Section 3 Bellringer Quickly reread Bradburys story and

Section 3

Bellringer Quickly reread Bradbury’s story and annotate based on the (!), (? ), (*) system listed on your legend. Mark at least two of each and be read to defend your annotations to your classmates.

Now. . . Let’s revisit the story and retell based only on your highlighting and annotation.

What do you notice about this new retelling? Briefly write a few sentences in which you compare this retelling with the one that you did for homework on Friday. Which was better and why?

OK. Now let’s try a harder version Let’s look at the first couple of paragraphs of Moby Dick and try to retell based on our highlighting of feelings and water. How does it help to highlight this harder texts before trying to retell?

Moving on Remind me of the positive and negative traits of Retelling. List at least two of each.

Question / Answer Relationship QAR

What is QAR? QAR is a strategy that allows you to experience the text in multiple levels of thinking from the most literal to the most abstract. It accomplishes this by allowing you to create and answer questions that come both from the text and your own knowledge. Let’s look at the levels together:

Level One: Right There! The answer for the question can be found right in the text, and the question is usually worded right from the text itself. Example: According to the text, “Mary had a little” what? Answer: Lamb To answer this question, we can go to the text, find the wording of the question, and find the answer right next to the text of the question. (Who? What? When? Where? How? )

Practice: Look at the first paragraph of Moby Dick and write two “Right There!” questions that are both worded from the text and answerable directly with text.

Level Two: Think and Search! The answers to these questions are in the story, but they are often on multiple pages and cover a large range of material. Example: Summarize the story “Mary Had a Little Lamb. ” Answer: A young girl, Mary, had a pet lamb that followed her to school, which was against the rules. It caused a ruckus and was banished. To answer such questions, we still use only the text, but we need more of it and must look for not explicitly stated materials. (Summarize, Compare and Contrast, Find two examples of…, What caused…? Retell…).

Practice: Go to Bradbury and write two questions that ask the answerer to use a large chunk of the text to answer.

Level Three: The Author and You! Here we must go outside of the story make assumptions (inferences) based on the story. Thus, we need both the text and our reasoning skills. Example: Why did the author have the Lamb follow Mary to school that day? Answer: The author wanted to emphasize the deep importance of lasting friendships and the pain of separation. Notice that we need to know the story, but we also have to step outside of the story to make educated guesses. (What theme…? Why did the author…? Based on the text, what will happen next…? How would the characters feel if…? ).

Practice: Look at Bradbury and ask at least two questions that would require the reader to use both the text and inferencing to answer. Remember theme and “Why did the author. . . ? ” questions are great places to start!

Level Four: On Your Own! At this level the answerer leaves the text completely and must answer based solely on his own experiences and knowledge. Example: Have you ever been abandoned by your best friend and left in a crumpled heap to sob in misery and regret? If so, how did you feel? Notice that knowledge of the text is not necessary to answer this question, but the answerer must know himself very well and divulge personal information. (How would you feel…? ) (Imagine a time…? ) (How would you respond if…? )