Literacy Literacy in Actionin Action

Module 2Module 2

Text Text ComprehensionComprehension

ObjectivesObjectives

Protocol for reviewing and analyzing Protocol for reviewing and analyzing Writing Tracker dataWriting Tracker data

Content-Area Text Comprehension Content-Area Text Comprehension StrategiesStrategies Close & Critical Reading Question 1Close & Critical Reading Question 1 Close & Critical Reading Question 2Close & Critical Reading Question 2

Implementation of Content-Area Implementation of Content-Area Text Comprehension StrategiesText Comprehension Strategies

Writing Tracker AnalysisWriting Tracker Analysis

How many students met the writing How many students met the writing fluency criterion during the writings? fluency criterion during the writings? • 125 wpm for 5 minutes (middle school) 125 wpm for 5 minutes (middle school)

• 150 wpm for 5 minutes (high school)150 wpm for 5 minutes (high school)

How many students did not meet the How many students did not meet the criterion?criterion?

When did they write the most? …the When did they write the most? …the least?least?

What were the stumbling blocks?What were the stumbling blocks? How did you motivate non-writers?How did you motivate non-writers?

Reviewing the Student Reviewing the Student WritingsWritings

During the next ten minutes read During the next ten minutes read some of the writings from each of the some of the writings from each of the

folders.folders. How are the writings from the three How are the writings from the three

folders alike and different? Examples: folders alike and different? Examples: Number of wordsNumber of words LegibilityLegibility Use of vocabulary (general academic or Use of vocabulary (general academic or

domain-specific)domain-specific) Content area knowledgeContent area knowledge

What will you do to help students move to What will you do to help students move to the next level? the next level?

Goals and ActionGoals and Action Teacher Goals for upcoming writes:Teacher Goals for upcoming writes:

What kind of prompts?What kind of prompts? What accommodations must be made?What accommodations must be made? How can I differentiate?How can I differentiate?

Student Goals for upcoming writes:Student Goals for upcoming writes: Number of words?Number of words? Domain-specific vocabulary?Domain-specific vocabulary? Legibility?Legibility? Content-related topics?Content-related topics?

Text ComprehensionText ComprehensionParticipants will learn how to use Participants will learn how to use Guided Highlighted Reading for three Guided Highlighted Reading for three purposes.purposes.

1.Answer multiple-choice questions2.Write summaries with evidence3.Analyze the craft of the text

Your turnYour turn

At your table talk about strategies, At your table talk about strategies, activities, and protocols you use to activities, and protocols you use to help your students comprehend text.help your students comprehend text.

ShareShare

What is Reading Text Comprehension?

Reading is the process of constructing meaning through the

dynamic interaction among the reader's existing knowledge, the

information suggested by the written language, and the context

of the reading situation.

Michigan’s definition of reading, 1984

Definition ExplanationDefinition Explanation

The reader’s background knowledgeThe reader’s background knowledge

The text and how it is constructedThe text and how it is constructed

The purpose for readingThe purpose for reading

Common Core Common Core Anchor Standards for Anchor Standards for

Reading Reading Key Ideas and DetailsKey Ideas and Details1.1. Read closely to determine what the text Read closely to determine what the text

says explicitly and to make logical says explicitly and to make logical inferences from it; cite specific textual inferences from it; cite specific textual evidence when writing or speaking to evidence when writing or speaking to support conclusions drawn from the text.support conclusions drawn from the text.

2. 2. Determine central ideas or themes of a Determine central ideas or themes of a text and analyze their development; text and analyze their development; summarize the key supporting details summarize the key supporting details and ideas.and ideas.

3. 3. Analyze how and why individuals, events, Analyze how and why individuals, events, and ideas develop and interact over the and ideas develop and interact over the course of a text.course of a text.

Common Core Common Core Anchor Standards for Anchor Standards for

ReadingReadingCraft and StructureCraft and Structure4. Interpret words and phrases as they are 4. Interpret words and phrases as they are

used in a text, including determining used in a text, including determining technical, connotative, and figurative technical, connotative, and figurative meanings, and analyze how specific word meanings, and analyze how specific word choices shape meaning or tone.choices shape meaning or tone.

