reading next reading in the secondary classroom presented by shelly smede
TRANSCRIPT
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Reading NextReading in the Secondary Classroom
Presented by Shelly Smede
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Tips for Teachers Presenting to Other Teachers
1. If you are nervous, add some humor. These jokes will help ease the tension - even if you're the only one who thinks you’re funny.
2. Use the phrase "new paradigm" as often as you can - it will add value to whatever you are presenting.
3. Many teachers will sit in your session just long enough to get the handouts and then they will leave. Don't play into this little game. Always lock the door before you distribute any handouts.
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Tips for Teachers Presenting to Other Teachers
4. Some cynic will always accuse you of being too much of an idealist and not enough of a realist. Tell this person that ideally, no one would say such a thing during someone else's presentation, but that realistically you figured someone would.
5. Your level of expertise is in direct relation to the distance you are from your school. Tell those attending your session that you are from The Mid-Antarctic Consolidated School District.
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Five Fingers: I could teach this.
Four Fingers: I know a lot about this.
Three Fingers: I have heard of this.
Two Fingers: This is new to me.
1. Lexiles2. LiLI3. Reading Next4. Crayola
Curriculum
5. New Idaho State Reading Standards
6. Logographic Cues7. Graphic Organizers
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Findings in Reading
• Teaching of formal reading instruction tends to end after elementary school.
• 80% of elementary text is fiction.
• 80% of secondary text is nonfiction.
• Students must be trained in the literacy of each subject field.
• About 70% of adolescents need some type of remediation.
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Findings in Reading
• 50% of students read fewer than four minutes a day.
• 30% read two minutes or fewer per day.
• 10% do not spend any time reading.
• 83% of faculty say that the lack of analytical reading skills contributes to students’ lack of success in a course.
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Findings in Reading
• The current and future job market requires workers who are highly literate, which means they can read with comprehension, assess and interpret information, and utilize it appropriately.
» The Principal’s Partnership
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Findings in Reading
• “Based on 2005 ACT-tested high school graduates, it appears that only about half of our nation’s ACT-tested high school students are ready for college-level reading.”
» ACT College Readiness Executive Summary
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• In lowest achieving schools, most of the class period was spent on activities such as drawing or coloring or filling in worksheets that had no connection to learning outcomes.
• Student work was handed in, but rarely returned.
• In all schools, poor or affluent, students were rarely, if ever, reading. (86)
Mike Schmoker ResearchResults Now, 2006
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The Crayola Curriculum
• What was the single most predominant activity in the schools observed, right up through middle school?
Coloring, Cutting, and Pasting
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Literature Based Arts & Crafts
• Instead of reading and writing, students were found to spend most of their day making…
• Dioramas• Game boards• Posters• Mobiles• Bookmarks• Book jackets• Coats of Arms…
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Reading Next Recommendations (Carnegie
Foundation, 2004; NCTE, 2006)
1. Direct, explicit comprehension instruction
2. Effective instructional principles embedded in content
3. Motivation and self-directed learning
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Reading Next Recommendations (Carnegie
Foundation, 2004; NCTE, 2006)
4. Text-based collaborative learning
5. Strategic tutoring
6. Diverse texts
7. Intensive writing
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Reading Next Recommendations (Carnegie
Foundation, 2004; NCTE, 2006)
8. A technology component
9. Ongoing formative assessment of students
10.Extended time for literacy
11.Professional development
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Reading Next Recommendations (Carnegie
Foundation, 2004; NCTE, 2006)
12.Ongoing summative assessment of students and programs
13.Teacher teams14.Leadership15.A comprehensive and
coordinated literacy program
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Classes that spend their time (bell to bell) reading, writing,
and talking result in…
A College Prep Curriculum
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Reading LevelsIndependent Level of Reading:
95% word recognition; 90% comprehension without teacher assistance
Instructional Level of Reading:90% word recognition; 75% comprehension
Frustration Level of Reading:Students recognize fewer than 90% of words and comprehend less than 50%
At this level, students are too frustrated by the text to learn from it.
(Beers, 2003, pg. 205)
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How long would you keep reading?
Scientists use models to refer to a d____ or d____ of something, s____ one which can be used to make ____ that can be tested by ____ or ___. A h___ is a c___ that has been neither well supported nor yet ruled out by e___. A theory, in the context of science, is a l___ self-c___ model or f___ for d___ the b___ of certain n___ p___. A theory t___ d___ the b___ of much broader sets of p___ than a h___ — c___, a large number of h___ may be l___bound together by a single theory. A p___ law or law of nature is a s___ g___ based on a s___ large number of e___ o___ that it is taken as fully v___.
