D6 D. Buehl - Wisconsin State Reading Association

1
2
Reading With A
Point of View
WSRA Convention
February 7, 2014
Doug Buehl
Adolescent Literacy Consultant
Madison, Wisconsin
[email protected]
1
Doug Buehl (2014)
Table 2
Reading Comprehension and the Common Core State Standards’ Anchor Standards for Reading
Strand
Reading Standarda
Focus
Comprehension Processes
Key ideas
and details
1. Read closely to determine what the text says
explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to
support conclusions drawn from the text.
Explicit/implicit
meanings
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knowledge
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2. Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting details and ideas.
Main ideas
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3. Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
Text relationships
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knowledge
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4. Interpret words and phrases as they are used in a
text, including determining technical, connotative,
and figurative meanings, and analyze how specific
word choices shape meaning or tone.
Vocabulary
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knowledge
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5. Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the
text (e.g., a section, chapter, scene, or stanza) relate
to each other and the whole.
Text structure
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6. Assess how point of view or purpose shapes the
content and style of a text.
Author purpose/
perspective
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7. Integrate and evaluate content presented in
diverse media and formats, including visually and
quantitatively, as well as in words.
Visual literacy/
technology
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8. Delineate and evaluate the argument and specific
claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency
of the evidence.
Argument and
support
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9. Analyze how two or more texts address similar
themes or topics in order to build knowledge or to
compare the approaches the authors take.
Multiple texts
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knowledge
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10. Read and comprehend complex literary and
informational texts independently and proficiently.
Text complexity
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knowledge
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Craft and
structure
Integration of
knowledge
and ideas
Range of
reading and
level of text
complexity
Note. Adapted from Connections to Common Core State Standards: A PD Guide for Developing Readers in the Academic Disciplines (p. 5), by D. Buehl, 2012, Newark,
DE: International Reading Association. Copyright © 2012 by the International Reading Association.
a
From Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (p. 10), by the National
Governors Association Center for Best Practices and the Council of Chief State School Officers, 2010, Washington, DC: Authors. Copyright © 2010 by the National
Governors Association Center for Best Practices and the Council of Chief State School Officers.
[email protected]
2
Doug Buehl (2014)
9
“Reading With Attitude: Integrating Critical Literacy
Strategies into Disciplinary Literacy”
Critical Literacy
Privileged Viewpoints in Texts
♦ Who decides which viewpoints should be
the ones we read about?
♦ Where can be go to access different viewpoints?
♦ Are some viewpoints more justifiable than
others? How can we tell?
♦ How does looking at a topic from a variety
of viewpoints help us more deeply understand this topic?
♦ How does looking at a topic from a variety
of viewpoints help us clarify our personal
ideas, thoughts, and beliefs?
v Texts are rarely “neutral”—they represent
particular points of view & perspectives
v Texts are intended to influence thinking
v Alternative points of view are “silenced”
v Argumentation if often implicit in texts
Reading From a Critical Stance
Ø Whose viewpoint is being expressed in this
passage? How can you tell? What clues are
provided by the author?
Ø What does the author want readers to
think? How can you tell? What clues in the
text suggest this?
Ø Whose voices are missing? Or silenced? Or
discounted? Who are we not hearing from?
Ø What might these missing voices say?
What are some alternative perspectives
that could be represented? Are other ways
of thinking about this topic discouraged?
Ø How does examining this text from a critical stance contribute to your understanding?
Ø What action might you take based on what
you learned?
Adapted McLaughlin & DeVoogd, (2004).Critical Literacy
As Comprehension: Expanding Reader Response. Journal
of Adolescent and Adult Literacy.Vol. 48, No. 1, pages
52-62.
Reader Bias
§
§
§
Buehl, D. (2014). Classroom Strategies for Interactive
Learning,4th Edition. Newark, DE: International Reading Association.
§
Buehl, D. (2011). Developing Readers in the Academic
Disciplines. Newark, DE: International Reading Association.
§
Irvin, J., Buehl, D., & Klemp, R. (2007) Reading and the
High School Student: Strategies to Enhance Literacy,
2nd Edition. Boston: Allyn & Bacon.
