Post on 23-Feb-2016
description
“If we change the way we look at things,
the things we look at change.”
Norms Be engaged! Collaborate with colleagues. Commit to applying what we learn
today. Ask questions and take risks. Exhibit professionalism.
Learning OutcomesParticipants will…• Understand components of
balanced literacy• Review CCSS ELA• Learn new strategies for shifting
instruction• Craft text dependent questions• Link the strategies and text
dependent questions to a book/lesson that they will use and report back on!
Non-negotiables…Balanced Literacy
Word Study
ReadingI Do
We Do
You Do
WritingI Do
We Do
You Do
Read Aloud Shared Reading Guided Reading Independent Reading
Modeled/Shared Writing Interactive Writing Guided Writing Independent Writing
Time Allocations for ALL Structures
ReadingEYES ON TEXTGuided readingIndependent readingPartner readingListen to readingShared reading
Mini Lesson
SharingDo not neglect!
Ex. 20 minute GR Lesson- 15 minutes students are reading- 5 minutes you are modeling/sharing
Reading Volume of 5th Grade Students of Different Levels of
AchievementAchievement Percentile
Minutes of Reading Per Day
Words Per Year
90th 40.4 2,357,000
50th 12.9 601,000
10th 1.6 51,000
*Matthew Effect
Ask yourself…How much of what I’m asking students to do is actual reading versus how much of what they are being asked to do is stuff about reading, but not actual reading? Is what I am asking my students to do really what readers do in the real world?
-Morgan, 2009
Balanced Literacy“Boot Camp”
Presented by Erica Bissell
*http://helloliteracy.blogspot.com/
Organization
Strand(formerly known as “domain”)
K-5 6-12
Reading – LiteratureReading – Informational TextReading – Foundational Skills
1-101-101-4
1-101-10NA
Writing 1-10 1-10
Speaking and Listening 1-6 1-6
Language 1-6 1-6
Reading Standards: 4 Distinctive Categories
Key Ideas and DetailsStandards 1-3
Craft and StructureStandards 4-6
Integration of Knowledge and IdeasStandards 7-9
Range of Reading and Level of Text ComplexityStandard 10
“WHAT” is said
“HOW” it is said
Compare texts
“Owning” the Standards#1-#3 = Key Ideas and
Details
“Owning” the Standards#4-#6= Craft and Structure
“Owning” the Standards#7-#9= Integration of Knowledge and
Ideas
“Owning” the Standards#10= Range of Reading/Text Complexity
Shift #1Read 50/50
F/NFDigging Deep!
Informative
Opinion
Narrative
Shift #2Text Evidence
Shift #3Complex Text &
Tier 2 Vocabulary
Teaching the READER,
not the reading!
Share Out
What is the ONE shift you are working on this year?
Peace, Locomotion
Close Reading1st Read: • get the gist (central ideas/key details)2nd Read: • start using text dependent questions to peel back
layers in book and build larger ideas3rd Read: • Notice patterns in text or pictures• Analyze word choice• Put pieces together to understand theme, tone,
mood, changes• Author’s Craft—why the author presented ideas a certain
way, used text placement, chose certain pictures, fonts, setting, grammar, etc
Text-dependent Questions
What are the reasons Lonnie and Lili not together anymore?
What parts of the text let you know how Lonnie feels about them being apart?
Key Details Question
Text-dependent Questions
What words does the author use to show how Lonnie’s memories are becoming less clear?
Vocabulary and Organization Questions
Answer the question…1 pt
Cite evidence from the text…2 pt
Extend your answer…1pt
Introducing the ACE Strategyfor Reading…
Passage to read…. Question to answer…
A______________________________________________________________________________C______________________________________________________________________________E______________________________________________________________________________________________________________________
ACE ASSIGNMENT
SAMPLE SENTENCE PROMPTS
Text Evidence StartersHow to
extend/react/connect
The author says…According to the story…The author feels…A detail from the text is…In the story…I read that…The character says…
I believe that…I agree / disagree…In my opinion …This demonstrates that …__ is an example of...Because___ one can infer that ….
https://docs.google.com/a/pender.k12.nc.us/file/d/0B1BJELee2MdyUjREeUlrNThNOGs/edit?pli=1
A Chair For My Mother
Followed by your opinion, tells others our rationale for our thinking
The Magic Word…
*http://helloliteracy.blogspot.com/
Develop Text-dependent Questions for Your Reading
Do the questions require the reader to return to the text?
Do the questions require the reader to use evidence to support his or her ideas or claims?
Do the questions move from text-explicit to text-implicit knowledge?
Are there questions that require the reader to analyze, evaluate, and create?
Progression of Text-dependent Questions
Opinions, Arguments, Intertextual Connections
Inferences
Author’s Purpose
Vocab & Text Structure
Key Details
General UnderstandingsPart
Sentence
Paragraph
Entire text
Across texts
Word
Whole
Segments
Key Details in Kindergarten
• How long did it take to go from a hatched egg to a butterfly?
• What is one food that gave him a stomachache? What is one food that did not him a stomachache?
Compare the sets of questions. What is the difference?
Now you Try!1) Develop at least 3 text dependent questions.2) Try to make them at different levels.3) Identify what standard your questions address.
*Challenge: scaffold your questions!
Opinions, Arguments, Intertextual Connections
Inferences
Author’s Purpose
Vocab & Text Structure
Key Details
General Understandings
Debrief – Table Partners
Please choose a language frame:
• Two things that I learned about text dependent questions are_______ and _______.
• One thing that I learned about text dependent questions is _________, but I still have a question about ________.
Text 1 Text 2
Similarities
Unique Characteristics/Features
Opinions and Intertextual Connections in KindergartenNarrative
Is this a happy story or a sad one? How do you
know?
InformationalHow are these two books
similar? How are they different?
http://languageartsreading.dadeschools.net/pdf/ElementaryDocuments/Intermediate/TextChart.pdf
• http://www.englishcompanion.com/pdfDocs/crtable.pdf• http://pamsinstructionaltraining.wikispaces.com/file/view/Circle+of+Viewpoint
s+template.pdf/375884472/Circle%20of%20Viewpoints%20template.pdf
“Read to them. Take their breath away. Read with the same feeling in your throat as when you first see the ocean after driving hours and hours to get there. Close the final page of the book with the same reverence you feel when you kiss your sleeping child at night. Be quiet. Don’t talk the experience to death. Shut up and let these kids feel and think. Teach your children to be moved.”
-Cynthia Rylant
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