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Christina Marinelli RISE Educational Services

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1 Christina Marinelli RISE Educational Services
Reading for Informational Text and Reading for Literature Standards K-2 Christina Marinelli RISE Educational Services

2 Do you Common Core? When you are searching for a recipe to cook, do you make your decision based only on the text or do you need to look at a picture to help you decide? (1st grade RI 6 distinguish between information provided by pictures or other illustrations and information provided by the words in a text) Think of two movies about the same topic that came out around the same time, for example Tombstone and Wyatt Earp. Which movie did you like better? (2nd grade RL 9 compare and contrast two or more versions of the same story by different authors or from different cultures)

3 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

4 English Language Arts Emphasis on informational and argumentative writing Speaking and listening are assessed Use of academic language a must

5 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.




9 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

10 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

”Know” Emphasis on Concept “Do” Emphasis on Skill Explain major differences between books that tell stories and books that give information ( 1st RL 5) Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text (2nd RI 2) Identify the front cover, back cover, and titles page of a book ( K RI 5) Use illustrations and details in a story to describe its characters, setting, or events (1st RL 7)

12 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)

13 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.

Compare and Contrast the adventures and experiences of characters Answer questions about the characters in “Little Red Riding Hood” 2nd RL2 Recount stories and determine their central message, lesson, or moral Retell a familiar fable or folktale and tell the moral of the story.

15 ? GRADE LEARNING OBJECTIVE INDEPENDENT PRACTICE K RL3 With prompting and support, identify characters, settings, and major events in a story. 1 RL3 Describe characters, settings, and major events in a story, using key details. 2 RL3 Describe how characters in a story respond to major events and challenges.

16 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

17 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)

18 Make Inferences + What I know What I read/see Educated guess
Justify inference Make Inferences

19 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

20 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?

21 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

22 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.

Requires shallow understanding, verbatim recall or basic identifying Includes engagement of some processing beyond recalling or reproducing, requires both comprehension and subsequent processing Involves reasoning, planning, explaining, generalizing or connecting ideas; students must be able to support their thinking Higher order thinking is central, application of significant conceptual understanding and synthesizing

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 :

25 DOK 2: What is the relationship between the words and pictures in an informational text?
DOK 3: What would happen if you only looked at the pictures in an informational text?

26 What DOK question could you ask the students?
What level is it and what stem/frame would you use?

27 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

28 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

29 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

30 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)

31 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


33 Objective Compare the most important points in two texts on the same topic

34 Remember….. Compare: find similarities
Main Topic: the subject of the text A double bubble map helps us find similarities and differences

35 Big idea Good readers are able to find similarities when 2 authors write about the same thing. These similarities help us understand the most important parts about that topic. Important points are details within a paragraph.

36 Double Bubble Map Differences Differences Similarities Paragraph 1

37 Many farms with animals and plants
Let Me Show You One… Similarities Many farms with animals and plants Rural paragraph 1 Rural paragraph 2 Open land Small towns and shops The similar points in these texts are rural areas have many farms, open land, and small town and shops.

38 Steps Read the two texts and topics Underline details in each text
and points that are in both texts The similar points in these texts are ___________.

39 Let Me Show You One More…
Similarities Babies are born alive and need milk Mammal Paragraph 2 Mammal Paragraph 1 Warm-blooded Have hair or fur The similar points in these texts are mammals are warm-blooded, have hair or fur, and their babies are born alive and need milk.

40 Similarities Cold-blooded Reptile Paragraph 2 Reptile Paragraph 1 Lay eggs Scaly skin The similar points in these texts are reptiles are cold-blooded, lay eggs, and have scaly skin.

41 Similarities Amphibian means two lives Amphibian Paragraph 1 Amphibian Paragraph 2 Live in water and on land Cold-blooded The similar points in these texts are amphibian means two lives, they live in water and on land, and they are cold-blooded.

42 Similarities Many tall buildings close together Urban paragraph 1 Urban paragraph 2 Lots of cars on the streets Many people The similar points in these texts are many buildings close together, lots of cars, and many people.

43 A Few Questions… What did we learn to do today?
Why is it important to find similarities when we read texts on the same topic? How do we find the similarities between two texts on the same topic?

44 Independent Practice Similarities Paragraph 2 Paragraph 1 The similar points in these texts are ___________.

45 Processing Questions What did you notice about the use of a graphic organizer? What type of text was used to teach this lesson? Would you have taught this content prior to the lesson? Why or why not?

46 Objective Compare the adventures and experiences of characters in familiar stories.

47 Review Character: who or what the story is about

48 Compare: find things that are the same
Sometimes characters in different stories can do things that are almost the same Compare: find things that are the same Adventures: things the character does or things that happen to the character

49 Chester and Sarah are afraid to go to school.
Chester is afraid to go to school on the first day. Sarah does not want to go to school. Chester and Sarah are afraid to go to school.

50 1. 2. 3. 4. Steps about the main/big events in character 1’s story
what similar event happens to both characters? 4. what happens to both characters

51 Corduroy and Trixie lose something.
Corduroy loses a button. Trixie loses Knuffle Bunny. Corduroy and Trixie lose something.

52 Marvin and Harvey do not want to do what they are told.
Marvin does not listen when he is told to go to bed. Harvey does not want to clean his room. Marvin and Harvey do not want to do what they are told.

53 Franklin and Reza are afraid of something.
Reza is afraid of the bunny. Franklin is afraid of thunderstorms. Franklin and Reza are afraid of something.

54 Nate and Alexander both have a bad day.
Anything Nate wants to happen, the opposite happens instead. Alexander has a bad day. Nate and Alexander both have a bad day.

55 Closure What did we do with characters today? What did we learn about characters from different stories? How do we compare characters?

56 Independent Practice Clifford and Amelia Bedelia ______________.

57 Processing Questions What time of the year would you teach this lesson? When would you read these stories?

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