2011 ela summer institute day 2. balancing act 11/11/2015 page 2
TRANSCRIPT
2011 ELA Summer Institute
Day 2
Balancing Act
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Reflect
• Who was successful with this task?
• How did you do it?
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A Balanced Approach
Focus on the “eye”:The CCR Anchor Standards and Grade Specific Standards
Be ready and willing to move and adjust:Be open to the changes you will need to make in your classroom instruction.
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“There are known knowns. There are things we know that we know. There are known unknowns. That is to say, there are things that we know we don’t know. But there are also unknown unknowns. There are things we don’t know we don’t know.”
D. Rumsfeld, Newsweek (2003, p. 113)
Read the passage silently.
• How many times did you read this?
• At what point did you stop understanding?
• What strategies did you use to gain comprehension?
Ask yourself…
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Three key questions to ask students after they have read something:They encompass three different levels of thinking.
(Sheridan Blau)
1.What does it say? (Literal level – comprehension) (Foundational to answering the second question)
2.What does it mean? (Interpretation level) (More than just appreciating a good story – themes)
3.What does it matter? (Reflection)(The heart of why they read the book)
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A CLOSER LOOK
Participants will take a closer look at reading and writing in the ELA Common
Core State Standards.
Taking A Closer Look
• Close reading
• Text complexity
• Writing
Where does close reading appear in the Common Core?
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College and Career Readiness Anchor Standards for Reading
R.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.
Close Reading
Brainstorm……
How do you do a close reading?
1. Read with a pencil in hand, annotate the text.• Mark the big ideas and skills
2. Look for patterns in the things you’ve noticed about the text – repetitions, contradictions, similarities.• Find the commonalities
3. Ask questions about the patterns you’ve noticed – especially how and why?• What is a student to know and be able to do?
Close Reading of a Cluster of Standards
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ELA Inventory
Use the prompts at the top of each column to support your reflection and planning.
This document can be used to facilitate the implementation of the Common Core State Standards.
Taking A Closer Look
Close reading
• Text complexity
• Writing
Where does text complexity appear in the Common Core?
College and Career Anchor Standard for Reading
R.10: Read and comprehend complex literary and informational texts independently and proficiently.
Focus on Text Complexity
ELA CC State Standards:
• focus on short texts worthy of rereading which places a high priority on the close, sustained reading of complex text.
• are emphatic about students reading text of an adequate range and complexity.
• focus intently on students reading closely to draw evidence from the text itself.
• require students to read increasingly complex texts with increasing independence as they progress towards career and college readiness.
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How is text complexity measured?
Qualitative evaluation of the text:• Levels of meaning• Structure• Language conventionality and clarity • Knowledge demands
How is text complexity measured?
Quantitative evaluation of the text:Readability measures and other scores of text complexity
How is text complexity measured?
Matching reader to text and task:• Will the reader be interested in the content?• Does the reader possess adequate prior knowledge of experience regarding the topic?• Will the reader understand the purpose?• Will the complexity of any before, during and after reading tasks or the complexity of any questions asked about the text interfere with the reading experience?
Why Text Complexity Matters“The clear, alarming picture that emerges from the evidence … is that while the reading demands of college, workforce training programs, and citizenship have held steady or risen over the past fifty years or so, K–12 texts have, if anything, become less demanding.”
(CCSS, Appendix A, pg. 2)
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“Often, textbook writers have frontloaded all necessary information to spoil any chance for intellectual discovery on the part of the student. The CCSS wants students to have opportunities to grapple with difficult text.”
David Coleman
What does it look like in the classroom?
http://usny.nysed.gov/rttt/resources/bringing-the-common-core-to-life.html
Scaffolding doesn’t mean…• reducing complexity of text.• replacing the text.• telling students what they are going to learn.
Scaffolding…
How To Scaffold• Model• Provide constructive feedback• Activate prior knowledge• Build background• Use supports
– Sensory– Graphic– Interactive– Language
Examples of Scaffolding
Modeling/Demonstrations
Realia and Multi-media
Hands-on Manipulatives
Pictures
Visuals
Scaffolding: Organizers
Concept MapVenn Diagram
Sequence
BREAK
• Take a 15 minute break.
