92 le) Say/Mean Chart fective tool to prompt students to higher-level pena oe the sd ofthe chart, suena asa tori ae son nine littl comprehension) onthe righ side they nent ‘hey think the pasage means (inferential comprohensey reduce hischar iby sharing some of the quiky {sts found in “Harper's Index" a monthly conplnicg Interesting statements found inf forexample are some ofthe statements fom the May ton a Year in which the Dow Jones Industrial Average gained in Farcenage change sine 1968 in theres value ofthe US, eda Number of words the New York Times has dew eer resulting death: 28,500 Number of words the 4 tothe shot disaster devoted t th: 163 ed US. mothers who think ul tm mother look 998' US. Embassy bombings Iaata8 of alltime mothers who think employed mother lok nme of US. doctors per pharmaceutical sales representative in 195 Students ur chr Flee 5.3 pests the eto a rece cles fe Ft activity can be used with any type of dng magazine articles, poems, shor stories voy re er iden despen thir comprehension of pute eee Caron Sack wih which they on struggle When reading rac Ten den tt does it say?” aks on a ne light because win sen ene ne 2 Poi ak aden oli every nage aad ny words they seein the cartoon, Pace Rens| Multi-Layered Time Lines When students are reading a difficult work forthe fist time, it ean be help to have them develop atime line of events, This activity s espe ters to keep track of For example, Figure 54 shows time line for Act ilayerstothe timeline For example in he next Tine Une for Homlet Act 1, Scene 1 pening Comprehension Trough Scond-Drafi Reading 994 Tie Line with Questions ayer they might note the questions that heve atsen from ther inital reading [see Figure 53). A third layer could have them mule pedi ith these predictions supported by passages om the wre tmanber of other tyered timelines can be devise move beyond the liter happened the second layer explains why it happened 188 specific characte, students chat a triple ayer tmelie (1) what the character does (2) why thehara behaved that way (3) what the character feels about the chain of ec Literary Dominoes Have you ever lined up dominoes in elaborate formations and then knocked them al own by pushing the first domino? The frst one le the dominoes until none is lef standing. Asa child would belt ca ‘ae formations tat would fork into diferent dvectons climb up ne Drapes RankingTime Une with Questions nd Preis 1 | oi town stairs (made fom other dominoes), and bend around corners gin by reading Dr, Seuss Catin the Hat elassc ease a Bug Went Kor Ch a incredible chain In thisstory, ‘events begins when a hug sneezes, causing a seed fall out ofa tee. The seed hits a licksa tree, The tree drops a coconut and bops turtle inthe heed The tur fallin the lake and splashes a hen, and before you know i ing ‘wiekly spin out of conti. The chain ofevents culminates wth ap ‘ty in an uproar, And all because a bug, the First domino in the ann ‘pt: Decpening Comprehension Trough Second-Draf Reading 95fn Romeo ond uit 1 interesting to have students consider challenging literature fom a {domino point of view. Wher I introduce this concept, |ofen start roe the last domino and begin working backwaed rs vent that led to that resolution. For an example, se Figure 37 for whe dL At the end ofthe novel or a resolution hasbeen reached, and I want my students to consider the i Juliet might look lik. Instead o suppring students with dominoes A,B, and C, this example boins wi dominoes X,Yand Z. The las domino indicates that the long-lasting fead between the rival Montagues and Capules has finally ended. Wy? Because the death oftheir beloved children has jolted the families to hele senses. And why did their children die? lit commited suicide aera ingto find he lover, Romeo, dead. Why did Romeo die? Because drank poison after erzoncously thinking Julit was dead. Much like dorsnoce knocking one another over, Remeos death led to Julie's death, and Juliet ‘death led toa truce between the families, On event led to the other ‘After providing students with the lst three dominoes in th ask them to back up hain, | and corsder what the dominoes might look like hroughout that led to the ending ofthe play. We know it en raged bbut what specifi ctons lsd this conclusion? asked to identify all the key inthe chain that led to the deaths of Romeo and ili Prete Beingyou were to line up your dominoes of plot events, would they bein right line, or would there be curves domino trail ook like? He Fall ang tothe tragedy, which singe domine do you think was the key? Which domino the tragedy? Explain y spport you Flip to domino number seven (arch You were to remove this domino from the chain thi speine vended "ppen—how would the outcome ofthe play have been diese Explain your answer and cite text references to suppor your response Flip Side Chart Someone once std that eve 8 problem. If yu win the lster st eaves looking higher insurance. Every postive has negative Everything hava dips Though this may bea eather pessimistic way of lokingat the sel it can help students become critical readers partially when