Day 2 :

ELA Training

7:45-8:00

Social Time

Today’s Agenda

Teacher Talk: What’s trending in YA literature? What titles are you noticing the kiddos reading?

Sharing: Environmental Changes in the classrooms

Celebrate: Small Successes

Portrait of a Reader

Close Reading (Followed by grade level work time)

Writing Workshop (Followed by grade level work time)

Small Successes

Table Activity: Jigsaw •

• Table One: Disengaged Reader/Fake Reader & Engaged Reader :Does Nonfiction Count?

• Table Two: Disengaged Reader/Challenged Readers & Engaged Reader: I Can But I Don’t Want To

• Table Three: Disengaged Reader/Unrealistic or Wannabe Reader & Engaged Reader: Stuck in a Genre or Series Reader

• Table Four: Disengaged Reader/ Compliant & Engaged Reader: Bookworms

• Table Five: Tips for Successful Independent Reading & Remember Engagement is the Goal

Each table creates a reader profile for an engaged and disengaged reader. Describe them and their needs. ** Entire article creates a classroom portrait.

Rethinking the whole class novel

“…students are not reading more or better as a result of the whole-class novel. Instead, students are reading less and are less motivated, less engaged, and less likely to read in the future.”

--Douglas Fisher and Gay Ivey, “Farewell to Farewell to Arms: De-Emphasizing the Whole Class Novel”

Whole Class Novel Concerns

No single text can meet the reading levels of interests of the wide range of readers in a classroom.

Novel units take too long Students cannot read enough to develop strong literacy skills.

Kids learn how to fake read.

Extensions, fun activities, and having the entire book read aloud reduces authentic reading, writing, and thinking.

A book isn’t rigorous if students aren’t reading it. - Penny Kittle, Book Love

“Somites are blocks of dorsal mesodermal cells adjacent to the notochord during vertebrate organogenesis.” “Improved vascular definition in radiographs of the arterial phase or of the venous phase can be procured by a process of subtractions whereby positive and negative images of the overlaying skull are superimposed on one another.”

Close Reading

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.

(c) Frey & Fisher, 2008

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focused Instruction

Guided

Instruction

“I do it”

“We do it”

“You do it

together” Collaborative

Independent “You do it

alone”

A Structure for Instruction that Works

Creating a Close Reading Creating a Close Reading

Creating a Close Reading

Use a short

passage

Creating a Close Reading

Use a short

passage Re-reading

Creating a Close Reading

Use a short

passage Re-reading

“Read with a pencil”

Creating a Close Reading

Use a short

passage Re-reading

“Read with a pencil”

Text-dependent questions

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

Annotation is a note of

any form made while

reading text.

“Reading with a pencil.”

People have been annotating texts since there have been texts to

annotate.

Annotation is not highlighting.

Annotations • Underline the major points.

• Circle keywords or phrases that are confusing or unknown to

you.

• Use a question mark (?) for questions that you have during the

reading. Be sure to write your question.

• Use an exclamation mark (!) for things that surprise you, and

briefly note what it was that caught your attention.

• Draw an arrow (↵) when you make a connection to something

inside the text, or to an idea or experience outside the text.

Briefly note your connections.

• Mark EX when the author provides an example.

• Numerate arguments, important ideas, or key details and write

words or phrases that restate them.

Annotation slows down the reader in order to

deepen understanding.

Annotation occurs with

digital and print texts.

While reading…

Modeled annotation in Seventh Grade

Student annotation in 6th grade

Student sample from Leigh McEwen, AEA 9, Iowa

Modeling in 9th

Grade English

Student annotation in 11th grade English

A Close Reading of “Salvador, Late or

Early”

(Cisneros, Woman Hollering Creek and Other Stories, 1991)

Text-dependent Questions

• Answered through close reading

• Evidence comes from text, not information from outside sources

• Understanding beyond basic facts

• Not recall!

