Module 3Teaching the Common Core

through an Integrated Planning Approach

What are our thoughts about work?

Poem- Digging• What lines or sections stood out to you?• What is the author’s opinion of work?

• http://www.poetryfoundation.org/search/?q=Digging• What are you thinking now after listening to the poem being

read?

Informational Reading• Malcolm Gladwell, in Outliers, reminds us that one

of our jobs is to teach students to work hard—that is the key to extraordinary success. So here, you’ll begin by showing students how to approach a text in a serious, intellectual manner.

Objectives• Become more familiar with the

CCSS Reading Standards for Literature & Informational Texts

• Understand how the close reading of informational text supports deeper comprehension

• Understand the skills a reader needs to process informational texts

• Become familiar with scaffolds to further develop academic conversations

NormsRespect for all

perspectives

Active listening and participation

Maintain a positive outlook and attitude

Proactive problem solving

Assumption of positive intent

Whittier City School District’s Instructional Focus

Developing deep comprehension and interpretive skills using literature and informational text, with an implicit focus on informational text and expository

writing

Close Reading Text based discussions

Constructed Response/Text

Dependent Questions

Building knowledge through

content-rich nonfiction, informational texts and

literature

Instructional Shifts

Reading and writing grounded in

evidence

Rich and rigorous conversations, dependent on common text

Instructional Strategies

Examining StandardsSort the Reading Literature & Informational Text Standards• Closed Sort: Resort the standards into two

categories: Reading Literature and Reading InformationalWithin each of the above categories, sort into clusters:

Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, Range of Reading and Text Complexity

Discussion: What stood out to you after examining the Reading Informational Standards?How do the Reading Literature Standards support the Reading Information Standards?

Essentials of Reading Instruction

Boxes and Bullets (informational)

Main Idea• Detail• Detail

Main Idea

• Detail• Detail

Story Structure (Literature)

• Beginning, Middle and End• Scenes and plots

Informational Text Tool

Informational Reading Unit of Study

Previewing the Text • What text features do I notice? (pictures, headings, charts, captions )• What do they tell me?• What do I think this text will be about?

Activating Background Knowledge & Setting a purpose • What do I already know about the topic?• What might I read to find out?

Activating Knowledge of Text Structure (Boxes and Bullets)• What do I know about how informational texts are structured?• How is this text organized?

Making a plan for reading• Where will I start reading?

Before Reading Strategies

Informational Reading Unit of Study

Self-Monitoring for Meaning: • Coding the text• Summarizing• What did I just read?

• Questioning• What is confusing? • What am I wondering?

• Envisioning• What am I envisioning? (see, hear, touch, smell, feel)

• Main Idea/topic & Supporting Details: • What is the main idea/topic?• What details support the main idea/topic?

During Reading Strategies

Informational Reading Unit of Study

• Determining Important Details (Throughout Reading)• What is this whole text mostly about?• What is important to remember after reading this text?

• Synthesizing• What do I think now after reading this text?

• I used to think ______ but now I think__________• Do I agree with the author?• What is the Big/Central Idea?• How does this fit with other information on the same

topic?

After Reading Strategies

Professional Reading

Points of EntryBy Nancy Frey and Douglas Fisher

Interactive StructuresInteractive Structure Options• Whip Around• Heads Together• Talking Stick/ Talking Chips• Think, Pair, Share• Think, Write, Pair, Share• Partner work• Quick WriteWhat structures have you used?How have they increased student engagement and allowed you to check for understanding?

Accountable Talk

Examine A TextAs a Team:• Read the selection• Summarize the selection • What is the text mainly about?• What are the main ideas?

First ReadThe GOAL of the first read is for students to have a general understanding of what the text is about

Planning For The First Read

Decide what information must be frontloaded• If informational text is not connected to prior learning,

provide limited background informationDecide what vocabulary needs to be clarified• Informational text will have academic vocabulary that

students should be allowed to struggle throughDecide how the text will be read• Read Aloud, Whisper Read, Choral Read, Partner Read,

Independent Read

*This will depend on the complexity of the text and time of year and grade level.

Before First Read of Informational Text

Preview the text • What text features do I notice? (pictures, headings,

charts, captions )• What do they tell me?• What do I think this text will be about?

Activating Background Knowledge & Setting a purpose • What do I already know about the topic?• What might I read to find out?

Students share• This text will be about……• I think I will learn about….

Practicing the First Read

Read the entire selection Frontload information if necessaryStop only to define key vocabulary words that

cannot be defined in context and may interfere with meaning

Students Annotate: What was confusing? What do you wonder about?

Students share • I’m confused about _______ because…..• I wonder about …….

Students Summarize the text• This text is mainly about….

Planning For The First Read

Determine the Central Ideas after reading the Text• Young people can make a difference in the world• Education is not a right in other parts of the

world• One voice can make a difference• Standing up for what you believe can be

dangerous, even deadly

Examining the StandardsWhat standards seem to be most suited for this text?

Planning For Close Reading

Chunk the text into Pivotal PassagesWhat sections merit a second read?• Important and interesting sections or parts• Sections that include different ideas or information• Complex information; various structures within a

paragraph• Lengthy and substantial information

Planning For Close Reading

Determine Understanding to be DevelopedWhat do we want students to understand after

reading this section of the text?What idea is essential for them to understand?

Test your Understanding to be developed• Does it capture the main idea? • Can it be supported with details from the Pivotal

Passage?• Does is support the Central Idea/s?

