shifting literacy instruction to meet the ccss...1) know why writing is important 2) know how...

Shifting Literacy Instruction

to Meet the CCSS

Janice Strop, Suzanne Terry & Rhonda Schoonover

Cardinal Stritch University

Language & Literacy

WSRA Annual Convention

February 7, 2014

Session # D18

Second grade teacher’s response to

text analysis and planning for a close

reading discussion of text.

Comprehension

Text Analysis Vocabulary

Teacher Planning

Writing: Reading with a

writer’s eye

Close Reading within and

across texts

Common Core State Standards

Comprehension Shifts

Current cognitive models of comprehension

that are impacting our understandings in new

ways:

◦ Kintsch (1998): Construction-Integration Model

◦ van den Broek, et al. (1999): Landscape Model

Construction-Integration Model

Kintsch (1998)

Two components of the comprehension

process result in a mental representation of

the text

◦ textbase

◦ situation model

Textbase:

◦ Building (constructing) meaning from the text:

words, phrases, sentences

◦ Using syntax (macro/micro structure)

◦ Understanding referents, connectives, inferring

connections

◦ Posing short term questions and identifying

ambiguities to be answered or resolved

◦ Understanding what the text says Kucan & Palincsar (2013)

Duke, Pearson, et al. (2011)

Situation Model:

◦ Integration of knowledge sources: connecting

important information within and across texts

◦ Accessing and integrating relevant prior

knowledge

◦ Influenced by reader’s goals

◦ Understanding what the text means

Kucan & Palincsar (2013)

Duke, Pearson, et al. (2011)

Example:

First two sentences of “The Valves”

Blood can flow from the atria down into the

ventricles because there are openings in the

walls that separate them.

These openings are called valves because

they open in one direction like trapdoors to

let the blood pass through.

Kintsch & Kintsch (2005)

9

Textbase

A reader who constructed a textbase might

respond:

◦ Blood flow

◦ Valves are openings in the walls


10

Situation model

A reader who constructed a situation model

might respond:

◦ how blood moves from the atria to the

ventricles in the heart

◦ how the valves let the blood move in only one

direction in the heart


11

Landscape Model (van den Broek, et al.)

While reading, a readers’ active attention to

text’s information and ideas fluctuates

Coherence: constructing a coherent mental

representation is the ability to make meaningful

connections by using text features and linguistic

markers (Kucan & Palincsar, 2013)

Text Analysis

As the emphasis on constructing a textbase and

situation model and building a coherent mental

representation of text increase—attention shifts

to text analysis, writing, and teacher planning.

Analyzing a text leads to the kind of careful

teacher planning that supports students in

building a textbase and situation model (Kucan &

Palincsar (2013).

Text analysis Learning goals Assessment

activity Reader-text interactions

Vocabulary

Vocabulary study is more than individual

words—it changes to teaching concepts

and analyzing words within conceptual,

disciplinary contexts rather than by

definition or word webs (Duke, Pearson, et

al., 2011).

Vocabulary:

definition/word web

Word

Synonym

Non-example

Antonym

Example

Vocabulary:

conceptual/disciplinary concepts

Text complexity

More to consider than Lexile levels

(Hiebert, 2013)

Complexity is more than a number.

TextProject You Tube Video:

Close Reading and Vocabulary Charlotte’s Web

Hiebert (2013)

Linguists have found many words that are

not repeated in a narrative but describe

important concepts.

CCSS require that students need to learn

the words that represent the underlying

functions and concepts in text.

Hiebert cont’d Taking a generative approach—authors use

multiple words to convey essential content.

Charlotte’s Web is used as an example of the

multiple ways of explaining the same idea—

authors use multiple words to explain certain

concepts.

The Birchbark House is another example of the

use of multiple words.

Shifts in

Close Reading and/or Guided Reading

Beers & Probst (2013) have developed signposts

(clues to significant moments) and definitions

about what to “note” (read more closely) once

you “notice” the signpost.

Shift in guided reading (Pearson, 2012) from

general probes (with invitations for clarification)

to specific probes. Teacher questions change from

being a quiz to being a scaffold for understanding

the big picture.