5. Analyze the structure of texts, including 5. Analyze the structure of texts, including how specific sentences, paragraphs, and how specific sentences, paragraphs, and larger portions of the text (e.g.,a section, larger portions of the text (e.g.,a section, chapter, scene, or stanza) relate to each chapter, scene, or stanza) relate to each other and the whole.other and the whole.

6. Assess how point of view or purpose 6. Assess how point of view or purpose shapes the content and style of a text.shapes the content and style of a text.

Common Core Common Core Anchor Standards for Anchor Standards for

ReadingReadingIntegration of Knowledge and IdeasIntegration of Knowledge and Ideas7.7. Integrate and evaluate content presented in Integrate and evaluate content presented in

diverse media and formats, including visually diverse media and formats, including visually and quantitatively, as well as in words.and quantitatively, as well as in words.

8. Delineate and evaluate the argument and 8. Delineate and evaluate the argument and specific claims in a text, including the validity specific claims in a text, including the validity of the reasoning as well as the relevance and of the reasoning as well as the relevance and sufficiency of the evidence.sufficiency of the evidence.

9. Analyze how two or more texts address similar 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or themes or topics in order to build knowledge or to compare the approaches the authors take.to compare the approaches the authors take.

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and

informational texts independently and proficiently.

Module 4Close & Critical Reading

Four Essential Questions Four Essential Questions In Close & Critical ReadingIn Close & Critical Reading

What does the text say? What does the text say? How does the author say it?How does the author say it? What does it mean?What does it mean? So what? What’s the So what? What’s the

connection to me?connection to me?

Sequence for Sequence for Guided Highlighted Guided Highlighted

Reading Reading Question 1: What does the text

say?

Hands-On!

Guided Highlighted Reading for Question #1: What does the

text say?

Words We Live By – Linda MonkWords We Live By – Linda Monk

Multiple-Choice TestMultiple-Choice Test

Answer the questions Answer the questions

How did the Guided Highlighted How did the Guided Highlighted Reading help you answer the Reading help you answer the questions?questions?

Tally your score Tally your score

Tally your score and Tally your score and record record

your successyour successNameName TopicTopic Multiple-Multiple-

Choice Choice TestTest

Summary Summary CraftCraft CommenCommentt

““We the We the People…”People…”

Summary WritingSummary Writing

Write a summary of Write a summary of Words We Live Words We Live ByBy..

How did the Guided Highlighted How did the Guided Highlighted Reading help you write your Reading help you write your summary?summary?

Summary WritingSummary Writing

Use the scoring Use the scoring rubric to grade rubric to grade your summary.your summary.

Tally your Tally your score.score.

Tally your score and Tally your score and record record

your successyour successNameName TopicTopic Multiple-Multiple-

Choice Choice TestTest

Summary Summary

CraftCraft CommeCommentnt

““We the We the People…”People…”

Additional Summary ActivitiesAdditional Summary Activities

Discuss ways to support students Discuss ways to support students for success in question # 1: What for success in question # 1: What does the text say?does the text say?

Four Essential Questions Four Essential Questions In Close & Critical ReadingIn Close & Critical Reading

What does the text say? What does the text say? How does the author say it?How does the author say it? What does it mean?What does it mean? So what? What’s the So what? What’s the

connection to me?connection to me?

Sequence for Sequence for Guided Highlighted Guided Highlighted

Reading Reading Question 2: How does the author

say it?

Hands-On!

Guided Highlighted Reading for Question #2:

How does the author say it?

Words We Live ByWords We Live By – Linda Monk – Linda Monk

Hands On!Hands On!

Compare author’s craft elements of Words We Live By to “Drugs + the Brain.”

Discuss structures and informational text features important to “Drugs + the Brain.”

Mining the Text for Question #2: How does the author say it?

Hands-On!

Mining the Text for Question #2:

How does the author say it?

