Indiana College and Career Ready Academic Standards English - - PowerPoint PPT Presentation
Indiana College and Career Ready Academic Standards English Language Arts and Literacy K-12 ELA and ALL Content Areas Integrating Close Reading into Classroom Instruction Christine Cook, NIESC Presenter 1 Welcome Back! Raise a hand if you are
K-12 ELA and ALL Content Areas
Integrating Close Reading into Classroom Instruction Christine Cook, NIESC Presenter
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1)This professional development was created to support
teachers in their work with the NEW 2014 Indiana College and Career Readiness Standards. There is no indication herein that Common Core standards are addressed. Should participants find a reference to Common Core on any materials utilized in this training, it is merely because it is a valuable resource that also applies to the 2014 Indiana College and Career Readiness Standards and selected for use because of its value. 2) The materials comprising this College and Career Ready professional development series are provided by ESC of I as a service to its members for instructional use only. ESC of I names and logos and all related trademarks, and other intellectual property are the property of ESC of I and cannot be used without its express prior permission.
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Dependent Questions as used in a Close Reading Lesson
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Standards to Be Tested
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IMAST is no longer an option. ISTAR will be new. Science and Social Studies ISTEP 4-7 remains intact. IREAD-3 will continue to be a separate assessment measuring Indiana Reading standards. ECA will be eventually replaced by the new CCR tests in 2016. Acuity Predictive is being replaced by Acuity Readiness Tests. We must get ready for a new test on the new standards NOW!
Grades 3-8, ECA Grades 3-8, ECA Grades 3-10 (11,12)
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Shifts in 2014 IAS ELA/Literacy Explanation Where do we see evidence of this?
Increase Reading of Non- fiction Text Students read a true balance of informational and literary texts. Literacy Instruction in the Content Areas Students build knowledge about the world (discipline- specific/content areas) through TEXT in addition to the teacher or activities Text-Dependent Questions & Answers Students engage in rich and rigorous evidence-based conversations and written tasks about text. Staircase of Complexity Students read the central, grade appropriate texts around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument. Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts.
Text-Dependent Questions & Answers
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Shifts in 2014 IAS ELA/Literacy Explanation Where do we see evidence of this?
Balancing Informational & Literary Text Students read a true balance of informational and literary texts. Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher
Staircase of Complexity Students read the central, grade appropriate texts around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Text-Dependent Questions & Answers Students engage in rich and rigorous evidence based conversations and written tasks about text. Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument. Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts.
Shifts in 2014 IAS ELA/Literacy Explanation Where do we see evidence of this?
Increase Reading of Non- fiction Text Students read a true balance of informational and literary texts. Literacy Instruction in the Content Areas Students build knowledge about the world (discipline- specific/content areas) through TEXT in addition to the teacher or activities Text-Dependent Questions & Answers Students engage in rich and rigorous evidence-based conversations and written tasks about text. Staircase of Complexity Students read the central, grade appropriate texts around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument. Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts.
Staircase of Complexity
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literature independently and proficiently.
nonfiction independently and proficiently.
history/social studies texts independently and proficiently…
technical texts independently and proficiently…
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Check out the performance of your school. http://www.in.gov/che/3036.htm
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military because they cannot pass the test
former Secretary of Education
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“Right now, three-quarters of the fastest-growing
highest high school dropout rates of any industrialized nation.”
President Obama, Feb 24, 2009 Address to Joint Session of Congress
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What’s the big deal with reading complex text?
So…how do we determine text complexity?
Quantitative measure –Useful in determining grade-level-band appropriateness.
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So…how do we determine text complexity?
Reader Characteristics and Task Demands – Helps determine HOW we teach text.
student have in the topic?
teach?
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So…how do we determine text complexity?
Qualitative measure – Useful in helping determine WHAT we need to teach.
cross references between sentences?
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together for the student
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“The idea that students should get more experience reading informational text is based on the following common-sense notions:
workplace, it’s important to become proficient with these texts.
literary texts as well as in the cognitive processes we use to read such text, so it follows that reading literary texts will not necessarily improve
less opportunity to learn how to read such texts well.
chances to read informational text, they might improve their abilities in this area.” Shanahan 2013
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FAQ: How much informational text should ELA teachers include? Approximately 25% of all reading in ELA classes should be informational text. Therefore, students MUST be reading informational texts in other classrooms if they are to achieve the suggested percentages listed above.
