Author’s
Purpose
|
Benchmark |
LA.2.4.2 |
The student identifies or explains in writing the authors point of
view. The student also analyzes the impact of the author’s purpose, point of view,
methods of appeal, and/or persuasive devices within or across texts.
(Includes LAA.2.4.5 – Identifies devices of persuasion and methods of appeal
and their effectiveness.) |
|
Benchmark Focus |
|
|
|
Benchmark
Clarification |
1. First person: uses the “I” pronoun and knows only that one point of view-least reliable. 2.Third person omniscient-all knowing, someone outside the story (audience) who knows what everyone is thinking and feeling- most reliable 3. Third person limited- uses the “you” pronoun, a person in the story who is telling the story from their particular point of view. Limited because he only knows his own point of view and perhaps one other character in the story-can/cannot be reliable Persuasion/Method of Appeal: Devices used by advertisements Plain Folk-(We’re just like you) 2. Band Wagon (everyone’s doing it) 3. Testimonial (I tried it and it’s wonderful) 4. Symbolism (stands for something else) 5. Sympathy (If you don’t they will suffer) 6 Patriotism (Do it for your country) 7. Facts (verifiable data) 8. Details (support facts) 9. Examples 10. Statistics 11. Name Calling (You would be a fool not to) 12. Hasty Generalizations ( If you wear this you will attract 100 women) Glittering Generalities (flashy and exaggerated) |
|
|
Item Types |
Multiple Choice (MC); Short Response (SR); Extended Response (ER) |
|
|
Question Stems |
Questions for this
benchmark would look like: ·
What is
the author’s opinion about…? ·
What does
the author think of…? ·
What
were the main reasons the author wrote the article…? ·
Why
does the author end /begin the article with…? ·
What
point does the author make in …? ·
What
does the author mean when he or she writes…? ·
What is
the author’s position and how does he /she address opposing points of view…? ·
Why
does the author use the images, word choice, etc…to describe the subject? ·
How
does the author use the word choice or point of view …to achieve his/her
purpose? |
|
|
Distracters |
Incorrect answers
that would "distract" students from identifying the correct answer
would include, but would not be limited to, the following: · Facts and details that do not support or represent the author’s point of view · Incorrect interpretations of the author’s purpose, point of view or methods of appeal · Incorrect analysis or evaluation of the impact of the authors point of view or purpose · Incorrect analysis of persuasive devices or propaganda techniques · Plausible but incorrect responses based on the text |
|
|
SOURCES: 1.
FCAT Reading Test Item and
Performance Task Specifications, 2.
FCAT |
||
|
Definition |
The author’s purpose may be to persuade, entertain, convey mood, achieve an aesthetic or artistic result, inform, express an opinion, or any other clear purpose for writing. The author can use different approaches, organization and language to achieve his/her purpose. The author’s purpose may be implied or stated. A point of view often refers to the perspective or the attitude the author takes to the subject expresses through a vehicle, such as the characters in a story. Point of view items typically ask students to describe the author’s perspective or opinion. Students do not have to indicate whether a story is told in the first person (I/we). |
|
Types of Text |
·
Questions
about methods of appeal may ask the student to explain how the persuasive device
was used to achieve the author’s purpose. Students may be asked to explain
how the author’s life or time period has influenced his point of view |
|
Signal Words |
· To explain To inform ( news accounts, documentaries) · To persuade (editorials) To entertain (poems, sitcoms, movies, sports) · Qualifiers – terms that make a claim more flexible, for example: almost, often, then, in most cases, maybe, might, probably, usually. |
|
Top Three
Strategies |
QAR Reciprocal Teaching QPCCE |
|
Staff Development |
· Teach the QAR technique using Goldilocks and the Three Bears as a model. · Put the staff in pairs or groups of (3, 4, 5) and have them create the 4 types of QAR questions using the story of Cinderella. · Share these questions with the whole group, showing the differences between the questions. · Instruct your staff to read the article Making Reading Relevant for Adolescents. They should keep in mind the 4 types of QAR questions as they read and write down some examples. · In pairs or in groups, the teachers should share and/or create at least two types of questions for each QAR category. · Debrief the questions with the entire group. Talk about the implications and use in their content area. · Examples : Right There – What is the title of this article? What are the benefits of recreational reading? How do adolescents consider the middle and secondary curriculum? What makes students think that reading is boring? Think and Search – Why is recreational reading in decline among adolescents? How can educators connect to students emotional and developmental needs through reading? Author and Me What idea offered in the text, do you think, can be easily implemented in your classroom? What can you, as a teacher do, to promote reading in your classroom? What would you say to an adolescent who hates reading? On My Own Why is recreational reading important? Why do you think that knowing your students interests are important? |
|
SOURCES: 3.
