Session 53-5 English Language Arts

Common Core State Standards

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Day 3 – PM Session1:15-3:15

Participants will increase their knowledge of planning supportive comprehension instruction: • vocabulary tasks• discussion tasks• reading-to-think tasks• writing tasks

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Comprehension is both a journey and a destination

Comprehension is a reader embarking on a short expedition through text, in search of the yet unknown.

destination

The reader traces the author’s trail, in pursuit of relevant ideas, and ultimately, the message.

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Comprehension is both a journey and a destination

It is the journey that escorts the reader to the final destination of important conclusions, knowledge, insights, and solutions.

The destination is important but the journey is essential.

destination

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STEP 1: Selecting the Text

• Text drives comprehension instruction.

• Texts are designed for different purposes.

• Select text carefully by analyzing:

– Text structure– Language demands– Knowledge demands– Levels of meaning

Pave the Way

Handout

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STEP 1 PLANNING: Carefully Select TextObjective Purpose & Goal

Independent ReadingIndependent reading for fluent decoding and comprehension

Levels of Meaning Texts that contain: - new, abstract, or complex ideas - multiple perspectives - argumentation (i.e., essay)

Knowledge Demands Texts with specific new content-area concepts

LanguageComplex texts to challenge student oral/written language development

Text StructureTexts with a specific text structure(cause/effect, comparison, contrast)

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COMPREHENSION:Both a Journey & a Destination

Lesson Malfunction

The right text with the wrong lesson leads to the same outcome.

The wrong text with the right lesson doesn’t take you very far.

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What about those students with decoding challenges?

Teachers can provide support during instruction:• Pairing Students: Have students partner with a

stronger reader to read the text together.• Oral Reading: The teacher could either read the

complex text aloud or provide a text recording while students read to follow along silently.

• Text-Marking: Students engage in text-marking while reading complex text.As a means of informal assessment, the teacher notes where

students place their codes for text-marking codes on the page; this informs the teacher about specific comprehension difficulties.

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What about those students with comprehension challenges?

STEP 1: Does the text contain a structure familiar to students?

YES

Provide comprehension monitoring practice & basic comprehension instruction

Students having difficulty with main idea: Provide summarizing instruction.

NO

Provide text structure

instruction

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Provide Text Structure Instruction

Expert Interview Uncovering Text StructureJoanna P. Williams, Ph.D.Teachers College, Columbia University

Dr. Joanna Williams discusses the importance of teaching children about narrative and informational text structure and describes some instructional tools she has used in her research with teachers. (5:46 min)

DOING WHAT WORKS Website www.doingwhatworks.org

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STEP 1: Does the text contain a structure familiar to students?

YES

Comprehension monitoring

Summarizing instruction

NO

Text structure instruction

Multi-Strategy

Instruction(Close Reading & CIS)

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Efferent Literacy Instruction

Reading

Writing

Speaking& Listening

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GROUP WORKOBJECTIVE:

To plan & deliver a multi-strategy comprehension lesson using a short complex text.

GOAL: To support implementation of comprehension instruction that challenges student development:• academic language (both oral and written)• reading to think• writing to think

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GROUP WORK

Locate 2 handouts:• Quest for the Tree Kangaroo

(CCSS Text Exemplar)

• Planning a Comprehension Lesson: Multi-Strategy Instruction

MATERIALS

Handout

Handout

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GROUP WORKDIRECTIONS:1. Divide into groups of 10-12 members.

2. Within your group, divide into partners (2-3 people).

3. Partners will work on one specific task:Vocabulary TaskDiscussion TaskReading TaskWriting Task

2 Handouts

2 Handouts

3 Handouts

2 Handouts

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VOCABULARY TASK CARD & Planning Chart

Partner Work:• Read and discuss the handout entitled

Vocabulary Instruction. • Use the handout information as a guide to plan

the vocabulary lesson.• Record your plans in the Vocabulary Planning

Chart.

Group Work: • Deliver this vocabulary lesson to your group.

Handout

Handout

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DISCUSSION TASK CARD & Planning Chart

Partner Work:• Read and discuss the handout entitled

Efferent Discussion.• Use the handout information as a guide to plan

interactive discussion.• Record your plans in the Discussion Planning Chart.

Group Work: • Deliver the interactive discussion you have planned

to your group.

Handout

Handout

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READING TASK CARD & Planning Chart

Partner Work:• Read and discuss the following handouts: (choose 1)

– Efferent Reading Instruction: Text-Marking– Question Generation Instruction

• Use the handout information as a guide to plan the reading task for the lesson.

• Record your plans in the appropriate planning chart.

Group Work: • Deliver the reading task you have planned to your

group.

Handout

HandoutHandout

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WRITING TASK CARD & Planning Chart

Partner Work:• Read and discuss the handout entitled

Efferent Writing Instruction.• Use the handout information as a guide to plan the

writing lesson.• Record your plans in the planning chart.

Group Work: • Deliver the writing task you have planned to your

group.

Handout

Handout

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GROUP PLANNINGDIRECTIONS:1. Divide into groups of 10-12 members.

2. Within your group, divide into partners (2- 4 people)

3. Partners decide which task to work on:Vocabulary TaskDiscussion TaskReading TaskWriting Task

EXAMPLE: Jim, Cindy, & Donna

EXAMPLE: Barbara & Joel

EXAMPLE: Susan & Karen (text-marking) Monica & Linda (question generation)

EXAMPLE: Holly & Patricia

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STEP ONE

DELIVERING COMPREHENSION LESSON

WRITING TASK:

Predictive Writing

WRITING TASK:

First Written

Response to Reading

STEP TWO STEP THREE

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STEP ONE

DELIVERING COMPREHENSION LESSON

WRITING TASK:

Predictive Writing

WRITING TASK:

First Written

Response to Reading

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DELIVERING COMPREHENSION LESSON

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DELIVERING COMPREHENSION LESSON

STEP THREE

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DEBRIEFING

So how did it go?

Are we there yet?

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Comprehension:Journey & Destination

We wish you the best as you continue this journey in your classroom, school, and district.

destination

CONGRATULATIONS!

You have completed this journey with us.