Preparing our Students for College & Careers
Metametrics 33
How does education CHANGE to meet these needs? List three priorities
class/school/district.
“shoulder buddy.”
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Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences, the order in which sentences unfold, and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole. (PARCC Model Content Frameworks, 2011, p. 11)
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38 http://achievethecore.org/page/239/the-making-of-a-scientist-by-richard-feynman Handout: The Making of a Scientist Number the paragraphs.
Making of a Scientist.
The Making of a Scientist (Grade 6)
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believe are difficult for a below-level reader to comprehend.
shoulder buddy.
the student access the new vocabulary?
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with the tiles? What sentence is the main point of this scene?
answer with textual evidence.
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very exciting…”
https://owl.english.purdue.edu/owl/resource/619/1/
similar between you? What is different?
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final paragraph) in italics to draw attention to it. Why is he focusing on that word, and how does it connect to the lesson his father is trying to teach him in this example?
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and reread the text starting on page 2, the 4th paragraph, at, “He said, ‘For example, look:…’” through paragraph 15, “Now, I knew that …” and complete the first question.
Why does Feynman’s father tell him about the lice and the mites on birds?
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and reread paragraph 16 on page 2, “Finally, he says…”
Feynman’s father says, “So you see, everywhere there’s a source of food there’s some form of life that finds it.” Explain what is meant by this sentence and why “some” is in italics.
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In the final paragraph, Feynman says he “was given something wonderful when he was a child.” Using two of the examples from the text, explain what he was given and how it influenced his life.
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feel prepared based on our activities to complete this essay? Tell your shoulder buddy why or why not. If not, what else do you need?
Essay Prompt: Pick one of the examples that Feynman uses in his piece (the dinosaur, the birds, or the wagon) and in 2-3 paragraphs explain both the example and the lesson Feynman’s father was trying to teach him with it. Extension Activity: During the next class period, the teacher could have students peer review or revise the explanatory writing pieces completed for homework.
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have taught? Complete a Quick Write for this
Do you have a new understanding of “Reading Deeper”
Complete a Quick Talk. You have 2 minutes to discuss with your Shoulder Buddy.
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through a lesson like The Making of a Scientist?
What might we add?
the REQUIREMENTS? (Read Closely, Infer, Use Evidence from the text in writing to support conclusions)
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limited, and thin in meaning
complex texts
with demanding materials
middle and high school—catch up by gradually increasing the complexity of simpler texts
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and participation
52 Main Ideas Supporting Details Summary
Cornell Notes
Annotate Close Reading Article Sample: Quick Annotation Strategy
? = Ask a question “The text mentions a DNA study. What does DNA stand for?” !!! = Note an interesting passage “I didn’t realize that tapeworms can grow to 23 meters!” C = connection to another text or piece of evidence “The Ebola virus is like the AIDS virus we read about yesterday because….” = Access prior knowledge; I already knew that! “I knew that photosynthesis requires water.” X = Challenge your own thinking, new information “I had no idea that Nobel invented dynamite.” * = Reason that looks important “I’ll need this piece of evidence about Madison to support my thesis.” Box it = Remember words you don't know, are repeated, or you just like “I’ve seen the word ignominious several times, and I need to look it up.”
unpack complex text and gain knowledge.
evidence.
text for information.
close analytic reading exemplar through the use of text dependent questions.
1. Read a text – cold, without set-up. 2. Re-Read in chunks. 3. Paraphrase each chunk in writing. 4. Discuss in own language, aloud, safely. 5. Read aloud for accessibility. 6. Identify difficult words. Learn word meanings working with a partner. 7. Re-read several times, using specific prompts which require looking for very specific details – using the text. 8. Re-read for specific vocabulary. 9. Compare / Contrast vocabulary meanings – in writing, and through sharing with a buddy.
viewpoint and argue their case for the author’s (motivation, etc)
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Another Routine for Close Reading
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A Close Reading Lesson, Grade 5 Informational Text
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analysis, synthesis, evaluation.
themes, or events.
proficiency.
inside the text.
those who already have experience with the topic.
text—especially for students reluctant to engage with reading.
dependent questions to help students comprehend at deeper levels.
Describe a time when you failed at something.
King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.
says the nation is dedicated to the proposition that all men are created
value to promote? What makes Casey’s experiences
at bat humorous?
letter about the letter that he received?
mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?