FCAT Reading Test Item and Performance Task
Specifications, 4.
FCAT |
|
QAR – Question-Answer Relationships is a strategy that was developed by Taffy Raphael (1982) as a procedure for enhancing students’ ability to answer questions. This strategy allows
Students to develop and analyze their own questions. According to Raphael, students who understand how questions are written are better able to answer them.
Implementation Guide
· Introduce each type of question separately. Provide teacher modeling for each section. Then, have students create their own questions by allowing them to become comfortable with one type before moving on to the next.
· Assign students a short passage to read. Follow the reading with one question from each of the QAR categories. Then discuss the differences between the types of questions. Reinforce the strategy by repeating the process with other short reading selections.
· Have students read another passage and produce examples of the four types of questions. Ask students to share their questions and have the class identify the types of QAR’s. Make sure the students explain why they think it is a certain type of question. Remember, the class discussion of the question types is more important than the answers. Finally, have the students answer the questions.
Directions: Use the information in the article “Making Reading Relevant for Adolescents” to write QAR’s with your staff.
Right There: The answer is in the text. The words used in the question and used for the answer can usually be found in the same sentence.
Example: Where did Goldilocks go?
Think and Search: The answer is in the text but the words used for the answer will not be in the same sentence. Think about different parts of the text and how ideas can be put together before answering the question.
Example: What did Goldilocks do in the bear’s house?
Author and Me: The answer is not in the text, it is in your head. However, you need to read the text to answer the question. This is an example of application and synthesis.
Example: What would Goldilocks say to a policeman who caught her running out of the bear’s house?
On My Own: This answer is not in the text, it’s in your head. You may be able to answer the question without reading the text.
Example: How would you feel if someone broke into your house?
Here are a few examples from the article:
QUESTIONS Type of QAR
Where are Mona’s parents from? Right There
What does Dustin like to do? Right There
What are the benefits of recreational reading? Right There
Why is recreational reading in decline among adolescents? Think &Search
How can educators connect to students emotional & developmental?
needs through reading? Think & Search
What ideas offered in the text do you think, can be easily implemented
In your classroom? Author & Me
In what ways do you agree & disagree with the author? Author and Me
Why is recreational reading important? On My Own
What can you as a teacher do to promote reading in your classroom?
On My Own
Write the questions here.
____________________________________ _____________________
Type of QAR
______________________________________ _____________________
Type of QAR
_______________________________________ _____________________
Type of QAR
_______________________________________ ______________________
Type of QAR
RECIPROCAL TEACHING
Reciprocal Teaching, developed by Palinscar and Brown (1984, 1985), is one of the best researched strategies available to teachers. The strategy involves four components: summarizing, questioning, clarifying and predicting. Although reciprocal teaching begins with the generation of a summary statement, it might be considered a “first draft” of a summary. The questioning, clarifying and predicting phases of reciprocal teaching helps students to engage in analysis, which provides for a deep level of understanding necessary for an effective summary.
· Students work in pairs
· One student reads paragraph one in a whisper voice to the other partner.
· The other student will verbally summarize what was read to his or her partner. ( SAS) stop and summarize.
· They will then switch roles until the entire subheading is completed.
· Partner 1 will then ask a question(s) designed to help identify important parts in the passage. Partner 2 will then try to answer the question(s).
· Partner 2 will then ask a clarifying question about confusing points in the passage. Together they will try to answer the question.
· Finally, both partners will predict what they think will happen next in the text.
QPCCE
This technique gets to the heart of metacognition. It enables the teacher to sort of walk around in their students head. There are two types of readers, active and passive. Passive readers just call the words. Active readers question, predict, clarify, connect and evaluate in their heads as they are reading. When students use this strategy, they are forced to get intimate (interact) with text. As they read students will record on a separate sheet of paper, their:
Questions- such as: What does ethnocentric mean? or why did he say that?
Predictions- such as: He is going to fall in love or the dog will die.
Clarify- such as: Oh, ethnocentric means narrow minded or ah ha, he said
that because he is going away.
Connect- such as: My brother is in love or my dog died last summer.
Evaluate- such as : It seems as though this character is so narrow minded that he is going away, even if it means leaving the one he loves.
It is hoped that as students practice writing their QPCCE’s as they read ( homework or class work) and are given a chance to share their responses with their partners , that they will begin to automatically engage in this metacognition in their heads as they read and will no longer need to write down their interactions. The goal is to have a conversation in your head with text as you read. It is almost as though the text were an invisible person that the student is talking to.
_________________________________________________________________________
PREDICT What will happen next? How do you think it might end?
CLARIFY Was your question answered? What is clear to you now?
CONNECT What do the ideas or events make you think about? How do they connect to events in your own life?
EVALUATE what are your opinions about the characters, events, ideas?