SJSD Secondary Professional Development

February 19, 2013

Text  Complexity  

The  SJSD  Learner  

CLOSE  Read

ing  

Quanta8ve  

Qualita8ve  

Tier  2  Tier  3  

Reader  and  Task    Considera8on  

Comprehension  Strategies  

6th Grade ELA Smarter Balanced Assessment

Part 1: 35 minutes Students will read three sources (article, fact sheet, and blog

entry), taking notes on what they read, and answer the following questions in preparation for writing an informational essay about invasive plants:

1. Explain what invasive plants are and why people should be concerned about them. Use details from the sources to support your answer.

2. Evaluate which source, the article or the fact sheet, would be most helpful to the blog writer. Use details from the sources to support your answer.

3. Analyze why some people might not want to get rid of invasive plants. Use details from the sources to support your answer.

Part 2: 70 minutes Review your notes and sources, plan draft, and revise your essay.

Your assignment:

A local newspaper is publishing student essays about important environmental topics. You are invited to submit an essay about invasive plants, which have become a serious problem in your state. Your essay should be informative and interesting to read, and it should give readers a basic introduction to the issue of invasive plants.

Three Stay... One Stray

Reading Activity

Think about your thinking - "metacognition"

Purpose - actively read to understand how this applies to you

Article: Common Core Standards Set the Stage for New State Accountability Tests

Who are we as readers?

Making Connections

Synthesizing

Questioning

Inferring

Determining Importance

Comprehension Strategies

Making connections Questioning Visualizing Inferring Determining importance Synthesizing

Our Focus

Comprehension Strategies

Making connections Questioning Visualizing Inferring Determining importance Synthesizing

Our Focus

What is Questioning? •  Readers generate questions before, during, and after reading.

•  Questions pertain to the text’s content, structure and language.

•  Readers ask questions for different purposes including those that clarify their own developing understanding.

•  Readers wonder about the choices the author made when writing.

http://www.learner.org/jnorth/tm/ReadStrat3.html

Why teach Questioning?

"Readers who ask questions when they read assume responsibility for their learning and improve their comprehension in 5 ways:

1. By interacting with the text 2. By motivating themselves to read 3. By clarifying information in the text 4. By inferring beyond the literal meaning." 5. By drawing conclusions at the end of the

text. I Read It, But I Don't Get It by Chris Tiovani

How do I teach Questioning? • Set a purpose for reading.

• Annotate by writing questions as the text is read.

Thick and Thin Questions Thin Thick

•  asked to clarify/understand

•  answered with one

word or a number - simple

•  scratch the surface of

a reader's thinking

•  digs deeper into a reader's thinking

•  addresses large,

universal concepts

Thick vs. Thin Questions

http://taildom.com/blog/pictures/bathroom-break-at-cesar-millans/#.T5ls0MvRz0Q.pinterest

Time for a Break

Comprehension Strategies

Making connections Questioning Visualizing Inferring Determining importance Synthesizing

Our Focus

What is Inferring?

•  "Inferring allows readers to make their own discoveries without the direct comment of the author."

--Susan Hall

•  "Inferring occurs when text clues merge with with the reader's prior knowledge and questions to point toward a conclusion about an underlying theme or idea in the text."

--Stephanie Harvey & Anne Goudvis

Inferring is not predicting!

"Predicting" and "inferring" are closely related, but there is a difference between these two skills. A prediction is a guess about the outcome of the action based on your prior knowledge or factual information in a text. A prediction can be confirmed or denied within the text. An inference is a way to figure out the deeper meaning of a text by "reading between the lines".

Harvey, S. & Goudvis, A. (2000), Strategies that work: Teaching comprehension to enhance understanding, Stenhouse Publishers.

Why teach Inferring?

Inferring requires higher order thinking skills, which makes it a difficult skill for many students.

Researchers have confirmed that thoughtful, active, proficient readers are metacognitive; they think about their own thinking

during reading.

Inferring

Schema (Background Knowledge) +

Clues from Text

(Words and Pictures)

=

Inference

Practical Arts

Fine Arts

PE

Social Studies

Math

Science

Communication Arts

Let's practice inferring....

Inferring

Schema (Background Knowledge) +

Clues from Text

(Words and Pictures)

=

Inference

What are the most interesting things that we have discussed so far this morning?

BLOCK PARTY

What are the most important things that we have discussed so far this morning?

Comprehension Strategies

Making connections Questioning Visualizing Inferring Determining importance Synthesizing

Our Focus

What is Determining Importance? Determining importance is like panning for gold. You need to get rid of nonessential material and focus on separating the interesting from the important.

Photo Credit: <a href="http://www.flickr.com/photos/43207063@N06/4895552597/">n.hewson</a> via <a href="http://compfight.com">Compfight</a> <a href="http://creativecommons.org/licenses/by/2.0/">cc</a>

Why teach Determining Importance?

Determining importance... -assists readers in identifying important idea and facts, which enables them to

mentally organize information and ultimately more easily comprehend the essence of what they are reading

Determining importance becomes even more critical with Common Core implementation due to...

-an emphasis change from literary to informational texts -a greater emphasis on independent learning and the use of study skills

Did you know? -The more well-written a text is, the more difficult it is to determine what is

important vs. what is interesting. Textbook material tends to be the most difficult of all.

http://www.ohiorc.org/adlit/strategy/strategy_each.aspx?id=5#how

teacherweb.esu1.org/files/ahill/DeterminingImportance.ppt

How do I teach Determining Importance?

1. Annotation

2. VIP - Very Important Point

3. THIEVES - Title, Headings, Introduction, Every 1st sentence in paragraph, Visuals, Vocabulary, End of chapter questions, Summary

4. FQR - fact/question/response

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Exit Slip

Photo Credit: <a href="http://www.flickr.com/photos/28233229@N00/1213300234/">Sakurako Kitsa</a> via <a href="http://compfight.com">Compfight</a> <a href="http://creativecommons.org/licenses/by-nc-nd/2.0/">cc</a>

Next Steps

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4th Quarter Text Complexity, Vocabulary, and Comprehension Strategy

Plan Template

http://goo.gl/sBivt