Using the information from the guided highlighting and “Mining Informational Text” for Author’s Craft, write a craft analysis for one of these passages.

Score using the rubric.

Scoring Rubric for CraftScoring Rubric for Craft

Diminishing the GHR ScaffoldDiminishing the GHR Scaffold

1. 1. Read students the prompts, have them highlight the response, show Read students the prompts, have them highlight the response, show them the correct them the correct

responses on an ELMO or overhead projector, or have them responses on an ELMO or overhead projector, or have them check with peers.check with peers.

2. Tell the students how many prompted responses there will 2. Tell the students how many prompted responses there will be in the first be in the first paragraph and let them underline what they paragraph and let them underline what they think will be prompted, and think will be prompted, and then read the prompts. then read the prompts. Go through the passage paragraph by paragraph.Go through the passage paragraph by paragraph.

3. Tell the students how many prompted 3. Tell the students how many prompted responses in the entire responses in the entire

passage and they determine what passage and they determine what would be prompted.would be prompted. When they are When they are finished, read the prompts and have finished, read the prompts and have

them check their responses. them check their responses. Discuss differences.Discuss differences.

4. Have students 4. Have students work in partners to work in partners to determine what is important to the determine what is important to the

particular task: vocabulary, multiple-particular task: vocabulary, multiple- choice questions, summary or craft. choice questions, summary or craft.

5. 5. Students work alone to Students work alone to

determine determine the correctthe correct

information.information.

Your turn…Your turn…Preparing Guided Highlighted Preparing Guided Highlighted Prompts for Multiple Choice Prompts for Multiple Choice

QuestionsQuestions

With your content-area group:With your content-area group: Choose an article.Choose an article. Read the passage.Read the passage. Read and answer the multiple-Read and answer the multiple-

choice questions.choice questions.

If you are asking students to read to answer If you are asking students to read to answer multiple-choice questionsmultiple-choice questions, analyze , analyze the questions to determine how you can prompt students to find the answers to the questions to determine how you can prompt students to find the answers to the questions. Prepare prompts that will scaffold students to be able to identify the questions. Prepare prompts that will scaffold students to be able to identify and analyze the following:and analyze the following: main ideasmain ideas supporting details, examples, facts, claims, arguments, supporting details, examples, facts, claims, arguments,

evidenceevidence organization and genreorganization and genre author’s craftauthor’s craft vocabulary important to the understanding of the textvocabulary important to the understanding of the text theme/central idea/purposetheme/central idea/purpose

From Guided Highlighted Reading: A Close-reading Strategy for Navigating Complex Text. Weber, Nelson, & Schofield . Maupin House: 2012.

Your turn…Your turn…Preparing Guided Highlighted Prompts Preparing Guided Highlighted Prompts

for Multiple Choice Questionsfor Multiple Choice Questions

Your turn…Your turn… Preparing for Guided Highlighted Prompts

Multiple Choice Questions

In your content area groupsIn your content area groups Select two or three questions from your articleSelect two or three questions from your article Write prompts that will help students select the Write prompts that will help students select the

correct choice (answer) for the question. correct choice (answer) for the question. Share with your colleagues Share with your colleagues In line #_ find

and highlight…

If you are reading for summary write a short summary to help you frame the prompts. Prepare prompts that will scaffold students to be able to:

• restate in their own words what the text says explicitly.• make logical inferences.• cite specific textual evidence to support conclusions drawn

from the text.• determine central ideas.• summarize the key supporting details and ideas.

Your Turn…Preparing Guided Highlighted Prompts

for Summary with Evidence

From Guided Highlighted Reading: A Close-reading Strategy for Navigating Complex TextWeber, Nelson, & Schofield. Maupin House, 2012

(Common Core Reading Anchor Standards #1, #2, and #3)(Common Core Reading Anchor Standards #1, #2, and #3)

Your turn…Your turn… Preparing for Guided Highlighted Prompts

for Summary with Evidence

In your content area groupsIn your content area groups Review the summary for your content-Review the summary for your content-

area text.area text. Practice writing one or two prompts to Practice writing one or two prompts to

alert students to the pertinent alert students to the pertinent information in the text necessary to information in the text necessary to write a summary. write a summary.

