reading for informational text and reading for literature standards 3-5 nicole standing rise...
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READING FOR INFORMATIONAL TEXT AND READING FOR LITERATURE
STANDARDS3-5
Nicole StandingRISE Educational Services
Do you Common Core?
• Do you watch two shows that you are constantly comparing that have similar patterns of events, such as CSI and NCIS?
4th grade RL 9 - Compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and tradition literature.
• Did you read 2 articles or watch 2 newscasts about Flight 371 to help you form an opinion on what really happened?
5th grade RI 6 - Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
English Language Arts
• More expository text
• More short passages that teach students to apply skills on diverse subject matter
• Students asked to make meaning from multiple texts and types of sources
English Language Arts
• Emphasis on informational and argumentative writing
• Speaking and listening are assessed
• Use of academic language a must
A ritualized routine has been to teach reading comprehension or literary analysis by “discussing” while reading or focusing on program identified skills and strategies.
This is quite different from teaching a clean lesson from a standards based learning objective.
BRAIN CONCEPTS
Primacy – Recency
Def: In a learning episode the brain
remembers best what it hears first and second best what it hears last.
Implications:-Lesson planning and delivery
Retention Pyramid
Def: Describes the average retention rate after 24 hours
Implications:-Guided and Independent practice-Structured academic talk
Repetitions
Def: The brain needs on average 18-24 repetitions over time for mastery. The first 6 repetitions count for 60% of the way to mastery
Implications:-Independent practice-Spiral Review
Average Retention Rate After 24 hours
VerbalProcessin
g
Verbal and Visual
Processing
Doing
Lecture
Reading
Audiovisual
Demonstration
Discussion Group
Practice by Doing
Teach Others /Immediate Use of Learning
5%
10%
20%
30%
50%
75%
90%
Adapted from D.Sousa – 2006: p95
LowerRetenti
on
Higher Retenti
on
LESSON TYPESDECLARATIVE PROCEDURAL
“Do”
Emphasis on Skill
”Know”
Emphasis on Concept
Describe the overall structure of ideas, events, concepts, or information in a text or part of a textELA 4 RI5
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ELA 5 RI 1
Explain major differences between poems, drama, and prose, and refer to the structural elements. ELA 4 RL5
Describe characters in a story and explain how their actions contribute to the sequence of events. ELA 3 RL3
• Excellent first instruction is of paramount importance, and additional instructional support is provided swiftly when needed.
(CDE: Draft ELA/ELD Framework for second public review May-June 2014 Grade 2 through 3 p. 43)
Considerations for RL/RI Standards
• Must explicitly teach the RI/RL skills.
• Independent Practice needs to match the rigor of the standard
• All students need to be help accountable for demonstrating the skill.
• You will need multiple sources to effectively teach the standard (models, guided practice, independent practice)
• RLs must be taught with literature and RIs must be taught with informational text (some of the standards are very similar across the two domains)
• RI lessons can be taught with science and social studies text when the content has been previously taught.
• Most standards/lessons will still be procedural and steps can be a challenge. Some steps may be thinking steps or questioning steps.
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GRADE LEARNING OBJECTIVE INDEPENDENT PRACTICE
3-6 •Analyze Idioms •Write and draw your favorite idiom
3-4•Explain major differences between poems, drama and prose
•Complete Graphic Organizer explaining differences in poems, drama, and prose
5-6
Analyze a particular point of view reflected in a work of literature from outside the United States
•Analyze the point of view Lon Po Po is told from and justify using quotes from the story
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GRADE LEARNING OBJECTIVE INDEPENDENT PRACTICE
3rd Grade RL 3
Describe characters in a story and explain how their
actions contribute to the sequence of events
4th Grade RL 3
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
5th Grade RL 3
Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text
Big Idea
• Define attributes of what I am to know or do (example: Setting is when and where the story takes place…)
• What is it?• Why it important/why do we do this? “Good readers ……..”• Example to create context• Non example if appropriate
Big Idea continued…
Is there a graphic organizer that I can use to more clearly illustrate definition?
(example: Use a multi-flow map to describe major events using key details or describe the connection between two individuals, events, ideas, or pieces of information)
Make Inferences
What I know +
What I read/se
e
Educated guess
Analyze a character based on what they say, do
or think
Says
Does
Thinks
Leads me to believe the following about this character:
How do I Model ?
• Ask yourself, “How does my brain process this? How do I know what I know? How do I analyze a character when I am reading at home?”
Think aloud process:• Clue words I find• Process/steps (thinking or processing steps “I ask myself ________”)• Explain how I knew this information was important• Connect to other examples
• Is there a graphic organizer I can use to visually illustrate this process?
Resources
Students need multiple, accessible examples; luckily, there are many examples that students are familiar with that can be used.
