RESA II National Board Project. National Board Certification RESA II RESA I RESA 6.
Dr. Sheree Bryant Griffin RESA
description
Transcript of Dr. Sheree Bryant Griffin RESA
![Page 1: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/1.jpg)
Closing In on Close Reading, Text Dependent Questions, and
Rigorous Reading:Accessing Complex Texts
Dr. Sheree Bryant Griffin RESA
![Page 2: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/2.jpg)
Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.
Standards
![Page 3: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/3.jpg)
How can reading closely and comprehending complex texts support and improve comprehension?
Essential Question
![Page 4: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/4.jpg)
Closing In on Close Reading - Rigorous Reading
I Choose CStandards Review – Anchor College and Career ReadinessStandards (CCR) The What and The How
Defining the Big Ideas
Background Knowledge Lexile and Readability Resources Vocabulary Text Complexity: Three Part Model Close Reading Differentiating LearningScaffolding InstructionTKESText Dependent Questions informational and Literary I Choose C Revisited
![Page 5: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/5.jpg)
![Page 6: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/6.jpg)
To Reach the Learning Targets the Teacher Needs
to…• Establish learning goals• “Can Do Standards”• Check for understanding• Provide feedback• Align future instruction with student
performance
![Page 7: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/7.jpg)
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focused Instruction- Purpose
Guided Instruction - Modeling
“I do it”
“We do it”
“You do it together”
Collaborative
Independent “You do it alone”
A Structure for Instruction that Works - Gradual Release
![Page 8: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/8.jpg)
Anchor Standard 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textural evidence when writing or speaking to support conclusions draw from the text.
![Page 9: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/9.jpg)
Anchor Standard 10. Read and comprehend complex literary and
informational texts independently and proficiently.
![Page 10: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/10.jpg)
Quantitative measures Qualitative values Task and reader considerations
Assessing Texts
![Page 11: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/11.jpg)
• Background• Prior• Cultural• Vocabulary
• Standard English• Variations• Register
• Genre• Organization• Narration• Text
Features• Graphics
• Density and Complexity
• Figurative Language• Purpose
Levels of Meaning
Structure
Knowledge
Demands
Language Conventio
n and Clarity
![Page 12: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/12.jpg)
Levels of Meaning and Purpose
• Density and complexity
• Figurative language
• Purpose
![Page 13: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/13.jpg)
Background knowledge is a key component of comprehension and understanding.
Background knowledge connects reader task, purpose and text.
Background Knowledge
![Page 14: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/14.jpg)
Levels of Meaning and Purpose
Is it about talking animals, or the USSR?
Is it entertainment, or political satire?
Is it straightforward, or ambiguous?
1370LGrades 11-
12
![Page 15: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/15.jpg)
530LGrades 2-3
Author’s Purpose• Allegory for tolerance• Mirrored events of early Civil
Rights movement (1961)
“Now, the Star-Belly SneetchesHad bellies with stars.The Plain-Belly SneetchesHad none upon thars. Those stars weren’t so big. They were really so smallYou might think such a thing wouldn’t matter at all..”But, because they had stars, all the Star-Belly SneetchesWould brag, ‘We’re the best kind of Sneetch on the beaches.’With their snoots in the air, they would sniff and they’d snort‘We’ll have nothing to do with the Plain-Belly sort!’And whenever they met some, when they were out walking,They’d hike right on past them without even talking.”
![Page 16: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/16.jpg)
730LGrades 2-3
Complex themes • Relationship
between love and pain
• Masculinity• Loyalty and war
![Page 17: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/17.jpg)
Structure
• Genre
• Organization
• Narration
• Text features and graphics
![Page 18: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/18.jpg)
Structure
Changes in narration, point of view
Changes in font signal narration changes
Complex themes
560LGrades 2-3
![Page 19: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/19.jpg)
870L (grades 4-5)
• Stream of consciousness narration
• Unreliable narrators
• Nonlinear structure
• Time shifts written in italics
Structure
![Page 20: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/20.jpg)
Language Conventions
• Standard English and variations
• Register
![Page 21: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/21.jpg)
Language Conventions
Non-standard English usage
“Out in the hottest, dustiest part of town is an orphanage run by a female person nasty enough to scare night into day. She goes by the name of Mrs. Sump, though I doubt there ever was a Mr. Sump on accounta she looks like somethin’ the cat drug in and the dog wouldn’t eat.”
(Stanley, 1996, p. 2) AD 660L (Adult-directed)
![Page 22: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/22.jpg)
Knowledge Demands
• Background knowledge
• Prior knowledge
• Cultural knowledge
• Vocabulary
![Page 23: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/23.jpg)
Background knowledge is a key component of comprehension and understanding.
Background knowledge connects reader task, purpose and text.
Background Knowledge
![Page 24: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/24.jpg)
![Page 25: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/25.jpg)
![Page 26: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/26.jpg)
Knowledge Demands
Domain-specific vocabulary (radioactive, acidity, procedure, vaccination)
Background knowledge (diseases, safety risks, scientific experimentation)
1100LGrades 6-8
![Page 27: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/27.jpg)
“If “Word Poverty” is not addressed it doesn’t matter what bar the new standards set.”
Kelly Gallagher, 2013Kids age 3 from Well off Families have a vocabulary of 1116 words, from working class a vocabulary of 749 works and from poor families 525 words. Kindergartners from poverty families know 10,000 fewer words. Education Week, Feb. 2013
Importance of Vocabulary
![Page 28: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/28.jpg)
Vocabulary
There is a positive correlation between vocabulary size in 12th grade and the level of attainment in college.