Share with your colleagues.Share with your colleagues.

In line #_ find

and highlight…

Your Turn…Your Turn…Preparing Guided Highlighted Prompts Preparing Guided Highlighted Prompts

for Author’s Craftfor Author’s Craft

When preparing for author’s craft, first analyze the text for elements of craft including genre, organization, text features, point of view, mood, tone, figures of speech, and writing techniques like word choice. Use the information gained in your analysis to write a paragraph answering the question, “How does the author say it?” to help you frame the craft prompts. Prepare prompts that will scaffold students to be able to:

analyze how and why individuals, events, and ideas develop analyze how and why individuals, events, and ideas develop and interact over the course of a text.and interact over the course of a text.

interpret words and phrases as they are used in a text, interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meanings, and analyze how specific word choices shape meaning or tone.meaning or tone.

analyze the structure of texts, including how specific analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other a section, chapter, scene, or stanza) relate to each other and the whole.and the whole.

assess how point of view or purpose shapes the content and assess how point of view or purpose shapes the content and style of a text.style of a text.

(Common Core Reading Anchor Standards #3, #4, #5 and #6)(Common Core Reading Anchor Standards #3, #4, #5 and #6)

From Guided Highlighted Reading: A Close-reading Strategy for Navigating Complex TextWeber, Nelson, & Schofield . Maupin House, 2012

Your Turn…Your Turn…Preparing Guided Highlighted Prompts Preparing Guided Highlighted Prompts

for Author’s Craftfor Author’s Craft

In your content area groupsIn your content area groups Use the craft and structure charts to Use the craft and structure charts to

review the analysis of your content-area review the analysis of your content-area text.text.

Determine how you can prompt students Determine how you can prompt students to identify one or two purpose, craft to identify one or two purpose, craft and/or structure examples.and/or structure examples.

Practice writing one or two prompts.Practice writing one or two prompts. Share with your colleagues.Share with your colleagues.

In line #_ find

and highlight…

Four Essential Questions Four Essential Questions In Close & Critical ReadingIn Close & Critical Reading

What does the text say? What does the text say? How does the author say it?How does the author say it? What does it mean?What does it mean? So what? What’s the So what? What’s the

connection to me?connection to me?

Module 4Close & Critical Reading

Instruction/Scaffolding for Instruction/Scaffolding for Text Comprehension and AssessmentText Comprehension and Assessment

First• Students respond to the prompts for multiple-choice questions and summary.• Students answer the multiple-choice questions.• Tally the data.

Next• Students write a summary to answer the question, “What does the text say?”• Students assess their summaries with the scoring rubric.• Tally the data.

Last• Students respond to the prompts for craft. • Students write a craft analysis of the text answering the question, “How does

the author write it?” Students may use the mining chart as well. • Score the analysis with the scoring rubric. • Tally the data.

Chart of Evidence of Chart of Evidence of Text Comprehension SuccessText Comprehension Success

Student NameStudent Name Topic Topic Multiple-Multiple-choice Testchoice Test

SummarySummary

CraftCraft

CommentComment

Your Evidence for CreditYour Evidence for Credit

Bring the following to the next Bring the following to the next session:session: The text you used for instruction and The text you used for instruction and

assessment.assessment. The GHR prompts for The GHR prompts for

multiple-choice (4 prompts) multiple-choice (4 prompts) summary(4 prompts) summary(4 prompts) craft (4 prompts)craft (4 prompts)

3 Student samples: low, middle, high3 Student samples: low, middle, high

Be prepared to share with your Be prepared to share with your colleagues.colleagues.

Thanks for your Thanks for your professionalism.professionalism. Good luck with your project!Good luck with your project!

We will see you at the next session We will see you at the next session

which is Module 3 – Vocabulary.which is Module 3 – Vocabulary.