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Relationship between Time Spent Reading and Reading
Achievement
Percentile Rank
Minutes of Text Reading
per Day
Estimated Number of Words
Read per Year
989070502010
90.740.421.712.93.11.6
4,733,0002,357,0001,168,000601,000134,00051,000
from Anderson et al., 1988, Table 3, N = 155.
Fifth-Grade Students
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Reading Levels• “When students must read certain texts that
you know will cause word recognition problems (frustration level of reading), then accept that you won’t be improving word recognition with that text.”
» (Beers, 2003, pg. 242)
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State Standards – 10th Grade
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Standard 1: Reading Process
Analyze the structure and format of various informational documents.
Identify the text characteristics of different genres of literature.
Apply knowledge of roots and word parts to draw inferences about new words.
Use context analysis to determine the meanings of unfamiliar words.
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Standard 2: Comprehension/Interpretati
on
Synthesize the content from several sources on a single issue; compare and contrast ideas to demonstrate comprehension.
Apply reading strategies to self monitor for comprehension.
Clarify an understanding of text by creating outlines, notes, annotations, charts, and/or diagrams.
Critique the logic of informational texts by examining the sequence of information and procedures.
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Standard 2: Comprehension/Interpretati
on
Define the purpose and audience of a variety of communication formats (e.g., essays, letters, user manuals, lab reports, websites).
Evaluate the comprehensiveness and validity of evidence in an author’s argument.
Read and respond to literature from a variety of genres.
Analyze characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy.
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Standard 2: Comprehension/Interpretati
onExplain the author’s point of view and
interpret how it influences the text.Compare works that express a universal
theme and provide evidence to support the views expressed in each work.
Analyze ways in which authors use imagery, figures of speech, and the “sound” of language for effect.
Compare and contrast authors’ styles on the basis of such elements as word choice and sentence syntax.
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State Standards – 8th Grade
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Standard 2: Comprehension/Interpretati
on
Determine the relationships among facts, ideas, and events used in various texts to support a central purpose.
Distinguish cause and effect relationships in text to gain meaning.
Make inferences, draw conclusions, and form opinions based on information gathered from text and cite evidence to support.
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Standard 2: Comprehension/Interpretati
on
Evaluate expository text structure to extend comprehension.
Generate how, why, and what-if questions for interpreting expository texts.
Apply central ideas (literal of inferential) and critical details to summarize information from expository text.
Identify the main purpose and anticipate outcomes of procedures specified in informational text.
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US Gov’t Instructional CalendarSkyline
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US Gov’t Instructional CalendarSkyline, cont.
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69% of Idaho state reading objectives for tenth grade are those that should be utilized and learned across the curriculum.
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Inferences
An inference is the ability to connect what is in the text with what is in the mind to make an
educated guess.
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Read the following passage and discuss what you think is
happening.
“He put down $10 at the window. The woman behind the window gave $4.00. The person next to him gave him $3.00, but he gave it back to her. So, when they went inside, she bought him a large bag of popcorn.”
» (Beers, 2003 pp. 62-63)
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Step Inside a Classroom
• Teacher: What can you tell me about this passage?
• S1: This doesn’t make any sense.• S2: It sort of does, down here, with the
popcorn. Maybe it’s about a movie.• S3: It doesn’t say anything about a
movie.• S1: I don’t get it.• S3: This is stupid.
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What’s Happening?
• “These students don’t understand that reading requires action on their part…. They expect the text to provide everything. Their job, they believe, is at most to decode the print. After that, well, if the meaning isn’t immediately apparent, they stop reading or ask us to explain.”
» (Beers, 2003, pg. 69)
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Before Reading
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Does purpose setting matter?
– Pink: Memorize the following words.– Yellow: Count the vowels in the following
words.– Blue: Rate each of the following words on
its level of pleasantness, with 1 being “least pleasant” and 5 being “most pleasant.
– If asked at the end of today’s workshop, only 50% of the memorizers would remember the words
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Activating Prior Knowledge
“Laundry”“The procedure is really quite simple. First you arrange things into different groups depending on their makeup. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step; otherwise you’re pretty well set. It’s important not to overdo any particular endeavor. It is better to do too few things than to do too many….”