they a paper, fr example, th The ip Side Unfortunately, many of my students eead at fs hatpen their ability to dig under the surface of tet Positive-Negative Chart A positive-negative chart isan exelent way to have students track 8 Paste, Raden,Toyar Greer “ ee ime S by Barbara Kingsover. There sree numb ‘character's behavior both postive and negative. For exam steals food for the sonvic in Grent Expectations, is that postive o negative behavior? How positive or how behavioes? postive influence! Who has the mot negative influence? Rank the ‘degree of positive end negative influence the followin ees ‘om Antonio Ula, his father, his mother, Tex Chapter 5 Deepening Compzehension Though Seconda R 9100 Highest or lowest pont in the story Using this strategy, students matk the high and lw points ofthe story for Barbara Kingsolver: The ater as she makes her e given characte, Example: In ree, stents chart he travail of Tylor untry journey. As the red, students ‘mark Taylor bigh an low points This is no always seas asi seems. Fr example iit a high point o low point in Taylor’ life when Tut, three-year Native American Postve-negative charting activities work best when students are able Paragraph Plug-Ins Robin Turner, a colleague of mine, develop cult reading. After an initial reading, students asked to complete a “paragraph plug-in” Here ian example ofa plug-in that students are given a ading Chapter | of The Grapes of Steinbeck we of icon fe this, Notice that some ofthe plug-ins require students to consider surface level, “What does it say?" questions (*We find out that he wasin prison for cate"), whl other plug-ins require deeper reading ("The novel begins with an atmos ‘This activity, which canbe done individually o¢ in smal groups, helps students by providing ap ata outline ro direct themthrough challenging text, Though it has a filln-theblank feel toi, Paragraph Pls prompt students to reread and, in doing so, enables them o begin think ing at der level. Giving stents this activity has resulted in high level discussion in my classroom my students have been able tocleat up As students proceed in the txt, the paragraphs canbe gradually with drawn then eventually eliminated, a¢ students become able to ach deeper reading. Dares ReadingReading Symbols also write their selection in logs a they work their way through a book. To encourage students to move beyond simply sumtin riting, Robin Turner sks hi student to do the following a they rea Make predictions Students predict whet will happev new supporting hor predictions with specific references to the ten techniques used by the author Make connections Stodents make connections fron either wa if from other books, films, poems, and stores, Make judges Student judge the characteris haracter Challenge the text, As they Fea, students challenge the author or any of writing their reflections, students trade gs and look for evi dence of the elements. Toasist therm, Turner has developed a symbol o bol in the margin whenever ane of these elements is encountered. For example, Maria is reading Eric's refetion and she notices that he has mmadea connection to another literary work, She wites"C* inthe margin to let Bri know that she has recognized his deeper reading. The goal of each student isto receive his oF her relstion log ack many such e that their reflections 5 writen in the margins—evide houghtfil, (Turner also encourages his students te uke an" when the his strategy works on two levels: (1) it motvais the reader to move ading when waiting a reflection, and (2) t aches the pee-responder to activ the reflection, When students trade logs, th pet reading reinforcement Captor 5 Derpening Cmmpretmnson Through Second raf Reading 101102 tats He chart on Holocaust Culpabity varenaris | "LE a eal al Responsibility Pie Charts Another way to help prompt deeper thinking to ask students to consider which characters oF people are most responsible forthe book's outcome. My freshmen jus completed Ele Wiese’ ight, a nonfictional account of the Holoceut, At the end ofthe uni they were asked to brainstorm the various people and groupe who played roe inthe genocide of World ‘War IIs easy for students ta simply blame Hitler, but | want them to rates Rngof help to murder millions ofp brainstormed all the people and gr ups who played a roe in th Holocaust; students then created pe chars to vsull ity. In Figure 5.10, gned ious individuals and groups. The eel value i represent culpabi of responsibility t var his assignment comes hen students ae asked to defend theie chats. ponsiblity pe charts can w with any book that carries a trong, ending: Who ehared responsibil the fall of Hamlet? For the te was most to blame? Who was indiecly responsible? Having student consider these tions prompts them to revisit the txt and to consider the consequences ofthe ations (or inaction) of others, ‘The eight activites described inthis chapter alue of revising text. De d,and these tat through repeated modeling, help to break st dents fom their“I read it onetime and I dont gett” mentality. ying Comprehension Though Seond- brat Reading 108