Types of Text-dependent Questions

Opinions, Arguments,

Intertextual Connections

Inferences

Author’s Purpose

Vocab & Text Structure

Key Details

General Understandings Part

Sentence

Paragraph

Entire text

Across texts

Word

Whole

Segments

General Understandings

• Overall view

• Sequence of information

• Story arc

• Main claim and evidence

• Gist of passage

General Understandings in Kindergarten

Retell the story in order using the words beginning, middle, and end.

Key Details

• 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 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?

It took more than 3 weeks. He ate for one week, and then “he stayed inside [his cocoon] for more than two weeks.”

• Chocolate cake

• Ice cream

• Pickle

• Swiss cheese

• Salami

• Lollipop

• Cherry pie

• Sausage

• Cupcake

• watermelon

Foods that did not give him a stomachache

• Apples

• Pears

• Plums

• Strawberries

• Oranges

• Green leaf

Foods that gave him a stomachache

Vocabulary and Text Structure

• Bridges literal and inferential meanings

• Denotation

• Connotation

• Shades of meaning

• Figurative language

• How organization contributes to meaning

Vocabulary in Kindergarten

How does the author help us to understand what cocoon means?

There is an illustration of the cocoon, and a sentence that reads, “He built a small house, called a cocoon, around himself.”

• 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

Author’s Purpose in Kindergarten

Who tells the story—the narrator or the caterpillar?

A narrator tells the story, because he uses the words he and his. If it was the caterpillar, he would say I and my.

Inferences

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 in Kindergarten

The title of the book is The Very Hungry Caterpillar. How do we know he is hungry?

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.

Opinions, Arguments, and Intertextual Connections • Author’s opinion and reasoning (K-5)

• Claims

• Evidence

• Counterclaims

• Ethos, Pathos, Logos

• Rhetoric

Links to other texts throughout the grades

Opinions and Intertextual Connections in Kindergarten

Narrative Is this a happy story or a sad one?

How do you know?

Informational How are these two books similar?

How are they different?

Eisenhower’s Message to the Troops June 6, 1944

Soldiers, Sailors and Airmen of the Allied Expeditionary Force! You are about to embark upon the Great Crusade, toward which we have striven these many months. The eyes of the world are upon you. The hopes and prayers of liberty-loving people everywhere march with you. In company with our brave Allies and brothers-in-arms on other Fronts, you will bring about the destruction of the German war machine, the elimination of Nazi tyranny over the oppressed peoples of Europe, and security for ourselves in a free world. Your task will not be an easy one. Your enemy is well trained, well equipped and battle hardened. He will fight savagely. But this is the year 1944! Much has happened since the Nazi triumphs of 1940-41. The United Nations have inflicted upon the Germans great defeats, in open battle, man-to-man. Our air offensive has seriously reduced their strength in the air and their capacity to wage war on the ground. Our Home Fronts have given us an overwhelming superiority in weapons and munitions of war, and placed at our disposal great reserves of trained fighting men. The tide has turned! The free men of the world are marching together to Victory! I have full confidence in your courage and devotion to duty and skill in battle. We will accept nothing less than full Victory! Good luck! And let us beseech the blessing of Almighty God upon this great and noble undertaking. SIGNED: Dwight D. Eisenhower

Creating Text-Dependent Questions

Level of Text Specificity

CCS Anchor Standard Close Reading Skill

Text Dependent Question

Words/Phrases

Analyze how specific

word choices shape

tone (Standard 4)

What words and

phrases does General

Eisenhower use to

inspire the troops on

D-Day?

Creating Text-Dependent Questions

Level of Text Specificity

CCS Anchor Standard Close Reading Skill

Text Dependent Question

Sentences

Assess how point of

view shapes content

(Standard 6)

Eisenhower states

that this invasion will

“bring about the

destruction of the

German war

machine… eliminate

tyranny… and create

security throughout

the world.” What

does that sentence

reveal about him?

