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Nicole Standing RISE Educational Services
Reading for Informational Text and Reading for Literature Standards 3-5 Nicole Standing RISE Educational Services
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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.
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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 Shifts in ELA w/Common Core
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English Language Arts Emphasis on informational and argumentative writing Speaking and listening are assessed Use of academic language a must Shifts in Ela w/Common Core
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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.
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BRAIN CONCEPTS Primacy – Recency Retention Pyramid Repetitions
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 -Guided and Independent practice -Structured academic talk Repetitions Def: The brain needs on average repetitions over time for mastery. The first 6 repetitions count for 60% of the way to mastery -Independent practice -Spiral Review
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Average Retention Rate After 24 hours Immediate Use of Learning
Lower Retention Verbal Processing 5% Lecture 10% Reading 20% Audiovisual Higher Retention Verbal and Visual Processing 30% Demonstration 50% Discussion Group 75% Practice by Doing Doing Teach Others / Immediate Use of Learning 90% Adapted from D.Sousa – 2006: p95
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LESSON TYPES DECLARATIVE PROCEDURAL
”Know” Emphasis on Concept “Do” Emphasis on Skill Talk about misconception that teachers will assume the tougher RI/RL standards are declarative because it’s not obvious how they can be broken into steps Describe the overall structure of ideas, events, concepts, or information in a text or part of a text ELA 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
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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)
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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 Learning Objective matches independent practice? Analyze idioms – NO! Explain differences – yes, but not as rigorous as it could be Analyze point of view
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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 Talk about what the independent practice could be for your grade level standard
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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
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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) Illustrates how a procedural lesson can benefit from a graphic organizer
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Make Inferences + What I know What I read/see Educated guess
Justify inference Make Inferences
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Analyze a character based on what they say, do or think
Says Leads me to believe the following about this character: Does Thinks Analyze a character based on what they say, do or think
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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?
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Resources Students need multiple, accessible examples; luckily, there are many examples that students are familiar with that can be used. Remember that we need to explicitly teach these skills. We can’t drive by the skills using the curriculum. We can use the curriculum to apply the skills that we have already taught. 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
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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.
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DEPTH OF KNOWLEDGE SENTENCE STEMS
DOK 1 – Basic recall Identify ______. What is the formula for________? List the ___________ in order. How would you describe _________? Recall __________? Describe_________. Name the __________. 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 ______? Best used : Best used : 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__________? 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________________. Best used : Best used :
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DOK 2: What is the relationship between the character’s response and the next event in a story?
Model how DoK questions can be embedded in a lesson during the Big Idea/GP DOK 3: What would happen to the story if the character did ______ instead of __________?
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What DOK question could you ask the students?
What level is it and what stem/frame would you use?
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Steps for Checking for Understanding at Key Points in a Lesson
Pose the question to make all students accountable Pause to allow time for all students to develop an answer Process to build language and develop soft skills Pick a non-volunteer
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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
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Close Reading Reading for Information and Reading for Literature Standards The skill to access the text The skill you are going to be able to do after 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 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
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When should I use close 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)
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When should I use my 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
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Start of RI 6, Grade 5 lesson
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Objective Analyze the similarities and differences in multiple accounts of the same event or topic.
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Review Boston Massacre Boston Tea Party Trail of Tears/Indian Removal
Slavery
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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.
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Trail of Tears 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.” 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.”
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Topic: Indian Removal Relationship: The Author is: Reason:
President Andrew Jackson Participant; policy-maker Persuade Congress of the benefits of the policy Cherokee Chief John Ross Participant – directly affected by policy Protest to Congress they refer to the same policy The viewpoints in these articles are similar because______________________. The viewpoints in these articles are different because______________________. they have completely different perspectives on the outcomes of the policy.
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Steps Read the first article and map out point of view thinking questions: Who wrote it? What was their affiliation? (observer/participant) Reason for writing it Read the second article and map out point of view thinking questions Ask yourself, “How are their viewpoints the same?” Ask yourself, “How are their viewpoints different?”
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Event: Boston Tea Party
The Author is: Relationship: Reason: Samuel Cooper Eyewitness Give an account of the events of the Boston Tea Party Thomas & John Fleet Observer; journalist Provide an account of the events of the Boston Tea Party The viewpoints in these articles are similar because______________________. The viewpoints in these articles are different because______________________. 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.
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Event: Boston Massacre
The Author is: Relationship: Reason: Journalist from the Boston Gazette Observer (possibly secondhand) Inform the public Captain Preston Participant Tell his side; provide a justification for his actions
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The viewpoints in these articles are similar because _____________________.
The viewpoints in these articles are different because ______________________.
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Topic: Slavery Relationship: The Author is: Reason:
Participant (slave) Describe the treatment of slaves Olaudah Equiano Samuel Sewall Participant (English Colonist) Protest slavery
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The viewpoints in these articles are similar because _____________________.
The viewpoints in these articles are different because ______________________.
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Closure What did we learn in this lesson?
Why do good readers analyze viewpoint? What are the steps to analyze viewpoint when looking at articles about the same event or topic?
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Relationship: The Author is: Reason:
End of lesson – Next lesson is point of view (Grade 4, RL 6)
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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!
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Determine the point of view from which different stories are narrated.
Objective Determine the point of view from which different stories are narrated.
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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)
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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 1st Person Clue Words (excluding dialogue) I Me My 3rd Person Clue Words (excluding dialogue) He She They Tells perspective
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Perspective: 3rd Person
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 perspective Perspective: 3rd Person Lunch Money is narrated in 3rd Person because it gives the perspectives of all of the characters.
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Steps Read the passage. Ask myself, “Does the narrator appear to be inside or outside of the story?” Circle the clue words (excluding dialogue) to help you decide. Write a sentence explaining your choice and justify.
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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 perspective Perspective: 1st Person Ella Enchanted is narrated in 1st person because it is from Ella’s perspective only.
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Perspective: 3rd Person
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 perspective Perspective: 3rd Person Wayside School is Falling Down is written in 3rd person because it is narrated from an outsider’s perspective.
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Perspective: 3rd Person
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 perspective Perspective: 3rd Person James & the Giant Peach is written in 3rd person because it is narrated from an outsider’s perspective.
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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 perspective Perspective: 1st Person Diary of a Wimpy Kid is written in 1st person because it is narrated from one character’s perspective.
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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?
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