Text Analysis and Vocabulary

shift focus to Writing (Graham & Harris, 2013)

Writing instruction that meets or exceeds

the goals of the CCSS requires that

teachers:

1) know why writing is important

2) know how writing develops

3) possess effective tools for teaching

writing

Reading with a Writer’s Eye (McKeough, 2013)

Reading with a writer’s eye (RwWE):

noticing how expert writers write as one

reads to improve one’s own writing

approaching text differently as readers and

writers

Some application….

Rhonda Schoonover,


Purpose: To support students’ ability

to develop a coherent mental

representation of text.

Text Based Discussion…

First, we must be intentional

about analyzing text…

Traditionally

Lexile Readability

The problem with

readability measures …

Text Analysis

Challenge Support

Kucan & Palincsar IES 2009-2010

Thinking about text features and text

difficulty (beyond Lexile)…

Macro-features

◦ Text structure

◦ Text organization

◦ Graphics and Typographic Features

Micro-features

◦ Transitions

◦ Connectives

◦ Referents


Text Structure: Genre

Understanding the genre of a text (e.g., folk tale, nonfiction, historical fiction, mystery or biography) allows readers to have certain expectations about the content and organization of the text.


Hybrid texts include more than one genre

Text organization: Chronology

Text Organization

Chronology

Obama text…

Text Organization: Cause and Effect

Text Organization

Chronology Cause and

Effect

Text Organization: Transitions

Text Organization

Chronology

Cause and Effect

Transitions


Cues for the reader:

There is more that scientists

know about photosynthesis.


Cues for the reader:

Although year-round schools have received a lot of attention in predicting student success, others think that school size is the more important factor in predicting school success.

Text Organization: Connectives

Text Organization

Chronology

Cause and Effect

Transitions

Connectives

Many citizens were outraged. When the

polls were scheduled to close, some

voters who were still in line to vote had

been turned away. The local election

board called for an investigation.

Text Organization: Connectives

Text organization: Referents

Text Organization

Chronology

Cause and Effect

Transitions

Connectives

Referents


Constructing a coherent mental

representation

Cohesive Text

Text ideas are well connected

Readers understand how text

ideas relate to one another

Non-Cohesive Text

Connections among text

ideas are not clear

Readers must make

inferences to connect text

ideas


Quality Questioning…

Asking questions that lead students to make connections

Focusing student thinking on specific information in a text

Asking questions that elicit explanation

Asking questions that support students’ inferencing

Asking questions that get at the big ideas


Quality Responding…

Connecting student ideas, weaving them together

Listening to student comments and then revoicing them, or picking the important ideas in the comments and suggesting what students were trying to say

Bringing students back into the text to reread and talk about what that part of the text is about


Unproductive Moves?

Asking students about personal experiences related to the text

Asking students to predict

Repeating verbatim student contributions

Collecting a series of student responses to one question without building connections

Over-relying on questions that ask students to retrieve or remember information in the text

Asking students to guess at the meaning of a word, instead of providing a quick definition

More application….

Dr. Suzanne Terry,


Writing and the Common

Core

THE SHIFT

CCSS

What do they mean for

writing instruction?

New Competencies

4 Domains

Text Types and purposes

Production and Distribution

Research to build and present knowledge

Range of writing

So…what should we remember

as we design an effective

writing program? (Graham & Harris, 2013)

Remember that CCSS benchmarks are only educated guesses about what students can achieve

Remember the answer to this question: Is writing important? YES!

Remember that students comprehend better if they write more.

What else should we

remember?

Remember that writing is a process and that, above all else…

Students need TIME to write, write, write, write, write, write, write, write, write, write, write,……………….

And what else…

Remember that students need knowledge about the writing topic and knowledge about the genres.

Remember the importance of prewriting activities.

Remember to think about handwriting, typing, and spelling skills.

And….

Remember that the best

writing is accomplished in

a supportive writing

environment.

