Empty the Cup

Step 1: Stand and find a partner.

Step 2: Introduce yourself.

Step 3: One person shares whatever is on his/her mind for 30 seconds while the other person listens.

Step 4: The listener summarizes what he/she has just heard. Begin with, “I heard you say…” and end with, “Did I get that right?”

Step 5: Reverse rolls and repeat steps three and four.

Reading Strategies

We will concentrate on the following strategies:◻Learning and Retaining Academic Vocabulary ◻Rereading the Text◻Pausing and Connecting Ideas Within a Text◻Charting the Text◻Responding to a Writing Prompt◻Utilizing Sentence Starters and Templates.

Majority of our focus is on the “During” and “After” Reading strategies

Look at the following assessment: What are students being asked to do in terms of reading, writing, and math?

Reading Writing Math

Now review the Literacy Anchor Standards and Math Practice Standards, which do these address?

Going Deeper with the assessment: What are students being asked to do (directive words)?

Example: 1. Calculate

2. Explain

Do What How?the percent of people who agree.

how you figured out the answer

Learning and Retaining Vocabulary

1. Read over the “Understanding Words in Prompts” Handout

2. Put a star next to words that are commonly used in math (either on prompts for assessments or other types of activities)

3. Are there any definitions that need to be revised to fit the math context?

4. What words were on the assessment that are missing on this list?

• With your group, you are going to look at the word(s) that are commonly used in prompts and you must:– Identify the level (Costa’s Level)– Explain what they mean (define) – Give an illustration of the word as it would

be used in math (either a picture/symbol)– Give an example question/statement and

what an answer would look/sound like.

Prompt Word Examples

Prompt Word

Costa’s Level

Explanation Illustration Example Question/ Answer

Poster Format

Back to the How-Now, that we have a clear definition/understanding of these “Do” words, explain HOW the Do will be accomplished, either what math is necessary or how the answer should sound/be written..

Example: 1. Calculate

2. Explain

the percent of people who agree.

how you figured out the answer

Do What-divide the number of people who agreed by the total

-write a sentence to represent each step of my calculations.

How?

*Deadline for completed Peer Observation Cycles is on

May 16, 2014

Break Time!!!!

Learning and Retaining Vocabulary

Review Strategy 3 starting on pg. 33 in your Critical Reading Book.

These pages provide more background info about helping students retain vocabulary and also have other

templates to use.

Useful Websites for Vocab also!

Strategy Check

◻At your tables, retrace the activities and exercises we did for the

assessment and vocabulary. What did we do first, second, third, etc.

◻Which CC standards did we address?

◻Fill in your Strategy Checker.

Text #1: Before and After Reflection

Quickwrite:Can a survey tell us how good a

school is? Why or why not?

Responding to a Writing TaskBased on the article “Controversial Illinois…”, and Gage

Middle School’s School Report Card, explain the perceived experience of teachers and students. Then compare two data outcomes from the Illinois article to the same two

outcomes from Gage’s SRC. Evaluate the validity of the two surveys and propose two additional survey questions to inform Illinois and Gage about other areas of strength

and/or weakness.

Do What

What would have to be taught before students can

start their responses to this prompt?

Essential Question:What kind of survey questions were asked in Illinois and at Gage and what do the responses say about the schools?

Reading and Rereading Tasks

1. Read “Controversial Illinois school poll tells what students and teachers really think” from Chicago Tribune silently.

2. While rereading:

a) Number each paragraph.

b) Circle key words, names, places, dates and data figures.

c) Underline people’s statements and what the data figures represent.

Compare and Share

Double Underline all of the Claims, the Author’s or other people’s

-a claim is an arguable statement or assertion made by an author/person. (p.62)

What are some other strategies we can use to have students “Mark the Text” with

less or no copies?

How can we extend MTT into notes or other formats to help them review?

Going deeper!

What is the author doing in paragraph 10?

Starting with a verb, write a brief statement in the right margin that explains what the author is doing.

Begin with a verb like…(or any other verb that works)

explaining… using… describing… illustrating…showing… arguing…

See page 112 for more options.

