ANNOTATE AND NOTE-TAKEProvide students with sticky notes, highlighter tape, bookmarks, highlighter pen (for consumable texts), and ask them to annotate something as they read. Example While they read, have students use highlighting tape to identify details that support the inferences they draw. To vary methods, increase engagement, and get potentially restless students moving, offer or direct students to use the following ways to annotate and note-take. Students can use these methods to answer Text-Dependent Questions (TDQs) and for evidence collection of any kind. Students should:
- Place sticky flags where they find evidence for the answer.
- Write responses on sticky notes and post on a large shared chart.
CHECK FOR GIST(Formerly Reading For Gist) There are many, many ways to teach reading for gist. They can be very explicit or can release primary responsibility to students. Use the progression below as a guide, removing the scaffolding as soon as students are able. At lower grades, it’s helpful to elicit student input and then build the gist for students as a model. Once students know how to read for gist at their grade level, expect them to do so independently. At each new grade level, elevate the complexity expected by reinforcing reading for gist early in the year and then again releasing responsibility for independent practice to students.
|Suggestions for Grades K–2|
|Suggestions for Grades 3–5|
|Suggestions for Grades 6–8|
Have students answer the five W and H questions about the text (who, what, when, where, why, how). Ask questions to help students determine gist, especially with poetry. Use this example for the poem “Chicago” as a guide to create your own guiding questions:
Reading for Gist in Unusual Texts
For poetry, have students write a brief gist statement in response to “What is the poem mostly about? Write down the gist of the poem.” Then ask a follow-up question, such as “How does the title relate to the gist?”
Use a graphic organizer to support students in finding the gist of poems.
|Title of Poem||
My Dragon Wasn’t Feeling Good
|Who is the narrator?||A person who has a dragon|
|Describe the dragon.||The dragon is sick.|
|List events or what the poem is mainly about.||
Have students read poems with these steps, prior to stating the gist.
- Read the poem straight through.
- Identify the topic of the poem overall and then reread stanza by stanza. Paraphrase each stanza at least generally (“This stanza is mostly about…”)
- Skim over parts of the poem you don’t understand and then go back to them later.
Read and Check for Gist in Engaging Ways
These routines are particularly useful for the first lesson of a text, especially at Grades K-2 and especially with the indicated standards. However, other grades can use these routines, and students may find them useful with other standards, to increase engagement. When these routines emphasize student work after an oral reading, you can use them as part of Check the Gist. (Also see Engaging with Texts>First Lesson for ways to use these routines in Step 1 of Gist and Joy reading to support student work before or during teacher reading.) When embedding these routines in CHECK FOR GIST, Wheatley lessons may omit the routine name and include the step before the required Gist question (What is the text mostly about?).
Example: Have partners read and react by telling each other something that surprised them about the text.
|KIND OF TEXT||ROUTINE||EXPLANATION||STANDARDS||MONITOR PROGRESS BY|
Informational texts about processes particularly useful for “show.”
(Pick one of the bulleted choices to complete the routine name.)
After teacher reads the text/section, students
Read and React: Write one reaction
Read and Retell: Draw & label retelling
Read and Show: Teacher observation
|Any||Notice and wonder|
Partners preview the text before an oral read to notice details that interest them or they wonder about. They record on sticky notes.
After a read aloud, students read the text and find a new detail to notice or wonder about beyond what has been read, using sticky notes.
(could work with RL1 as well)
|Before: Write one notice and/or wonder
After: Write one interesting detail
When Rereading Portions of a TextIf students have read the entire text in a previous lesson, adapt Reading for Gist in subsequent lessons in one of these ways, reducing the amount of time you spend on the gist routine: Option A Modify the steps to reinforce gists for a smaller chunk of the book
- Refer students to Handout X: Gist Anchor Chart and the displayed copy. Ask a volunteer to reread the gist, or that part of it that relates to today’s reading. Another approach is to ask students if they would add anything to their gists after reading the text another time.
- Monitor students’ progress by eliciting questions about today’s text.
- Support literal understanding before proceeding to deeper reading of today’s text.
ORGANIZE IDEAS/GRAPHIC ORGANIZERProvide students with a graphic organizer on paper (e.g. on a handout), on the board, or on a classroom anchor chart. Have students use the organizer to record specific information from the text. Example While they read, have students complete the inferences chart to identify details that support the inferences they draw.
QUICK DRAW/QUICK WRITE/JOT THE GISTPrompt students to use words or images to make notes about something specific in the text. Example During or after reading, have students quick-write or quick-draw to help them remember details that support the inferences they draw.
Variation: ‘Jot the Gist”
SAY IT, COVER IT, RESAY IT (PARAPHRASING)
Use this routine in reading to help students determine gist or express their understanding of an unfamiliar word’s meaning. Use it during writing lessons to help students paraphrase evidence. Have students read a chunk of text, then cover it with a hand or piece of paper, and resay what the text means in their own words.
STOP AND JOT
Have students independently pause in reading or discussion to quickly respond in writing to a designated question or prompt. This activity is not complex writing, just quick jotting.