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DIALECTICAL JOURNALS. Dia = across Lect = read A conversation between the writer and the text. FORMAT. STEPS FOR COMPLETING AN ENTRY. 1. Quote a passage on the left. Use ellipses if you do not record an entire sentence. Place quotation marks around the passage.
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DIALECTICAL JOURNALS Dia = across Lect = read A conversation between the writer and the text.
STEPS FOR COMPLETING AN ENTRY 1. Quote a passage on the left. Use ellipses if you do not record an entire sentence. Place quotation marks around the passage. 2. Record the page number ON THE LEFT below the passage. 3. Record your response in the right hand column. Record a THOROUGH response. (Complete sentences.) 4. Write the name of the type of response that you are making directly below the response, to the LEFT, in all capital letters. 5. Skip a space between each passage. Line up the top line of each response with the top line of the passage that you quoted. REFER TO SAMPLE ON THE NEXT PAGE.
Our dialectical journal focus: Reading Strategies for Comprehension
Types of Response • Connecting • Prediction • Denotation • Inference • Summarizing • Reflection
TEXT CONNECTIONS
WHY: Helps you link your brain up to what you are reading, so more of what you read makes sense, is meaningful, and is connected to what you already know.
Making Connections TEXT CONNECTIONS TEXT TO LIFE TEXT TO WORLD TEXT TO TEXT Connect what you have read to specific personal experience. Connect what you have read to your prior knowledge about the world, including events and common human experience. Connect what you have read to a specific story you have experienced, whether literature, film, or television.
TEXT TO LIFE Razma’s life reminds me of my own because my mother taught me how to cook in the kitchen just like Razma’s mother. TEXT TO WORLD I know that women are expected to wear the burka because religious fundamentalists feel it is wrong for a woman to reveal in public any part of her body except her eyes. TEXT TO TEXT Abdullah’s life working with his father reminds me of “To Kill a Mockingbird”. Many of the poor farmers’ kids in Scout’s class would come to school during the first week and then stop showing up because they had to stay home and work the farm.
Let’s practice. • Sheep provide wool, which can be made into clothing. • My sister sleepwalks and talks in her sleep. • In the book Old Yeller, Travis had to shoot his dog. • Sometimes I laugh so hard I cry. • Feng-shui is the art of moving furniture so that their arrangement will provide the homeowner good fortune. • I know that snakes smell with their tongues. • I fell and put my tooth through my lip when I was a kid, too. • Arsenic is a type of poison. • That reminds me of the song Goodbye Earl, because they took justice into their own hands, too. • Most people would get mad if their best friend tried to get credit for their own idea. • The violin is a string instrument. • That is like in The Simpsons, when Homer travels with the Jim Rose Circus Show, getting shot repeatedly in the belly with a cannonball.
WHY: It helps your brain set up expectations in order to organize information.
What will the text be about? • What will happen later in the text? • What are different possible outcomes? • What are you basing your predictions on? • Are you predictions confirmed or disconfirmed? • Do you need to revise your predictions based on what you have read?
Tell WHAT you think is going to occur and then tell WHY, using you prior knowledge and information from the text… I THINK …. BECAUSE…
Denotation is the dictionary definition of a word. It is the direct meaning or set of meanings for a word. It is different from what is associated with a word. DENOTATION Prunes are dried plums. CONNOTATION Old people and constipated people eat prunes. We associate prunes with these kinds of people.
MAKING PREDICTIONS FOR DENOTATION Identify unfamiliar vocabulary, and make predictions for meaning, supporting your predictions with prior knowledge and evidence from the text (context clues).
Strategies to determine denotation If we don’t know the actual definition of a word that we encounter in the text we can: • Use context clues to determine and confirm meaning. • Look for familiar spelling patterns and word parts (roots and affixes) • Use text features to help you figure out word meaning.
WHY: • If you don’t understand what the words mean, you can’t make meaning. • You need to learn lots of new words and their meaning to keep up in school. • Being good at determining word meaning in context means you don’t have to look it up in the dictionary all the time.
Making an inference, or inferring, is a logical process. It is a deductive process, in which you draw a conclusion based on prior knowledge instead of direct evidence.
HINTS • Think of yourself as a detective who uses prior knowledge and evidence from the text to figure things out. • It’s like knowing that if the author says that smoke is coming out of a chimney, that there is probably a fire in the fire place.
WHY: It helps you figure out what the author is trying to tell you without being obvious about it. To INFER MEANING is to “get it”.
Ten Major Inference Types • LOCATION: “While we roared down the tracks, we could feel the bounce and sway.” • AGENT (Occupation or pastime): “With clippers in one hand and scissors in the other, Chris was ready to begin the task.” • TIME: “When the porch light burned out, the darkness was total.” • ACTION: “Carol dribbled down the court and then passed the ball to Ann.” • INSTRUMENT (Tool or Device): “With a steady hand, she put the buzzing device on the tooth.” • CAUSE-EFFECT: “In the morning, we noticed that the trees were uprooted and homes were missing their rooftops.” • OBJECT: “The broad wings were swept back in a ‘V’, and each held two powerful engines.” • CATEGORY: “The Saab and Volvo were in the garage, and the Audi was out front.” • PROBLEM-SOLUTION: “The side of his face was swollen, and his tooth ached.” • FEELING-ATTITUDE: “While I marched past in the junior high band, my dad cheered and his eyes filled with tears.”
