Says, Means, Matters

Says, Means, Matters Checklist

The text students will analyze should be one that they have already engaged with through multiple reads and interactions, including determining whether to chunk the text by microstructure or microstructure. 

1. Model the thinking behind what goes into each of the columns on the example row of Says, Means, Matters Template  and verbs from Student Resource: Verbs for Text Analysis that could be used.

2. Depending on where students are with the gradual release of responsibility model, work through the next row of the template together before having students work in small groups or independently to analyze the rest of the text.

3. Ask groups to present their Says, Means, Matters statements to the class to provide a variety of models for how to approach this task.

4. Debrief the process with students so that they understand how this analysis helps the reader understand the various moves that an author makes when writing and why the author makes those choices.

• Use a text with multiple reads

• Chunk the text or number the paragraphs

• Begin with think-alouds and write-alouds

• Use teacher or class-created word banks

• Include sentence starters

• Permit writing to include words and pictures 

• Use a picture, graph, chart to write about

• Brainstorm ideas whole class 

• Provide graphic organizer

• Use the jigsaw strategy to assign each group a different part of the text to analyze and teach others.

• Extend the analysis to a written piece.

• Have students visually represent the analysis.