» Bransford & Johnson (1972, JVLVB)
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Independent Readers…
• Look at the…– Cover
– Art
– Title
– Genre
– Author
– Headings
– Graphs
– Charts
– Length
– Print size
– Front flaps
– Back cover…
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Dependent Readers…
• …are told to read something…and once the text is in their hands, they just begin.
• They skip titles and background information.
• They rarely look through the text for clues.
• The assignment is to read, so they’ll read—maybe (Beers, 2003, pg. 74).
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Strategies
1. Anticipation Guides• Present students with pertinent issues
that are worth discussing but that don’t have clear-cut answers.
• Anticipation guides first act as a pre-reading strategy and encourage making predictions. They allow students to look for cause/effect relationships. They also allow students to generalize and explore their responses to texts.
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Anticipation Guide
Before Reading After Reading
1. TV viewing is a major cause of health problems.Agree/Disagree?
Agree/Disagree?
2. TV should supply pleasure rather than moralize.Agree/Disagree?
Agree/Disagree?
3. Television is more beneficial than harmful.Agree/Disagree?
Agree/Disagree?
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Probable PassageSee Next Slide for Example
• Brief summary based on key words from the text
• Arrange words in categories
• Write prediction statement that offers a gist of what the selection might be about.
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CollegeHomeworkAnxiety-riddenSardonic
Title: “Barbie to Baby Einstein: Get Over It”
ObsessedYoung LatinosBellwetherWal-Mart
Middle SchoolBarbieMisgivingsteens
NanniesAmerican FamilyPTA MeetingsPrejudice
Characters: Setting: Problem:
Outcomes: Unknown Words: To discover:
Gist Statement:
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Tea Party
• loathsome fire ants• metamorphosis
takes place inside• eradicate• defend their nests• phorid fly implants
one egg
• won’t attack other species
• 80% reduction• flies were released• inside the ant’s
head
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During Reading
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Say Something! (Beers, 2003, pg. 106)
– With a partner, decide who will say something first
– When you say something, do one or more of the following
• Make a prediction• Ask a question• Clarify a misunderstanding• Make a comment• Make a connection
– If you can’t do one of these things, then you need to reread.
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Make a prediction
• I predict that…
• I bet that…
• I think that…
• Since this happened (fill in detail), then I bet the next thing to happen is…
• Reading this part makes me think that this (fill in detail) is about to happen.
• I wonder if…
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Ask a Question
• Why did…• What’s this part about…• How is this (fill in detail) like this (fill in
detail)…• What would happen if…• Why…• Who is…• Do you think that…
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Clarify Something
• Oh, I get it…• Now I understand…• This makes sense now…• No, I think it means…• I agree with you. This means…• At first I thought (fill in detail), but now I
think…• This part is really saying…
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Make a Comment
• This is good because…
• This is hard because…
• This is confusing because…
• I like the part where…
• I don’t like this part because…
• My favorite part so far is…
• I think that…
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Make a Connection
• This reminds me of…
• This part is like…
• This character (fill in name) is like (fill in name) because…
• This is similar to…
• The differences are…
• This setting reminds me of…
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Say Something! (Beers, 2003, pg. 106)
• If you can’t do one of these things, then you need to reread.
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Rereading
• Prove to students that rereading is valuable
• Model your thinking as you reread a text
• Give students specific tasks as they reread
• Review what happened as students reread.
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Logographic Cues
∆ A - Change in Action
∆ T - Change in Time
∆ F - Change in Focus
∆ T/M - Change in Tone or Mood
∆ S - Change in Setting
∆ POV - Change in Point of View
∆ D - Change in Direction
∆ C/S - Change in Condition or Status
Jim Burke, Tools for Thought (6)
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Logographic Cues
Protagonist
Antagonist
Confusing
Setting
Connection
Idea
Description
Conflict
Kylene Beers, (130)
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Two-Column Notes
• Big Topic (Green)• Main Point Examples, Facts, Details
• Main Point Examples, Facts, Details
• Main Point Examples, Facts, Details
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Q Notes• Turn chap. titles & sub-
headings into questions in this column:
• Answer questions here using bullets and dashes to organize ideas:
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Chapter 11: “Focus on Literacy in Every Subject”
Chapter 11 Subheadings
• “Don’t Know Much About Biology”
• “Project Pain”
• “Adding and Subtracting Our Way to Literacy”
• From Reading Doesn’t Matter Anymore by David Booth
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Reporter’s Notes (Burke, 2002)
WHO (is involved or affected) Most important WHO
WHAT (happened) Most important WHAT
WHERE (did it or will it happen) Most important WHERE
WHEN (did it or will it happen) Most important WHEN
HOW (did they do it or did others respond)
Most important HOW
WHY (did they do this, react this way)
Most important WHY
SO WHAT? (why is this event/info/ idea important?)