Gilovich, How We Know What Isn’t So: The Fallibility
of Human Reason in Everyday Life
Irvin, J., Buehl, D., & Radcliffe, B. (2007) Strategies to
Enhance Literacy and Learning in Middle School Content Area Classrooms, 3rd Edition. Boston: Allyn & Bacon.
[email protected]
Our personal experiences tend to override
information to the contrary, no matter how
persuasive it may be.
We have a tendency to make up our minds
on insufficient evidence.
We are more likely to seek out, and notice,
information that confirms what we already
believe.
We are also likely to overlook, or downgrade, information that contradicts what
we believe.
We tend to be less critical of information
that supports our preexisting beliefs and
more critical of information that challenges them.
3
Doug Buehl (2014)
Anticipation
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The Call of the Wild
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for reading, which parallels what proficient readers do
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4 6 Note. Developed by Sarah Conroy, 1993, Madison East High School, Madison, WI, and adapted from Classroom Strategies for Interactive Learning (p. 30), by D. Buehl,
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Reading
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the International Reading Association.
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4
Doug Buehl (2014)
DBODSFBUFBO"OUJDJQBUJPO(VJEFUIBUESBXTPVUTUV-
Questioning the Author Queries Bookmark
Ouestioning the
Author Oueries
Bookmark
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Comprehension
Process
Questioning the Author
Ouestioning the
Author Oueries
Bookmark
Make
Connections
What does the author assume you
already know?
How does what the author tells you
connect with your previous
knowledge or experience?
Generate
all
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Questions
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Visualize
&
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Make
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Does the author explain why some-
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you connect with your previous
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Note. Adapted from Questioning the Author: An Approach for
Enhancing Student Engagement With Text, by I.L. Beck, M.G.
McKeown, R.L. Hamilton, and L. Kucan, 1997, Newark, DE:
International Reading Association. Copyright © 1997 by the
International Reading Association.
[email protected]
thing is so?
Importance
understand?
message?
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What does the author apparently
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How does the author signal what is
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What does the author say that you
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Note. Adapted from Questioning the Author: An Approach for
Enhancing Student Engagement With Text, by I.L. Beck, M.G.
McKeown, R.L. Hamilton, and L. Kucan, 1997, Newark, DE:
International Reading Association. Copyright © 1997 by the
Buehl,
D. (2014)
Classroom
International
Reading
Association.Strategies for Interactive Learning, 4th Ed.
Newark: DE: International Reading Association
5
Doug Buehl (2014)
Character Quotes
Personality Profile
Sensitivity to Identity Markers:
Write a three sentence personality profile
of this person, which starts with the
phrase:
Who is talking to you? What can you tell about this
person?
What are some words that might describe this person?
What words or phrases in the quote reveal what kind
of person is speaking?
What clues might hint at this person's identity? (age?
gender? ethnic background? income status? other?)
Is this person showing any emotion in this quote?
Buehl, D. (2014) Classroom Strategies for Interactive Learning, 4th
Ed. Newark: DE: International Reading Association
[email protected]
6
Doug Buehl (2014)
The Author’s Words
First
Then
242
7
Doug Buehl (2014)
My Impressions
First Impressions Chart
Classroom Strategies for Interactive Learning (4th ed.) by Doug Buehl. Copyright © 2014 by the International Reading Association. May be copied for classroom use.
Note. From Classroom Strategies for Interactive Learning (3rd ed., p. 204), by D. Buehl, 2009, Newark, DE: International Reading Association. Copyright © 2009 by the International Reading Association.
Finally
[email protected]
Different Perspectives Graphic Outline
Your Perspective on
Role
Needs
Concerns
Read and React
Text Statements
Your Reactions
Summary Position Statement
Note. From Classroom Strategies for Interactive Learning (3rd ed., p. 200), by D. Buehl, 2009, Newark, DE: International Reading Association. Copyright © 2009 by the
International Reading Association.
Classroom Strategies for Interactive Learning (4th ed.) by Doug Buehl. Copyright © 2014 by the International Reading Association.
May be copied for classroom use.
[email protected]
238
8
Doug Buehl (2014)
[email protected]
9
Doug Buehl (2014)
235
Character’s Emotion
Author’s Emotion
Reader’s Emotion
Classroom Strategies for Interactive Learning (4th ed.) by Doug Buehl. Copyright © 2014 by the International Reading Association. May be copied for classroom use.
Quote
Reading With Attitude Chart