Creating Text Dependent Questions

Level of Text Specificity

CCS Anchor Standard Close Reading Skill

Text Dependent Question

Paragraphs

Summarize key supporting

details (Standard 2)

Ike’s message to the troops

acknowledges the difficulty

of the mission, but assures

them that they will be

triumphant. In what ways

does he accomplish this?

Investigate the structure of

specific sentences,

paragraphs, and sections of

text (Standard 5)

How does the use of

religious imagery contrast in

the opening and closing?

"Our landings in the Cherbourg-Havre area have failed to gain a satisfactory foothold and I have withdrawn the troops. My decision to attack at this time and place was based upon the best information available. The troops, the air and the Navy did all that Bravery and devotion to duty could do. If any blame or fault attaches to the attempt it is mine alone.”

Eisenhower’s “In Case of Failure” Letter

"Our landings in the Cherbourg-Havre

area have failed to gain a satisfactory

foothold and I have withdrawn the troops.

My decision to attack at this time and

place was based upon the best

information available. The troops, the air

and the Navy did all that Bravery and

devotion to duty could do. If any blame or

fault attaches to the attempt it is mine

alone."

July 5

Remember: Text Dependent Questions...

•Can only be answered with evidence from the text.

•Can be literal (checking for understanding) but must also involve analysis,

synthesis, evaluation.

•Focus on word, sentence, and paragraph, as well as larger ideas, themes, or

events.

•Focus on difficult portions of text in order to enhance reading proficiency.

•Can also include prompts for writing and discussion questions.

•Should be created collaboratively with one or more teachers

Writing Workshop

Phrase cloud

Sarah Kay: If I Should Have a Daughter

Writingfix using Model Texts “Most Embarrassing Moment”

Model Text: The Watsons Go To Birmingham- 1963 Learning Purpose: Create a strong lead for a developed narrative.

CCSS.ELA-Literacy.W.8.3 Write narratives to develop

real or imagined experiences or events using

effective technique, relevant descriptive details, and

well-structured event sequences.

• Constructed Written Response *Six-Steps of Constructed Written Response (Middle School Example and Rubric) (High School Example)

● WKCE, ACT, SAT, In-Class Writing

Assessments (Activity)

Error Hour 1 Hour 2 Hour 3 Hour 4

Lack of

capitalization of

proper nouns/

adjectives

BK LM, TJ, JA,

Linking

independent

clauses without a

comma and

conjunction or

semicolon

GF, HT, YM, TS,

SB

“Teaching grammar skills through explicit instruction in the form of guidelines, mini-lessons, and mentor texts provides students with a strong foundation.”

CCSS.ELA-Literacy.L.8.2

Demonstrate command

of the conventions of

standard English

capitalization,

punctuation, and spelling

when writing.

CCSS.ELA-Literacy.L.9-

10.1 Demonstrate

command of the

conventions of standard

English grammar and

usage when writing or

speaking.

For your own lesson planning...

“Teachers must teach grammar, not merely mention or correct errors. The mini-lesson during writing workshop provides a prime instructional opportunity within an established writing time, thus encouraging students to put newly acquired grammar knowledge into practice.” Teaching the Language Arts (2013)

From the blog Notable Sentences

Learning Purpose: To identify how a writer

uses an apostrophe as a literary device (not

punctuation)

Model Text: Jane Eyre

"You did right to hold fast to each other," I

said: as if the monster-splinters were living

things, and could hear me.

(Charlotte Bronte's Jane Eyre, page 281)

Hodgepodge Assortment of Writer’s Workshop Goodies:

● Student self-editing conventions sheet

● W.O.P. (Writing off of the Page) Atwell

● TeenInk for Publication

● Student charted growth based on the CCSS

● Analyzing speeches as

formal arguments

Any other ideas?

1. Working together by grade level, choose from 3-4

mentor texts and describe how you would you use it in

your classroom.

2. Each team is responsible for filling out an Exit Ticket

based on your design and mentor-text selection.

Apply ideas from today to your own

curriculum.