Word poverty cannot be overcome without more reading, more books – complex, simple, recreational books, more magazines, more newspapers, more Reading in all contents.
![Page 29: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/29.jpg)
![Page 30: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/30.jpg)
Simply assigning hard books will not ensure that studentslearn at high levels!
![Page 31: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/31.jpg)
Close reading is
only a PART of high quality
instruction
![Page 32: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/32.jpg)
Creating a Close Reading
Use a short passage
Re-reading
“Read with a pencil”
Text-dependent questions
Give students the chance to struggle a bit
![Page 33: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/33.jpg)
A Close Reading
• The Wind One Brillant Day
![Page 34: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/34.jpg)
Answered through close reading
Evidence comes from text, not information from outside sources
Understanding beyond basic facts
Not recall!
Text-dependent Questions
![Page 35: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/35.jpg)
The Lost Button
![Page 36: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/36.jpg)
Text Codes
√ When you read something that makes you say, “Yeah, I knew that” or “I predicted that” or “I saw that coming.”
X When you run across something that contradicts what you know or expect.
? When you have a question or need clarification.
![Page 37: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/37.jpg)
Text Codes
! When you discover something new, Surprising, exciting, or fun that makes you say cool, whoa, yuck, no way, awesome.
When you read something that seems important, vital, key, memorable.
When the reading makes you understand something.
![Page 38: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/38.jpg)
Text Codes
When you have a connection between the text, and your life, the world or other things you’ve read.
ZZZ This is boring. I’m falling asleep.
![Page 39: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/39.jpg)
Opinions, Arguments, Intertextual ConnectionsInferences
Author’s PurposeVocab & Text Structure
Key DetailsGeneral Understandings
Progression of Text-dependent Questions
Part
Sentence
Paragraph
Entire text
Across texts
Word
Whole
Segments
![Page 40: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/40.jpg)
Overall view Sequence of
informationStory arcMain claim and
evidenceGist of passageA Closer Look
General Understandings
![Page 41: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/41.jpg)
General UnderstandingsRetell the story in order, using the words beginning, middle
and end.
![Page 42: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/42.jpg)
Search for nuances in meaning Determine importance of ideas Find supporting details that
support main ideas Answers who, what, when,
where, why, how much, or how many.
Key Details
![Page 43: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/43.jpg)
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?
Key Details in Kindergarten
![Page 44: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/44.jpg)
It took more than 3 weeks. He ate for one week, and then “he stayed inside [his cocoon] for more than two weeks.”
![Page 45: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/45.jpg)
Foods that did not give him a
stomachache Apples Pears Plums Strawberries Oranges Green leaf
Foods that gave him a stomachache
Chocolate cake Ice cream Pickle Swiss cheese Salami Lollipop Cherry pie Sausage Cupcake watermelon
![Page 46: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/46.jpg)
Bridges literal and inferential meanings
Denotation Connotation Shades of meaning Figurative language How organization
contributes to
meaning
Vocabulary and Text Structure
![Page 47: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/47.jpg)
How does the author help us to understand what cocoon means?
Vocabulary in Kindergarten
![Page 48: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/48.jpg)
There is an illustration of the cocoon, and a sentence that reads, “He built a small house, called a cocoon, around himself.”
![Page 49: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/49.jpg)
Genre: Entertain? Explain? Inform? Persuade?
Point of view: First-person, third-person limited, omniscient, unreliable narrator
Critical Literacy: Whose story is not represented?
Author’s Purpose
![Page 50: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/50.jpg)
Who tells the story—the narrator or the caterpillar?
Author’s Purpose in Kindergarten
![Page 51: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/51.jpg)
A narrator tells the story, because he uses the words he and his. If it was the caterpillar, he would say I and my.
![Page 52: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/52.jpg)
Probe each argument in
persuasive text, each idea in
informational text, each key detail in literary text, and observe
how these build to a whole.
Inferences
![Page 53: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/53.jpg)
The title of the book is The Very Hungry Caterpillar. How
do we know he is hungry?
Inferences in Kindergarten
![Page 54: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/54.jpg)
The caterpillar ate food every day “but he was still hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly.
![Page 55: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/55.jpg)
Author’s opinion and reasoning (K-5) Claims Evidence Counterclaims Ethos, Pathos, Logos Rhetoric
Links to other texts throughout the grades
Opinions, Arguments, and Intertextual Connections
![Page 56: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/56.jpg)
Opinions and Intertextual Connections in Kindergarten
NarrativeIs this a happy story or a sad one? How
do you know?
InformationalHow are these two books similar? How are they different?
![Page 57: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/57.jpg)
Comprehension and Collaboration
1. Prepare for and participate in collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.
![Page 58: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/58.jpg)
Talk occurs on grade level topics, texts, and issues.
![Page 59: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/59.jpg)
K-2 Features• Following the rules of discussion• Moving from participation to turn taking• Sustaining discussion through questioning• Adult support
![Page 60: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/60.jpg)
3-5 Features• Preparation for discussion• Yielding and gaining the floor• Posing and responding to questions• From explaining own ideas to explaining the
ideas of others
![Page 61: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/61.jpg)
A Close Reading of “Salvador, Late or Early”
(Cisneros, Woman Hollering Creek and Other Stories, 1991)
![Page 62: Dr. Sheree Bryant Griffin RESA](https://reader035.fdocuments.us/reader035/viewer/2022062302/56816658550346895dd9d967/html5/thumbnails/62.jpg)
Thank you!