Argument Statement Exercise

Summarize the article’s claims about the results of the Illinois School surveys.

Template In the article____(title of text)__, _(author’s name)__

________(claims, argues, states, or some other verb) that _________________________ _____________________________________.

Add Evidence Analysis

In the article____(title of text)__, _____(author’s name)____ _____(claims, argues, states, or some other verb) that______________________________________________.

Rado _______(shares, illustrates, describes, or some other verb)

_______________(evidence given)_______________

in order to __________________. The author’s

decision to use _______________________

is / (is not) valid because ______________.

Before and After Reflection

Quickwrite After learning about Illinois’

state school survey, discuss how this text affirmed your beliefs

about school surveys or challenged them in some way.

Strategy Check

◻At your tables, retrace the activities and exercises we did for Text #1. What

did we do first, second, third, etc. ◻Which CC standards did we address?

◻Fill in your Strategy Checker.◻Also, take a look at page 48 for some

more purposes for rereading.

Text #2: Reading Task

◻Independently scan the pages of the School Report Card. ◻Purposefully reread the text on pg. 1 (the letter to

parents) and “mark the text” by:• numbering the paragraphs;• Circle key terms, dates, and names• Underline important explanations and descriptions• Box unknown/difficult words• Side comments-connections to other text (written or

symbols)As you mark the text, refer back to the “Marking the Text: Non-Fiction”

Quick Reference on pages 58-62 in the Critical Reading Guide.

Pair-Share

◻What did you circle as key terms?

◻What did you underline?

◻What is the purpose of the school report card?

◻---According to Dr. Deasy, the purpose of the school report card is…….

Interpreting the Data Pages

◻Now read YOUR assigned page of the School Report Card and “Mark the Text” as you see fit, making sure to read all text, even headings and subheadings. ◻Get together with those who have the same

page and discuss what you circled and what you underlined. ◻What modifications to the directions would

you give to your students?

Charting the Text

◻Charting the Text asks readers to identify what the author is saying, but also how they are doing it.◻ Create the table on page 110 of your Critical

Reading Guide in your notebook to record your charting statements. ◻With your partner, chart the first two paragraphs

on page 1.◻When charting the “do” of paragraphs, begin

your phrases with a verb. Refer to the “Charting Verbs List” on page 112 for a list of verbs.

¶(s) Say Do

Pair-Reread-Chart

● Now with your group, chunk (section off) your data page.

● Chart the data page by creating a “Saying” statement that summarizes the data in each chunk, not just copying all the data given.

● Start your “Do” column with a verb

¶(s) Say DoAPI Score

-From 2011-2013 Gage increased its API by 8 points, taking it to 696

-Comparing the API score of 11-12 to 12-13

Summarizing

Using your charting statements, craft a concise summary for your page in the text. We can then put them altogether with transitions to have one summary of the 4 pages.

• Example: The letter to parents

Say DoP1: The School Report Card has useful information and is more parent friendly.

P2: The School Report Card shows different measures of how Gage students have grown in the last year as well as feel.

-Introducing the school report and new format to parents.

-Explaining what is in the report card and what parents can do with it.

According to the introduction letter from Dr. Deasy and our principal, the SRC was made parent friendly with its new format. They also explain that it has multiple measures that show how students have grown and how they feel.

Table Talk

While charting the text, what did you find challenging?

Which CC standards does it address?

A Few Reasons for Charting Texts

• Challenges students to move beyond simple comprehension of ideas and into deep reading of the text

• Provides a way for students to explore how texts are constructed: to investigate how authors use language to interest or persuade their readers

• Makes available a list of useful verbs that students will need in order to summarize an author’s argument accurately

Strategy Check

At your tables, retrace the activities and exercises that we did while reading the SRC.

What did we do first, second, third, etc.?

Fill in your tracker.

Pause, Connect, Quickwrite,and then Share

Look at the Illinois article and the Gage Middle School Report Card. What are some

similarities and differences in the survey results?