Narrative Composition Idea

“Reading with a writer’s

eye” RwWE

(e.g. Tiedt, 1988)

RwWE

Noticing how experts write

when reading a selection

RwWE

Turn text inside-out to see--

--

How it is made

How it is held together

What makes it work

RwWE

1) Use excellent literature

as model

2) First, read to

comprehend and enjoy

3) Second+…, read again to

examine author’s craft

Strong beginnings…

“Once upon a time, when

West Allis, Wisconsin was the

home of world famous speed

skaters, Dan Jansen and

Bonnie Blair, there lived a

young girl named Figurella.”

Another strong beginning…

“Once upon a time when

Michael Jordan was in the

minors and Charles Barkley

was with the Suns, in New

York City there lived a good

jumper named Sampson.”

Writing Strategy 2

Self-Regulated Strategy

Development Model

SRSD

(Santangelo, Graham &

Harris, 2008)


Development

Particularly effective with

teaching argumentative

writing


Development

Particularly effective with

Struggling writers

Writers with LD

Phases of Instructional Model

1. Develop background knowledge about it

2. Discuss it

3. Model it

4. Memorize it

5. Support it

6. Practice it

The Role of Strategic

Mnemonics

TREE ( Younger Students)

STOP (Older Students)

DARE (Older Students)

Mnemonic for younger

students

T= clear topic sentence

R=Reasons (3 or more)

E=Explanations (more

about reasons)

E= Ending

Mnemonic for older students

D=Develop your topic sentence.

A=Add supporting details.

R=Reject at least one argument for the other side

E=End with a conclusion

Mnemonic for older students

S=Suspend judgment by listing arguments for both sides

T=Take a side, one with strongest support

O=Organize ideas for chosen side with numbers

P=Plan more as you write

STOP

S=Suspend

judgment; list

arguments for both

sides.

Argument

KRAFT Mac & Cheese

VS.

Mom’s Mac & Cheese

Arguments for Kraft Mac &

Cheese I can make it by myself.

It can cook in the microwave

It cooks fast-7-8 minutes

All of the ingredients are in one place

It has my favorite cheese-Velveeta

My friends like it

Arguments for Mom’s Mac &

Cheese It has four different kinds of

cheese. It is creamier than Kraft Mac &

Cheese It has onions, but my mom leaves

them out of my portion My mom says she makes me Mac

& Cheese because she loves me We always eat Mac & Cheese

together as a family

T=Take a side

I have decided to

pick Mom’s Mac &

Cheese.

O=Organize Ideas 2. It has four different kinds of cheese.

4. It is creamier than Kraft Mac &

Cheese

5. It has onions, but my mom leaves

them out of my portion

1. My mom says she makes me Mac &

Cheese because she loves me

3. We always eat Mac & Cheese

together as a family

P=Plan more as you

write.

I will add that my friends

would like my mom’s mac

and cheese better than Kraft

mac and cheese if they

tasted it. I will invite them to

my house for dinner.

A final note…

Continuous evaluation needed! ◦Evaluate whether students are effectively using strategies taught

◦Monitor students’ levels of confidence as writers

References

Beers, K. & Probst, R. E. (2013). Notice & Note: Strategies for close reading. Portsmouth, NH:

Heinemann.

Duke, N. K., Pearson, P. D., Strachan, S. L., & Billman, A. K. (2011). Essential elements of

fostering and teaching reading comprehension. In S. J. Samuels & A. E. Farstrup (Eds.), What

research has to say about reading instruction, Fourth Edition. (pp. 51-93). Newark, DE:

International Reading Association.

Graham, S. & Harris, K. R. (2013). Designing an effective writing program. In S. Graham, C. A.

MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction, Second Edition. (pp.3-25).

New York: Guildford.

Hiebert, E. H. (2013). TextProject You Tube video: Close reading and vocabulary: Charlotte’s

Web. Retrieved: http://www.youtube.com/watch?v=GAfJbSjdrf4

Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge, MA: Cambridge

University Press.

Kintsch, W. & Kintsch, E. (2005). Comprehension. In S. G. Paris & S. A. Stahl (Eds.), Children’s

reading comprehension and assessment (pp. 71-92). Mahwah, NJ: Erlbaum.