Not Text-Dependent Text-Dependent
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understand from the text
Keeping an eye on the major points is critical to writing text-dependent questions and the culminating assignment!
Step 1: Identify the Core Understandings and Key Ideas of the Text
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Core Understanding and Key Idea: Two people of very different ages may still have much in common and become friends. Synopsis: Opal has just moved to a new town in a new state and has no friends
very special dog, Winn-Dixie, Opal meets Miss Franny, the town
ignited.
ensure they understand the basic idea of the text.
answer so that they gain confidence to tackle more difficult questions later on.
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Step Three: Target Vocabulary, Syntax, and Text Structure
Which words should be taught?
Which words should get more time and attention?
persist vs. checkpoint
secure, securely, security, secured
Step Three (cont.)
What are key text structures?
cross references between sentences?
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Vocabulary and Text Dependent Questions
From “Hot and Cold Summer” - 5th grade fictional text
don’t have to see them and they don’t have to see you. How did the boys avoid meeting Bolivia at first?” (pg. 23)
suspicion.” What is a suspicion? What details in the story made Rory suspicious of Bolivia?
does.
Who are the members of the wolf pack? How many wolves are in the pack? To answer this, pay close attention to the use of commas and semi-colons in the last paragraph on pg. 377. The semi-colons separate or list each member in the pack.
students’ attention to features of text that enhance understanding (such as how section headers and captions lead to greater clarity or provide hints regarding what is most important in informational text or how illustrations add to a narrative) or how the author uses the internal structure of text to convey information or develop the plot.
Structure and Text Dependent Questions
Examples:
include details like the power outlets in the walls?
“saying” through the illustration that is not stated in the text? Or, how does the author use the illustration to help in meaning making of the text’s words?
and man-made side-by-side.” How does this juxtaposition fit with or challenge what we have already read? Why might she have chosen this point in the text for these descriptions?
and craft questions to support students in mastering these. Examples:
Ask questions that help students understand the text in small “chunks.”
Step Four: Tackle Tough Sections Head On
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addressed in this series of questions.
suited to being a focus for this text.
standards.
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Develop a culminating activity around the key ideas
independently
https://docs.gatesfoundation.org/Documents/supporting-instruction- cards-literacy.pdf
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Materials: Sample text you brought with you Close Reading Template Prompts for Text-Dependent Questions Reading & Vocabulary Standards for your Grade Level Task:
text-dependent questions to use with your text.
Knowledge required to respond to each question.
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Select ELA/Literacy ……Lessons
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that are worth reading and rereading.
standards.
toward using domain-specific vocabulary as much as possible.
evidence.
understanding to other texts.
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valuable unless their questions and musings stray too far from the text and do little to enhance understanding of the text itself.
context of processing the thinking of others.
not just what the author says.
Nancy Boyles, Educational Leadership, Dec/Jan 2012/2013,
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dependent questions.
scaffolding supports differentially - not asking easier questions or substituting simpler text.
activities along with reading and writing.
appropriate complex text regularly. This requires new ways of working in our classrooms.
Source: Achieve the Core 82
Close Reading, what are its major features? At your table, make a list of 3-5 features that should be included in a Close Reading routine. 1. 2. 3. 4. 5.
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Engagement Idea: Accountable Talk
“Lauren Resnick (1995) introduced the concept of accountable talk as a means of raising the level of academic discourse among students. Accountable talk governs the norms of academic discourse and requires that students ask for and furnish evidence to support their statements (Michaels, O'Conner, Hall, & Resnick, 2002). This ensures rigor and moves the conversation from task-
(Source: Chapter 5, Content-Area Conversations by Douglas Fisher, Nancy Frey and Carol Rothenberg http://www.ascd.org/publications/books/108035/chapters/Procedure s-for-Classroom-Talk.aspx )
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Engagement Idea: Numbered Heads
Assign Groups:
Process:
speak for groups.
members may coach speaker when it is his turn to talk.
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sharing what they marked in order in the text.
hands go back up.
a new partner.
they can return to their seats.
students have already given a critical read, and two concentric circles of students — one circle focusing on exploring the meaning expressed in the text and a second circle observing the conversation.8 Basic structure:
circle activity.
ten minutes, while the outer circle silently observes.
feedback to the inner circle.
and then is given ten minutes of feedback by the outer circle.
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Achieve the Core (ELA and Math Resources)
ClassTechTips.com
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Building knowledge through Content-Rich Nonfiction
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