Take 4 minutes to explore and write about it before we share out.

Lunch Time!!!45 minutes

Ok, back to our writing task!!Based on the article “Controversial Illinois…”, and Gage

Middle School’s School Report Card, explain the perceived experience of teachers and students. Then compare two data outcomes from the Illinois article to the same two outcomes from Gage’s SRC. Evaluate the validity of the two surveys

and propose two additional survey questions to inform Illinois and Gage about other areas of strength and/or

weakness.

How would you want your students to present their final answer/product for this?

Which Math Practice Standards does this prompt and mini-unit hit?

Synthesizing Ideas from Two (or more) Sources

◻ In academic writing, writers will use one text to extend, clarify, illustrate, or complicate the ideas found in another text.

◻Although secondary students are taught to compare and contrast, they are not encouraged to use this schema (conceptual pattern in the mind) in college.

◻Synthesis requires writers to accurately account for information and to show how this information works with other source material. Are students ready for this type of work?

What would be next???

⬜Outlining their thoughts-⬜Integrating Citations-⬜Understanding The Rubric-⬜Editing, revising and writing final products-⬜Don’t forget presenting products

⬜Oh wait, did we forget to mention the explicit directions for what math they need to present??!

Independent Reading Task

Read the introduction to Strategy 11, “Utilizing Sentence Starters and Templates” on pages 159-161.

Then, scan over the “Sentence Starters” on pages 164-166. You might want to use some of these in your templates.

Finally, read “Crafting Template-Writing Exercises” on pages 172 and 173.

Crafting a Template

PromptBased on the article “Controversial Illinois…”, and Gage

Middle School’s School Report Card, explain the perceived experience of teachers and students. Then compare two data outcomes from the Illinois article to the same two

outcomes from Gage’s SRC. Evaluate the validity of the two surveys and propose two additional survey questions to inform Illinois and Gage about other areas of strength

and/or weakness.

Form groups of four and create a student template for their intro paragraph. Use the prompt to guide your

templates.

Table Talk

How can you use these strategies on a daily basis, on a smaller scale?

What about with the textbook, DARTS, math practice worksheets,

PowerTeaching, etc?

What’s the connections between the work we do with these four?

◻PLC, PBL, Critical Reading, Peer Observation

Pause and Connect!!!!

Write a statement connecting these four.

Ah, ha! & Huh? Chart

Ah, ha! Huh?I didn’t realize…

I find _____ to be useful…

I am glad…

Strategy X is…

I still don’t get…

I am not sure I understand…

Activity X was difficult because…

Wait just a minute,…

3-Part Source Integration

What quotes/paraphrases are they going to use and how do you properly integrate

them?

(3-part source integration pg. 170-175) Turn to the “3-Part Source Integration: Templates”.

As a table, pick one quote from either source that you would use if you were creating this speech. Then use one of the templates on those pages to do a 3-part integration with it.

The Rubric

◻ Introduce before writing commences to really give students an opportunity to meet its expectations.

◻Teach the vocabulary words, give an exemplar if possible.

Creating a Literacy Unit for the Teaching of Reading and Writing.

1. Decide on what common core standards you will address.

2. Purposefully select at least two texts, at least one supplementary and possibly a set of pages from the textbook or some other alternate piece.

3. Create a writing prompt that students will respond to at the end of reading these texts. (How will they express their understanding in written form?)

4. Read the texts in ways you want your students to read it.

5. Develop the before, during, and after learning activities that students will do each day with the texts and to prepare for the writing prompt.

Resources to assist:

◻www.Achievethecore.org-full units and lesson plans

◻www.avidweekly.org -10 articles a month: gagems, gage

◻Ccss.lausd.net-LAUSD sample modules ◻Smarter balanced website

◻These links and documents from today can be found on gagems.org-→departments---→ Instructional Coaches--→Common Core

Group DiscussionOnce You Have Read the Text, Ask…

• What does the text offer?

• What did you notice in the text?

• How should your students read the text?

• What strategies could you use to support students in the reading of this text?

• What will you have your students do with what they have read?