being assassinated
Next: Mood and voice: word choice in opposition; repetition: difficult; How does this impact mood and voice. Discuss. Share out.
Next: What makes it argumentative? Rhetorical devices/appeals and logical fallacies. Discussed logos, pathos, ethos. Exaggerations. ID those. (Note, there are additional features including argumentative structures.)
Next: Use the lens of text structure to reread - look for pitchforking. Highlight three examples of pitchforking. Discuss what they are doing rhetorically. Enter our writing and use them. (Note: wouldn't it be a good idea to use these for pieces of text evidence that supports ideas? Then we could explain each? Hmmm.) Shared out end of 9 and all of paragraphs 7 and 10. 9 uses parallelism and anaphora.
The point is to re-enter the work repeatedly to deeply analyze. We can make sentence frames and have the kids imitate. These are all highly tested. We can also use this as a mentor text to model explicitly about the skills we are teaching. Kids are familiar with the text and we can focus on the skill over time.
Next: Use question stems handout and respond in writing. Try two vocab stems. Try two or three author's purpose stems.
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