February mini-institute on content area literacy and ccss

February mini-institute on content area literacy and ccssShana Frazinshana@readingandwritingproject.com1Researchers read closely by asking-what kind of document is this?

-what does it want me to know?

-what does it want to me think?

-what does it want me to feel? 2Ruth and The Green Book

3How-To Read NF With a Partner1. Decide WHAT you are reading together2. Decide WHERE you will stop to turn and talk3. Decide HOW you are reading togetherShared choral reading, echo reading, tennis reading, silent reading4. Read chunk one.5. Talk about chunk one.6. Read next chunk.7. Talk about next chunk4Holding onto the Information the text is teaching

5Information reading assessmentIm excited to know more about each of you as nonfiction, or informational text, readers. In a moment you are going to read an informational text. You will need to read the text and think about the central ideas* and supporting details evidence to support your thinking

After you read the text, you will respond in writing. Youll have 30 minutes to complete the reading and the written response.

Reading Standard 4.1: refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the textRefers details or examples from the provided source(s). These details are mostly relevant to the idea or position the student is discussing. References to source material demonstrate mostly accurate understanding of literal and inferential details from the text.

A moment to ReflectI learned

I really want to try

I am continuing to think aboutHomework, Day OneDo something beautiful in NYCPlan a read aloud. Select focus skills. Include a variety of actionsthink aloud, turn and talk, jot aloud, stop and jot. Independent Reading: read from your baggie to build information and ideas about the Civil Rights Era Professional Reading: read content area calendars grade 4, unit 1, note taking and writing to think Information Reading Assessment: Please complete 9A Message to start Our dayGood morning and welcome to day two of the February mini-Institute Im so glad you came back to school today! As you are settling in, pleaseReconnect with your partner/group. Teach each other information and ideas from the work you did last night.Think about the work you did in your center yesterday. With your colleagues, compose one or two tips for the researchers who will be visiting that center today.Read around the room. Check out our post-it trail from Ruth and the Green Book by Calvin Alexander Ramsey.Review your notes from yesterday and get your mind ready to work even harder.

Flow of Our DayminiLecture into centers

Studying student work

Interactive read aloud: nonfiction

miniLesson into nonfiction reading

Quick rehearsal and drafting of information books

Relentlessly researchingOne of our big, important jobs as researchers is to synthesize all the information we are learning. One way we can do this is by rereading our notes and thinking about our unanswered questions. We can carry those questions across centers and texts and conversations in pursuit of answers.

Tips on Planning a minilecture1. Research, research, research.2. Structure, structure, structure.Boxes and bulletsChronological/SequentialQuestion, AnswerCompare, Contrast3. Create supportsvisuals, words banks, book recommendations4. Use what you know from Interactive Read Aloud listening prompts, think alouds, turn and talks, stop and jots, etc.

Refers details or examples from the provided source(s). These details are mostly relevant to the idea or position the student is discussing. References to source material demonstrate mostly accurate understanding of literal and inferential details from the text.

Reading Standard 4.1: refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the textTips on planning iraWays to DemonstrateWays to PracticeThink AloudStop and thinkTurn and TalkJot AloudStop and jotStop and sketchAct It OutShow meAct it outFinger puppetsReread and RethinkShared reading, plusGuidelines for whole class conversationIts your turn to talk, if no one else is talking and you have something to saySit facing most of the readers. Remember, we listen with our ears and our eyes, our hearts and our mindsCant hear? Use the turn up the volume signalFrom Notes to Information BooksPossible Table of ContentsKindsPartsTimesChronologicalOral Rehearsal with a PartnerQuick Draft of a Section (or two!)Boxes and bulletsCompare/ContrastProblem/SolutionHomework, Day TwoDo something delicious in NYCPlan a nonfiction reading miniLesson, based on data from the nonfiction reading assessment. Independent Reading: continue to read and take notes on information and ideas about the Civil Rights Era Professional Reading: NF reading session (3-4, p. 44, 5-8, p. 41)Please complete: TOC and a section (or two!) of your information book

Message to Start our day Welcome back! I am so glad you came to school today. (Really.)

Take a moment to find your partner and share the writing work you continued last night. You may want to discuss ways to make time for writing today, tomorrow and beyond.

Find your group and decide the center in which you will work, study anf learn.Flow of Day ThreeminiLesson into centers

Practicng our teaching in triads: (No, and then I would)

Lets debate that!

Quick argument essays

Studying the Opinion ContinuumRelentlessly researchingResearchers think, talk and sometimes write in claims and evidence that supports those claims. Some people call this boxes and bullets. We can do this by asking whats my idea and what reasons or examples or evidence support my idea.

Resistance to integration came in many forms.

There was legal resistance to integrationJim Crow laws

There was violent resistance to integrationKu Klux Klan

There was nonviolent resistance to integrationmothers pulling her child out of school

Children Played a pivotal role in the civil rights movement1.

2.

3.

4.

Qualities of Good TeachingExplicitness

Consistency

Engagement

Responsiveness

Planned-ness

Connectedness

Moves You can use to argueWhen you want to stake a positionIt is my position thatI am going to argue thatWhen you want to give reasonsOne reasonAnother reasonWhen you want to offer evidenceAn example that shows this is Another example that shows this isWhen you want to be sure you are showing how the evidence proves your pointThis shows thatThis means thatWhen you want to consider then reject counter argumentStill there are those who would claimyet, I disagreeWhen you want to rebutSo you are claimingyet what about the fact that?

Quick Argument EssaysState your claim

State the reasons that support your claim

Include the evidence that matches your supports

Conclude

Homework should not be by gwen, 5th graderOne reason kids should not have homework is because research shows that more homework does not mean kids will do better in school. For example, schools in the US are giving more homework to compete with India and China. But really, countries that give LESS homework score BETTER on standardized tests. There is actually no connection between achievement and homework in elementary school. Kids in high school have tons of homework, but research shows that homework does little for achievement. This shows that all that homework for very little to no improvement on standardized test scores is a waste of time. In fact, 50% of teachers surveyed report that only sometimes does homework give them good information about where students are in their education.Strong, stronger, even strongerQuestions essayists ask to find and fix the weak points in our arguments

Why?

So, what?

How do you know?Homework, Day three-Do something teacher-ly in NYC!

-Complete your essay

-Professional Reading: Table of Contents (know what else is in the packet for continued learning)

-Independent Reading: historical fiction picture book

A message to start our dayWelcome to our 4th and final day.

Find your partner and share the reading/writing/researching homework you tried.

We will return to day one centers, before we do find your group, look over notes and think about how that center can help you answer some of your research questions.Flow of Day FourCentershighlighting methods for teaching into centers Research, decide, teach conferenceWhisper inProficient partnerSynthesizing methods for teaching and learning content areaTime period introductionInteractive video aloud