Understanding To Be DevelopedTaliban’s presence changed people’s lives in Pakistan

Planning For Close Reading

Develop Text Based Questions• Draft questions that will help students get

to the understanding that needs to be developed• Ensure questions lead students back to the

text and support discussion

Pivotal Passage #1Understanding To Be Developed:Taliban’s presence changed people’s lives in PakistanText Based Questions• What is this section of the article mainly about? (TPS)• What are we learning about the Taliban? (TPS)• What does the author want readers to know about

Islam? (HT)• Based on the article what does the word Democracy

mean? (QW)• What is the tone of the article? (TPS)• Why does the author start with 2012 and later refer to

2007? What does this tell us about how the reporter tells the story? (HT)

• What does the author want us to know about Mingora a city in Swatt Valley? (TPS)

Planning For Close Reading

Develop an Enduring Question• Are questions students could think about

and discuss while reading the text that help them uncover the Central Idea

• This is the last question asked after each pivotal passage to build up to the culminating question

Practicing Close Reading

Enduring Question• What is the author’s point of view of Power?

Let’s PracticeWith your table partner:• Read the second pivotal passage • Script the understanding that you want students to

develop after reading this section• Share with your table and share out to the group

Planning for Close ReadingDetermine Understanding to be DevelopedWhat do we want students to understand after reading

this section of the text?What idea is essential for them to understand?

Test your Understanding to be developed• Does it capture an idea that can be supported in the whole

section?• Does is support the Central Idea/s

Determine Understanding to be Developed for Pivotal Passage #2 Fear can cause people to give up their freedom

Let’s Practice Close Reading

Understanding to be Developed for Pivotal Passage #2 Fear can cause people to give up their freedomText Based Questions for Pivotal Passage #2• What does the author want us to know about schools in

Pakistan? (TPS)• How does Malala and her family respond to the Taliban’s

orders?(TPS)• How did other citizens respond to the Taliban? Why is this

important to report? (HT)• How do other citizens respond to Malala’s actions? (HT)• How does the photo and caption support what we just read

about Malala? (TPS)• What are we learning about the Pakistani government?

(TPS)• What role did the government play during this time? (TPS)

Planning For Close Reading

Develop a culminating question for discussion and constructed response• This question will be asked to engage the

class in an extended discussion about the Main/Central idea• Students will also answer this question in

writing (constructed response)

Let’s Practice• Culminating Question for discussion and constructed response

Why does the author title the article “Malala the Powerful”? Do you think this is an appropriate title? Explain your answer.

How to Answer a Constructed Response

Question1. Read the question at least 2x2. Start your sentence by answering the question• What does the Author want reader’s to know about the Amazon

Frog?• The author wants readers to know that Amazon Frogs are

dangerous predators. 3. Next add a few examples from the text to support

your sentence. • Start by writing…..For example, an Amazon frog will try to eat

just about anything, it will even try eating animals that are bigger than itself. The author also wrote that the tadpoles attack each other and other tadpoles. Another idea the author wants readers to know is that Amazon Frogs have horns that help them hide in the forest as they wait for their prey.

4. Conclude with a final statement• Overall, Amazon Frogs are fearless predators that you don’t want

to stand next to in the rainforest.

How to Answer a Constructed Response

QuestionThe author wants readers to know that Amazon Frogs are dangerous predators. For example, an Amazon frog will try to eat just about anything, it will even try eating animals that are bigger than itself. The author also wrote that the tadpoles attack each other and other tadpoles. Another fact the auhor wants readers to know is that Amazon Frogs have horns that help them hide in the forest as they wait for their prey…… Overall, Amazon Frogs are fearless predators that you don’t want to stand next to in the rainforest.

Examining The Common Core Standards

• Which Writing standards are we addressing?• Standard 1-2 (short constructed response)• Standard 10 (short constructed response)

Constructed Response Resource

http://mdk12.org/assessments/k_8/items/cr_grade6_reading.html

http://mdk12.org/assessments/k_8/items/cr_grade7_reading.html

http://mdk12.org/assessments/k_8/items/cr_grade8_reading.html

Examine Lessons

Using Collaborative

Learning to Foster Discussion and

Writing

Examining The Common Core Standards

Listening and Speaking Standards • Look at Standard 1 Comprehension and

Collaboration• What work have we done already to address this

standard?• What are our next steps?

Teach the behaviors partners

demonstrate

Teach strategies partners use

• Look at each other• Listen to each other

carefully• Lean in closely• Take turns(A&B)(B&A)

• Lean in closely to hear

• Ask a partner to speak up when they cannot hear

• They say things like, “Now it’s your turn.” “What do you think?”

Ways to Listen & Grow IdeasClarifyingWhat do you mean by…?

ClarifyingWhat I’m trying to say is….

ElaborateCan you say more about that?Why is that important?

ElaborateIn the article it says….I think it’s important because……

Supporting with EvidenceCan you show me evidence in the text?Can you show me where it says that?

Supporting with EvidenceThe author wrote…..In the text it says ….

AgreeI agree with what _____ said because….You are right about that because……..I thought about that also since……..DisagreeI disagree with the idea that…. because…..I see it another way because……My idea is different from yours because……..Adding onI would like to add onto _____’s idea………Another reason is…..In addition to what ____ said……..

Rich and Rigorous Conversations

What Is Our Ongoing Role In Developing Student

Partnerships?Teach: Model or Fish-BowlObserve: Are students….Coach: Try this…Say this..(whisper in )Give Feedback: Today I saw…I noticed…

Next Steps• Schedule a time to teach the lessons and debrief the

process• Teach Discussion Stems• Review the grade level planning tool for close reading

with your team & try it out• Bring artifacts (charts, student work samples, videos,

pictures, notes)

Thank you!