Читать книгу Your Literacy Standards Companion, Grades 9-12 - Jim Burke - Страница 59

To have students “determine the central ideas and themes of a text,” do the following:

 Ask students to generate all possible ideas and themes after skimming and scanning the text, then determine which of them the text most fully develops.

 Tell students to figure out which words, phrases, or images recur throughout the text that might signal they are the central idea?

 Have students consider what hints the title, subheadings, bold words, graphics, images, or captions offer as to the central ideas.

 Complete a think-aloud with students when working with new or complex texts to model the questions you ask and mental moves you make as an experienced reader of this type of text to make sense of it.

To have students analyze the development of central ideas or themes, do the following:

 Direct students to underline, label, or somehow code all the words, images, or other details related to the central ideas or themes throughout the text; then examine how their use evolves over the course of the text.

 Provide students with sentence frames (“Early on the author says X about __________, then suggests Y, finally arguing Z about __________ by the end.”) or graphic organizers that help them map an idea from the beginning to the end of the text to better see how it develops (through word choice, imagery, figurative speech).

To have students provide an objective summary of the text, do the following:

 Try having students summarize using different formats and modes: presentation slide, Tweets, lists, index cards, limits of 25 or 50 words, or an outline.

 Develop with students a continuum of importance to help them learn to evaluate which details are most important to include in a summary.

 Clarify the difference between objective and subjective by giving examples of each about a different but similar text before they attempt to write an objective summary of other texts.

 Allow students to study models of effective summaries.

 Provide sentence stems typical of those used to summarize this type of text (In______, Author X argues that _______).

To have students trace the text’s explanation or depiction of a complex process, do the following:

 Request that students use a structured note-taking format—outline, storyboard, or some visual explanation using shapes and arrows—to capture and illustrate whatever complex process they are reading about; to these more visual notes, they should add captions or other written notes to describe what is happening, why, and what it means or how it relates to the larger subject of the text.

 Code the text with colors or labels in the margin as students read to indicate the different stages, making special note of what causes the process to begin or change throughout.

 Demonstrate how you trace such development of ideas over time.

To have students analyze central themes interacting and building on one another, do the following:

 Ask how one set of images, allusions, or ideas builds on or is otherwise related to those that come before it.

 Have students use a graphic organizer (e.g., one with two or more columns) to jot down the details related to each key theme, looking for patterns across the columns as they go.

To have students paraphrase complex information by paraphrasing them, do the following:

 Model and explain for students the difference between a summary, a paraphrase, a abstract, and a précis.

To help your English Language Learners, try this:

 Make a point of checking that they know and can apply the related concepts—themes, analyze, summarize, and supporting details.