Kucan, L. & Palincsar, A. S. (2013). Comprehension instruction through text-based discussion.

Newark, DE: International Reading Association. (978-0-87207-497-2)

McKeough, A. (2013). A developmental approach to teaching narrative composition. In S.

Graham, C. A. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction, Second

Edition. (pp.73-112). New York: Guildford.

Pearson, P. D. (2012). Comprehension and the Common Core: Can the romance

survive (Reading Recovery Teacher Leaders, San Diego, Friday, October 19, 2012.). Retreived:

http://scienceandliteracy.org/research/pdpearson

van den Broek, P. & Kremer, K. (2000). The mind in action: What it means to comprehend

during reading. In B. M. Taylor, M. F. Graves, & P. van den Broek (Eds.), Reading for meaning:

Fostering comprehension in the middle grades (pp. 1-31). Newark, DE: International Reading

Association.

van den Broek, P., Young, M., Tzeng, Y., & Linderholm, T. (1999). The landscape model of

reading: Inferences and the online construction of memory representation. In H. van Oostendorp

& S. R. Goldman (Eds.), The construction of mental representations during reading (pp. 62-87).

Mahwah, NJ: Erlbaum.

References

Beers, K. & Probst, R. E. (2013). Notice & Note: Strategies for close reading. Portsmouth, NH: Heinemann.

Duke, N. K., Pearson, P. D., Strachan, S. L., & Billman, A. K. (2011). Essential elements of fostering and teaching

reading comprehension. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading

instruction, Fourth Edition. (pp. 51-93). Newark, DE: International Reading Association.

Graham, S. & Harris, K. R. (2013). Designing an effective writing program. In S. Graham, C. A. MacArthur, & J.

Fitzgerald (Eds.), Best practices in writing instruction, Second Edition. (pp.3-25). New York: Guildford.

Hiebert, E. H. (2013). TextProject You Tube video: Close reading and vocabulary: Charlotte’s Web. Retrieved:

http://www.youtube.com/watch?v=GAfJbSjdrf4

Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York: Cambridge University Press.

Kintsch, W. & Kintsch, E. (2005). Comprehension. In S. G. Paris & S. A. Stahl (Eds.), Children’s reading

comprehension and assessment (pp. 71-92). Mahwah, NJ: Erlbaum.

Kucan, L. & Palincsar, A. S. (2013). Comprehension instruction through text-based discussion. Newark, DE:

International Reading Association. (978-0-87207-497-2)

McKeough, A. (2013). A developmental approach to teaching narrative composition. In S. Graham, C. A.

MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction, Second Edition. (pp.73-112). New York:

Guildford.

Pearson, P. D. (2012). Comprehension and the Common Core: Can the romance survive. (San Diego, Friday,

October 19, 2012.). Retreived: http://scienceandliteracy.org/research/pdpearson

Santangelo, T., Harris, K.R., & Graham, S. (2008). Using self-regulated strategy development to support students

who have "trubol giting thangs into werds," Remedial and Special Education , 29, 78-89.

Snow, C. E. & Sweet, A. P. (2003). Reading for comprehension. In A. P. Sweet & C. E. Snow, Eds. (pp. 1-11)

Rethinking reading comprehension. New York: Guilford.

van den Broek, P. & Kremer, K. (2000). The mind in action: What it means to comprehend during reading. In B. M.

Taylor, M. F. Graves, & P. van den Broek (Eds.), Reading for meaning: Fostering comprehension in the middle

grades (pp. 1-31). Newark, DE: International Reading Association.

van den Broek, P., Young, M., Tzeng, Y., & Linderholm, T. (1999). The landscape model of reading: Inferences and

the online construction of memory representation. In H. van Oostendorp & S. R. Goldman (Eds.), The construction

of mental representations during reading (pp. 62-87). Mahwah, NJ: Erlbaum.


http://www.scienceandliteracy.org/sites/scienceandliteracy.org/files/biblio/pdpearson/Comprehension in the Common Core.pptx

http://www.scienceandliteracy.org/sites/scienceandliteracy.org/files/biblio/pdpearson/Comprehension in the Common Core.pptx





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