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Following Characters Into Meaning ~ Synthesize, Infer, and Interpret

Following Characters Into Meaning ~ Synthesize, Infer, and Interpret. Mary Johnson Reader’s Workshop 10/26/11 * Using the resource, “A Curricular Plan for The Reading Workshop, Grade 5, 2011-2012. 1 st Portion of the Unit. Readers will formalize their thinking and

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Following Characters Into Meaning ~ Synthesize, Infer, and Interpret

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  1. Following Characters Into Meaning ~ Synthesize, Infer, and Interpret Mary Johnson Reader’s Workshop 10/26/11 *Using the resource, “A Curricular Plan for The Reading Workshop, Grade 5, 2011-2012

  2. 1st Portion of the Unit Readers will formalize their thinking and Readers will generate theories about the characters they encounter in their story OUTCOME……… Readers will develop their skills of SYNTHESIS and INFERENCE.

  3. 2nd Portion of the Unit Readers will GROW their theories into BIG IDEAS about characters as they develop their thinking to become more MORE PRECISE AND MORE COMPLEX

  4. 3rd Portion of the Unit Readers will think interpretively across texts and consider how two or more authors explore similar themes.

  5. Scaffolding Remember, readers that have already experienced Reader’s Workshop, may benefit when the teacher stands on the shoulders of that work of previous teacher to lift student learning. 

  6. Rally Your Students Around the Unit’s Goal Will you say that last year they studied characters, and this year you hope they study relationships, friendships, struggles, etc? The journeys that characters experience BOTH externally and internally in a book. Friendly reminders: Keep doing your Reading Log! High volume of reading is crucial for growing readers! Eyes on print for forty minutes each day in school and close to same amount at home.

  7. Recommended Books Read By Levels LevelsNumber of Books K *8 to 10 books per week L/M *6 books per week N/O/P/Q *2 to 4 books per week R/S/T *1 to 2 books per week U/V *1 book a week

  8. Partner Share Goal is to allow for 5 minutes for partners to share at the end of every day’s Reading Workshop.

  9. Part One: Building Theories about Characters

  10. Partners Share By Asking Each Other Questions to Grow Thinking/Theories What kind of person is the character? In what ways is he/she the same or different from other characters? Do you like or relate to one character more than you do to another? In what ways? Why did the character do that? Why did other characters react in different ways? How come the character is feeling that way? Do other characters feel differently? Why? Do you think he/she did the right thing? What do the interactions between two characters tell you about each? What do you think will happen next? *Possible Anchor Chart for Unit

  11. Pushing Reading Partner Talk to a Deeper Thinking What in the text makes you say that? I thought that too because… Another example of that is… I thought something different because… Wait. I’m confused. Are you saying…? Have you found the same thing with the character in your story? Can you say more about that? Can you show me the part in the story where you got that idea?

  12. POWER of Talk Readers that have GRAND CONVERSATIONS their thinking grows and changes.

  13. Paying Attention to Characters’ Actions Readers pay attention NOT ONLY to whata character does but also to how the character does these things. (Example: If the text says that a character slumps in the chair, then the reader needs to not just see that in his/her mind but ask, “Why does he/she sit like that? Is he/she tired? Bored? What’s going on?)

  14. Readers Pay Attention To… Readers use their knowledge of how stories tend to go. Readers watch for where the story will tellspecific actions, and that from those, readers can infer specific meaning.

  15. Part Two: Theme(from Inference toward Interpretation)

  16. Growing Bigger IDEAS Readers learn to view their own Post-its and gather them into common groups to develop a theory about their character(s).

  17. Questions that can be applied to ALL LEVELS of reading… What does this character want? What are some of the obstacles that have been getting in the way? How does this character respond to those obstacles? What resources does the character draw upon, from deep inside, to meet the challenges and teach the goals?

  18. Beauty of the Questions All stories are built on a problem/resolution Allcharacters long for something. All characters face obstacles. All characters respond in some way. All characters rely on something in themselves when face their challenges.

  19. Readers ELABORATE with Conversational Prompts… Perhaps it’s because… Or maybe it’s… Another thing it could be… This connects to earlier when… That reminds me of… A stronger word to describe that is… This seems significant because…

  20. Part Three: Reading across Books and Characters: Seeing Similarities and Differences and Growing Bigger Theories

  21. Common Core State Standards By this part of the unit, the CCSS emphasize the need for 4th and 5th graders to compare and contrast characters, settings, events, or themes across several stories, so this addition to the character unit of study is an important one. Note of caution: Readers might need direction at first how to thoughtfully pick their books (i.e. themes)

  22. Readers push each other beyond the Surface Level thinking What does your character really want? What is your character’s biggest struggle? Why do you think that? Can you say more? Is there something in the text that makes you think that? I think our/these two characters might be similar because… I think our/these two characters might be different because… Have you found the same thing with the character in your story?

  23. Reader’s Celebrate Through Personal Reflection Who am I as a reader? What kind of thinking work do I tend to do? What can I learn about myself by comparing and contrasting my thinking to that of my partner?

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