RL Examples:• Stories read in class
this year (reading book, novels)
• Familiar stories they know (Cinderella, Red Riding Hood)
• T.V. Shows/Movies (Shrek, Cars etc.)
RI Examples:• Science/social studies
text
• Scholastic/time for kids
• Leveled readers from curriculum
Depth of Knowledge Questions
• We can incorporate rigor into our lessons by embedding multiple levels of Depth of Knowledge questions.
• Depth of Knowledge questions should be pre-planned and added to appropriate elements during BBDI lessons.
DEPTH OF KNOWLEDGE SENTENCE STEMS
DOK 2 – Limited Interpretation/Application•Compare______ and __________.•Explain how you found the solution.•How would you summarize _________.•Explain how _______ affected _______.•Determine a strategy for__________.•What is the relationship between______ and ______?
DOK 4 – Extended •Explain the problem, the different solution paths, solve the problem using at least two paths and report the results.•Create a plan for ________ using this principle_________.•Justify your method for solving this scenario, hypothesize how an expert in another field would approach the solution.•What information can you gather to support your idea about_________?•Devise a way to________________.
DOK 1 – Basic recall•Identify ______.•What is the formula for________?•List the ___________ in order.•How would you describe _________?•Recall __________?•Describe_________.•Name the __________.
DOK 3 – Strategic Interpretation/Application
•Explain why the solution given is wrong/right and why.•Describe a different method to come to the same conclusion.•What was the effectiveness of the ______?•Explain your reasoning using one other source.•What would happen if______?•Can you formulate a theory for__________?
Best used :
Best used :
Best used : Best
used :
DOK 2: What is the relationship between the character’s response and the next event in a story?
DOK 3: What would happen to the story if the character did ______ instead of __________?
What DOK question could you ask the students?
What level is it and what stem/frame would you use?
1. Pose the question to make all students accountable
2. Pause to allow time for all students to develop an answer
3. Process to build language and develop soft skills
4. Pick a non-volunteer
Steps for Checking for Understanding at Key Points in a Lesson
When do I use close reading?
“Explicitly teaching students to use strategies that good readers use, such as drawing on background knowledge and creating graphic organizers to gain control of the macrostructure of a text, improves comprehension” (Biancarosa and Snow 2006; Underwood and Pearson 2004)
ELA/ELD Framework May-June 2014 pg 52
Close Reading
• Strategies to support literacy• Should be taught the first time utilizing BBDI• Should be incorporated into layered activities• Can be used as a step in a standards based lesson
The skill to access the text
Reading for Information and Reading for
Literature Standards
• Skills that students need to be successful in real world scenarios as represented on the SBAC• Should be taught through BBDI• Includes multiple text examples for guided and independent practice
The skill you are going to be able to do after reading
When it is a text that warrants a close read
When the content knowledge is being
emphasized
When utilizing the strategy will assist the student in applying a
skill (standard)
When should I use close reading?
Will it be used to teach subsequent
lessons?
The day before
Is it something the students can do to
elaborately rehearse the knowledge given
the OWLs?Guided Practice
Does it allow the students to
demonstrate their knowledge of the
learning objective?Independent
Practice
When should I use my
reading?
Objective
Analyze the similarities and differences in multiple accounts of the same event or topic.
Review
•Boston Massacre•Boston Tea Party•Trail of Tears/Indian Removal•Slavery
Big Idea
Good readers pay attention to the point of view that is being portrayed in a report on an event or topic.
This helps us to analyze the information in order to make informed decisions about our opinion regarding the event or topic.
Trail of Tears
Article II: Cherokee Chief John Ross in a protest letter to the U.S. Congress, 1836
“Little did [the American Indians] anticipate, that when taught to think and feel as the American citizen, and to have with him a common interest, they were to be despoiled [stripped of their possessions] by their guardian, to become strangers and wanderers in the land of their fathers, forced to return to the savage life, and to seek a new home in the wilds of the far west, and that without their consent.”
Article I: President Jackson’s Message to Congress ‘On Indian Removal’ (1830)
“It gives me pleasure to announce to Congress that the benevolent policy of the Government, steadily pursued for nearly thirty years, in relation to the removal of the Indians beyond the white settlements is approaching to a happy consummation.It will separate the Indians from immediate contacts with settlements of whites; free them from the power of the States; enable them to pursue happiness in their own way and under their own rude institutions; will slow the progress of decay which is lessening their numbers, and perhaps cause them gradually, under the protection of the Government and through the influence of good counsels, to cast off their savage habits and become an interesting, civilized, and Christian community.”
The Author is:
The Author is:
Relationship:
Relationship: Reason:
Reason:
The viewpoints in these articles are similar because______________________.
The viewpoints in these articles are different because______________________.
