Dr. Elaine Weber is a Language Arts Consultant serving 21 local school districts in Macomb County, Michigan and co-author of Guided Highlighted Reading. Her professional history includes director of reading for Michigan Department of Education and English Language supervisor for the Department of Defense Schools in London, England.
This webinar will introduce you to Guided Highlighted Reading. This strategy, like many you may have developed, was born out of desperation. It developed from a lesson on close and critical reading in which the first task is to read to find out what the text says literally. It includes writing a summary of the text. The students, who were the target of the lesson, struggled to identify the salient points of the selection and thus could not produce a summary. GHR came to their rescue by systematically taking them through the text prompting them to find the important points in the selection and highlight them. It worked. Since that time, GHR has become an integral part of close and critical reading as it has been applied to vocabulary development; used to help students analyze text for craft, structure; and perspective; and has become a successful strategy for finding answers to multiple-choice questions. At the conclusion of this webinar, you will know the origin of GHR, as well as, how it works to clear comprehension-stopping vocabulary, guides students to increase their reading pace; and helps students navigate complex text to write a summary with evidence from the text. All students, whether they are striving to read anything or over-achievers reading complex text, will benefit from this strategy.
Mrs. Masters shares and incredible multi-day activity that she uses to help students develop and improve their ability to write analytically.
Day One: Students analyze different poems in groups using differentiated graphic organizers. The student groups are based on homogeneous skill levels and each group receives a poem and graphic organizer that meets there individual needs. Regardless of the level or ability, students are expected to ultimately produce analytical responses to the content on which they are working.
Day Two: Students receive an exemplar essay that is analyzing the specific poem the read and analyzed during the first day. They complete a Close Reading of the exemplar and answer a variety of targeted Text Dependent Questions (TDQs). Students then compare the exemplar with their own analysis from the previous class and look for ways to strengthen their own work.
Day Three: Students come to class prepared to write an Analytical response to a poem of their choosing. Students are free to reference any of the notes, organizers and documents from the preceding two class periods. All students regardless of their level or ability are expected to write analytically and at a high level as a result of the differentiated scaffolding they received.
Day Four: Students are expected to be able to write an analytical response to a poem that they have not seen a head of time. The skills they developed during the previous periods should be leveraged during this final activity, however, they must complete this essay without reference any documents or other aids.
Note: This activity does not take 4 full class periods. Rather it is an activity that is spread across portions of 4 class periods.
Dr. Cynthia Lynn Schofield is a language arts teacher in Michigan and a co-author of Guided Highlighted Reading. She has experience teaching college, high school, middle school, and elementary students. She taught special education the first ten years of her career and currently co-teaches with a special education teacher.
This webinar will introduce to you to the strategy of Guided Highlighted Reading for craft, text structure, and perspective. The choices the author makes are often invisible to novice readers. Guided Highlighted Reading (GHR) makes visible each author’s craft, text structure, and perspective. GHR encourages close reading, awakens students to the author’s craft, and scaffolds them towards independent recognition of these crucial elements and their relationship to the message of the text. The rereading of text, an embedded component of GHR, and the repeated practice nurtures students’ acquisition of reading comprehension and analysis. Furthermore, research supports the importance of students’ awareness of text structure in reading comprehension. GHR is a strategy for all content-area teachers and a vital strategy to have in a teacher’s toolkit. At the conclusion of this webinar, you will be able to scaffold students to an awareness of author’s craft, text structure, and perspective. In addition, you will learn how to weave this strategy into an instructional class period.
Ms. Kane takes time to continue to develop the concept after a larger group mini lesson. Ms. Kane begins by asking one student to walk her or teacher her how to do the partial sum method. Ms. Kane uses hints and scaffolding to guide students through the lesson. She asks a student to explain their thinking when thinking about the difference between 80 and 8 groups of ten. “What is one way you can check that?”. Gives students time to think through their own process and expands on their strategies to build understanding. As students work Ms. Kane shows continued and persistent involvement as she and the group exchange multiple feedback loops on the topic.