Most important SO WHAT?
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Spreadsheet Notes (Burke, 2002)
1960’s Civil Rights Movement
Civil Rights Today
;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
Individuals Involved ;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
Tone/Mood ;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
Historic Events ;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
Conflicts ;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
Outcomes ;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
Significance ;djdjfld fdljfd ld dljd dlj dljd fd ldj dlfslj ld fdjfldjfl dsj ljdlfjldjf dllfdl ldsfld l.
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Target Notes
The Pearl
Kino
Jauna
Coyotito
The Doctor
The Pearl Buyer
The Trackers
EVIDENCE
EVIDENCE
EVIDENCE
EVIDENCE
EVIDENCE EVIDENCE
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After Reading
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Somebody Wanted But So (character) (motivation) (conflict) (resolution)
Rachel
Rachel’s Teacher
To feel 11 on her birthday
to return the sweater to its rightful owner
She is humiliated when her teacher forces an old sweater on her.
she doesn’t know who owns it
She feels helpless as she bursts into tears at her desk.
she mistakenly makes Rachel take it and even put it on.
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Question It Says I Say And So
1. Read the Question.
2. Find information from the text that will help you answer the question.
3. Think about what you know about that information.
4. Combine what the text says with what you know to come up with the answer.
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Question It Says I Say And So
1. Why doesn’t Rachel just tell her teacher the sweater isn’t hers?
2. In the story, she says that when she opens her mouth to say the sweater isn’t hers, that nothing comes out.
3. Sometimes when I am really surprised or unhappy, I can’t think of anything to say to help change the situation.
4. I think that Rachel wasn’t prepared to have her teacher treat her like this on her birthday. So when it does, she doesn’t have the words to protest.
This is an easy formula for making inferences!
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Conversational Roundtable (Burke, 2002)
Teenage Girls Teenage Boys
Teachers ParentsCliques
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Think in Threes (Burke, 2002)
Gov’t
Ancient Rome Ancient China
Early America
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Think in Threes (Burke, 2002)
Rebellion &
Conformity
1984 Catcher in the Rye
Kite Runner
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Think in Threes (Burke, 2002)
The Brain
Nervous System
Respiratory System
Circulatory System
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Teaching Vocabulary
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A Six-Step Process for Teaching Vocabulary
• Step 1: Provide a description, explanation, or example of the new term.
• Step 2: Ask students to restate the description, explanation, or example in their own words.
• Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.
• Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.
• Step 5: Periodically ask students to discuss the terms with one another.
• Step 6: Involve students periodically in games that allow them to play with terms.
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Student Vocab Organizer(Marzano, Building Background
Knowledge)
Term: My Understanding 1 2 3 4
Category:___________________________________________Describe:____________________________________________________________________________________________________________________________________________________________________________________________________________
Draw:
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Academic Vocabulary
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Give Students the Smart Words
Words to Describe the Plot
Positive NegativeRealistic unrealistic
Good pacing plodding
Suspenseful Predictable
Satisfying ending Frustrating ending
Subplots connected well Confusing subplots
Well-developed ideas Sketchy ideas
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Give Students the Smart Words
Words to Describe Characters
Positive NegativeOriginal Stereotyped
Believable Unbelievable
Well-rounded Flat
Multi-dimensional Static/stays same
Well-developed Flawed
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Give Students the Smart Words
Words to Describe the Theme
Positive NegativeImportant Message Unimportant message
Subtle Overbearing
Unique Overworked
Powerful Ineffective
Memorable Forgettable
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Give Students the Smart Words
Words to Describe Author’s Style
Positive NegativeDescriptive/use of metaphors Boring, no imagery
Original Filled with clichés
Lively, full of action Slow-moving
Poetic or lyrical Clodding, jumpy
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“Becoming a reader shapes who we are, how we see the world,
and how we see ourselves in the world. Tragically, failure to
become a reader shapes our perceptions as well.”
Kylene Beers, 2003