President Andrew Jackson
Protest to Congress
Participant – directly affected by policy
Persuade Congress of the benefits of the policy
Participant; policy-maker
Cherokee Chief John Ross
they refer to the same policy
they have completely different perspectives on the outcomes of the policy.
Topic: Indian Removal
Steps
1. Read the first article and map out point of view thinking questions:
1. Who wrote it?2. What was their affiliation? (observer/participant)3. Reason for writing it
2. Read the second article and map out point of view thinking questions
3. Ask yourself, “How are their viewpoints the same?”
4. Ask yourself, “How are their viewpoints different?”
The Author is:
The Author is:
Relationship:
Relationship: Reason:
Reason:
The viewpoints in these articles are similar because______________________.
The viewpoints in these articles are different because______________________.
Samuel Cooper
Provide an account of the events of the Boston Tea Party
Observer; journalist
Give an account of the events of the Boston Tea Party
Eyewitness
Thomas & John Fleet
they both claim to be unbiased observers but hint at their approval of the event.
Fleet concludes with a clear opinion in favor of the event.
Event: Boston Tea Party
The Author is:
The Author is:
Relationship:
Relationship: Reason:
Reason:
Journalist from the Boston Gazette
Tell his side; provide a justification for his actions
Participant
Inform the publicObserver (possibly secondhand)
Captain Preston
Event: Boston Massacre
The viewpoints in these articles are similar because _____________________.
The viewpoints in these articles are different because ______________________.
The Author is:
The Author is:
Relationship:
Relationship: Reason:
Reason:
Protest slavery
Participant (English Colonist)
Describe the treatment of slaves
Participant (slave)
Samuel Sewall
Olaudah Equiano
Topic: Slavery
The viewpoints in these articles are similar because _____________________.
The viewpoints in these articles are different because ______________________.
Closure
1. What did we learn in this lesson?2. Why do good readers analyze
viewpoint?3. What are the steps to analyze
viewpoint when looking at articles about the same event or topic?
The Author is:
The Author is:
Relationship:
Relationship: Reason:
Reason:
I came to work this morning and realized Katie had forgotten to bring her coffee. I wonder if she was in a hurry.
Katie got to work this morning and realized that she had forgotten her coffee. Then she realized she must have packed it in Jake’s lunch!
Objective
Determine the point of view from which different stories are narrated.
Review
Point of View – a position (perspective) from which something is observed
Pronoun – a word that takes the place of a noun (I, my, his, her, she, he)
Big Idea
Different stories are narrated from different points of view. This allows the author to give the reader a look at the thoughts and feelings of just one character, or many of the characters.
1st Person
One character’s perspective
Reader only sees what
that character
sees
3rd Person
Outsider’s perspective
Reader knows what’s
going on with all
characters
Tells perspectiv
e
1st Person Clue Words
(excluding dialogue)
IMeMy
3rd Person Clue Words
(excluding dialogue)
HeSheThey
1st Person
One character’s perspective
Reader only sees what
that character
sees
3rd Person
Outsider’s perspective
Reader knows what’s
going on with all
characters
Tells perspectiv
e
Perspective: 3rd Person
Lunch Money is narrated in 3rd Person because it gives the perspectives of all of the characters.
Steps
1. Read the passage.2. Ask myself, “Does the narrator
appear to be inside or outside of the story?”
3. Circle the clue words (excluding dialogue) to help you decide.
4. Write a sentence explaining your choice and justify.
1st Person
One character’s perspective
Reader only sees what
that character
sees
3rd Person
Outsider’s perspective
Reader knows what’s
going on with all
characters
Tells perspectiv
e
Perspective: 1st Person
Ella Enchanted is narrated in 1st person because it is from Ella’s perspective only.
1st Person
One character’s perspective
Reader only sees what
that character
sees
3rd Person
Outsider’s perspective
Reader knows what’s
going on with all
characters
Tells perspectiv
e
Perspective: 3rd Person
Wayside School is Falling Down is written in 3rd person because it is narrated from an outsider’s perspective.
1st Person
One character’s perspective
Reader only sees what
that character
sees
3rd Person
Outsider’s perspective
Reader knows what’s
going on with all
characters
Tells perspectiv
e
Perspective: 3rd Person
James & the Giant Peach is written in 3rd person because it is narrated from an outsider’s perspective.
1st Person
One character’s perspective
Reader only sees what
that character
sees
3rd Person
Outsider’s perspective
Reader knows what’s
going on with all
characters
Tells perspectiv
e
Perspective: 1st Person
Diary of a Wimpy Kid is written in 1st person because it is narrated from one character’s perspective.
• What was our objective?• What are the different Points
of View we compared today?• How do we know which Point
of View is being used in a story?