Making Logical Inferences Based on Textual Evidence: presentation and handout
Compare/Contrast Text: “Technology Today”
Student Brush-up Notes Guide handout
Process
Quickwrite: Everyone (including instructor) writes for several minutes in response to a prompt related to the texts which will be read in this session. This is ungraded and is meant as a warm-up to reading compare/contrast texts. The prompt may be something like: The Same, But Different. Writing could be lists, diagrams, full sentences and paragraphs, or a combination of any type of informal writing. After writing for 2-3 minutes, share/discuss briefly. As bridge to the next activity, because the Quickwrites in the Brush-up are intended as warm-ups for the readings, try to predict (infer), based on the prompt, something about today’s readings.
Making Logical Inferences Based on Textual Evidence: presentation and handout
Application of active BDA approach to reading a compare/contrast text: “Technology Today” annotated (annotations regarding predicting [inferring] topic and focus questions)
The Quickwrite today was about The Same, But Different -- and the idea in our texts today is about expressing how things are alike and different. A compare/contrast text usually follows an overall pattern of organization that presents the first similarity or difference, the second similarity or difference, etc. or presents all similarities, then all differences. Notice as you read how this text fits this pattern of organization -- after reading, you will want to be able to understand what the main idea is about the items being compared and the major similarities and differences the author includes to explain that main idea. You will need to infer to formulate the main idea, as it is not explicitly stated. Like a detective using clues to solve a mystery, interpret from evidence and reasoning rather than from explicit statements.
Before reading:
Set purpose for reading -- In this case, it’s to make a set of notes that contain the topic, main idea(s) and major supporting details of the text. This is a college textbook excerpt.
Preview the text to predict (infer) its topic and formulate a focus question or two. (See excerpt link above for some related annotations.)
During reading: As you read:
ABQ (Always Be Questioning) -- Look for answers to focus questions. Look for clues to the main idea (stated or implied); if not stated, need to infer and formulate it. Notice where something is unclear. What are clues to the author’s purpose for writing? Where do I recognize a pattern of organization?
Annotate -- While reading, highlight or underline clues to main idea, place symbols in text to indicate thoughts/responses or as signal that something is a major detail. Write brief notes in margin to explain symbols, if needed.
Use context clues and word parts to predict the meaning of at least one challenging vocabulary word.
After reading:
Make inferences to formulate the main idea.
Transform annotations into a set of notes (diagram format might work best for compare/contrast, including Venn diagram).
Any focus question answers that do not logically fit in the diagram could be added to the notes as a side-bar or at bottom of notes page.
Summarizing a Text: presentation using (“Functions of the Media” excerpt) and handout (optional: online practice)
Summary-writing Checklist
Compare/Contrast Text: “Social Media Giants”
Student Brush-up Notes Guide handout
Process
Summarizing a Text: presentation and handout
(optional: online practice)
Application of active BDA approach to reading a compare/contrast text: “Social Media Giants”
Follow same procedure as in Session R5, when reading “Technology Today,” but, instead of transforming annotations into a set of diagram notes, use the annotations to write a one-paragraph summary of the essay. Group will pause at 45-50 minute mark and students will self-assess or peer-assess the summaries using a Checklist.