• Please return promptly.
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Taking A Closer Look
Close reading
Text complexity
• Writing
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Writing
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Standards 1-3 address text types and purposes:
• Writing arguments• Writing informative/explanatory texts• Writing narratives
Foldable Activity
• On each flap, list one type of writing.
• Use the space inside for your notes about each type of writing.– Common language
anchors to grade-specific standards
– What students should know
– What students should be able to do
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Text Types
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An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid.
Arguments are used for many purposes –
• to change the reader’s point of view
• to bring about some action on the reader’s part
• ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem.
Text Types
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Informational/explanatory writing conveys information accurately —
This kind of writing serves to:
• increase readers’ knowledge of a subject
• help readers better understand a procedure or process
• provide readers with an enhanced comprehension of a concept.
Text Types
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Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure.
• does not include all of the possible forms of creative writing, such as many types of poetry.
• inclusion and evaluation of other such forms are left to teacher discretion.
Writing: Then and Now
Directions: Using the Then and Now graphic organizer and the Writing Then and Now handout, compare writing expectations from the NCSCOS and the CCSS to determine what is different.
When you complete your handout, turn and talk about what you discovered.
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The Starring Role of Argument
CCSS places particular emphasis on students’ ability to write sound arguments on important topics and issues to prepare students for college and career.
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AN INTEGRATED MODEL OF TEACHING
AND LEARNING Participants will recognize the connection
between reading and writing standards. Participants will understand the integrated model of literacy.
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REMEMBER: “While the standards delineate specific expectations in reading, writing, speaking and listening, and language, each standard need not be a separate focus for instruction and assessment. Often several standards can be addressed by a single rich task.”
( CCSS, Introduction, p. 5)
An Integrated Model
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“Read like a detective, write like an investigative reporter.”
-David Coleman – co-author of ELA CCSS
Close Reading of a Primary Source DocumentMaking the Reading/Writing Connection
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• Closely read the excerpt from: Letter from Birmingham Jail by Martin Luther King, Jr. (Refer to the instructions on How to do a Close Reading).
• After reading, consider the tone of the document.
• Find the text-based evidence to support your reasoning.
• Select one type of writing (listed in the foldable).
• Write a paragraph (on back of the foldable) about the tone of this document, using text-based evidence.
Martin Luther King Jr.. (2011). The History Channel website. Retrieved 3:27, June 3, 2011, from http://www.history.com/photos/martin-luther-king-jr.
Close Reading of a Primary Source Document (Photograph)
Making the Reading/Writing Connection
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• Closely view: Photograph of Martin Luther King, Jr. in Birmingham Jail (Refer to the instructions on How to do a Close Reading).
• After viewing, consider the tone or mood of the photograph.
• Find the text-based evidence to support your reasoning.
• Select one type of writing (listed in the foldable).
• Write a paragraph (on back of the foldable) about the tone of this photograph, using text-based evidence.
Martin Luther King Jr.. (2011). The History Channel website. Retrieved 3:27, June 3, 2011, from http://www.history.com/photos/martin-luther-king-jr.
• The process of mapping• On-line materials and sample• Mini-maps
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Ticket Out
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Julie Joslin, Ed.D. Section LeadGrades 9-12 English Language Arts [email protected]
Cindy Dewey, Ph.D.Grades 3-8 English Language Arts [email protected]
Phyllis BlueGrades 6-8 English Language Arts [email protected]
Lisa McIntosh (Llewellyn)K-5 English Language Arts [email protected]
Dan TetreaultK-5 English Language [email protected]
Contact Information:
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Kelly Brannock, NBCTSchool Library Media Consultant [email protected]
Heather P. MullinsEducator Recruitment and Development [email protected]
Kimberly SimmonsEducator Recruitment and Development [email protected]
Robin Smith, Ed.D.Educator Recruitment and Development [email protected]
Contact Information: