Presentation on theme: "Nicole Standing RISE Educational Services"— Presentation transcript:
1 Nicole Standing RISE Educational Services Reading for Informational Text and Reading for Literature Standards 3-5Nicole StandingRISE Educational Services
2 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.
3 English Language Arts More expository text More short passages that teach students to apply skills on diverse subject matterStudents asked to make meaning from multiple texts and types of sourcesShifts in ELA w/Common Core
4 English Language ArtsEmphasis on informational and argumentative writingSpeaking and listening are assessedUse of academic language a mustShifts in Ela w/Common Core
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 deliveryRetention PyramidDef: Describes the average retention rate after 24 hours-Guided and Independent practice-Structured academic talkRepetitionsDef: 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 LowerRetentionVerbalProcessing5%Lecture10%Reading20%AudiovisualHigherRetentionVerbal and VisualProcessing30%Demonstration50%Discussion Group75%Practice by DoingDoingTeach Others /Immediate Use of Learning90%Adapted from D.Sousa – 2006: p95
11 LESSON TYPES DECLARATIVE PROCEDURAL ”Know”Emphasis on Concept“Do”Emphasis on SkillTalk about misconception that teachers will assume the tougher RI/RL standards are declarative because it’s not obvious how they can be broken into stepsDescribe the overall structure of ideas, events, concepts, or information in a text or part of a textELA 4 RI5Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ELA 5 RI 1Explain major differences between poems, drama, and prose, and refer to the structural elements. ELA 4 RL5Describe characters in a story and explain how their actions contribute to the sequence of events. ELA 3 RL3
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 standardAll 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.
14 ? GRADE LEARNING OBJECTIVE INDEPENDENT PRACTICE 3-6 Analyze Idioms Write and draw your favorite idiom3-4Explain major differences between poems, drama and proseComplete Graphic Organizer explaining differences in poems, drama, and prose5-6Analyze a particular point of view reflected in a work of literature from outside the United StatesAnalyze the point of view Lon Po Po is told from and justify using quotes from the storyLearning Objective matches independent practice?Analyze idioms – NO!Explain differences – yes, but not as rigorous as it could beAnalyze point of view
15 ? GRADE LEARNING OBJECTIVE INDEPENDENT PRACTICE 3rd Grade RL 3 Describe characters in a story and explain how their actions contribute to the sequence of events4th Grade RL 3Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text5th Grade RL 3Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the textTalk about what the independent practice could be for your grade level standard
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 contextNon 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)Illustrates how a procedural lesson can benefit from a graphic organizer
18 Make Inferences + What I know What I read/see Educated guess Justify inferenceMake Inferences
19 Analyze a character based on what they say, do or think SaysLeads me to believe the following about this character:DoesThinksAnalyze 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 findProcess/steps (thinking or processing steps “I ask myself ________”)Explain how I knew this information was importantConnect to other examplesIs there a graphic organizer I can use to visually illustrate this process?
21 ResourcesStudents 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 textScholastic/time for kidsLeveled 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.
24 DEPTH OF KNOWLEDGE SENTENCE STEMS DOK 1 – Basic recallIdentify ______.What is the formula for________?List the ___________ in order.How would you describe _________?Recall __________?Describe_________.Name the __________.DOK 2 – Limited Interpretation/ApplicationCompare______ 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/ApplicationExplain 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 – ExtendedExplain 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 character’s response and the next event in a story? Model how DoK questions can be embedded in a lesson during the Big Idea/GPDOK 3: What would happen to the story if the character did ______ instead of __________?
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 accountablePause to allow time for all students to develop an answerProcess to build language and develop soft skillsPick 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 ReadingReading for Information and Reading for Literature StandardsThe skill to access the textThe skill you are going to be able to do after readingStrategies to support literacyShould be taught the first time utilizing BBDIShould be incorporated into layered activitiesCan be used as a step in a standards based lessonSkills that students need to be successful in real world scenarios as represented on the SBACShould be taught through BBDIIncludes multiple text examples for guided and independent practice
30 When should I use close reading? When it is a text that warrants a close readWhen the content knowledge is being emphasizedWhen 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 beforeIs it something the students can do to elaborately rehearse the knowledge given the OWLs?Guided PracticeDoes it allow the students to demonstrate their knowledge of the learning objective?Independent Practice
33 ObjectiveAnalyze the similarities and differences in multiple accounts of the same event or topic.
34 Review Boston Massacre Boston Tea Party Trail of Tears/Indian Removal Slavery
35 Big IdeaGood 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.
36 Trail of TearsArticle 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.”
37 Topic: Indian Removal Relationship: The Author is: Reason: President Andrew JacksonParticipant; policy-makerPersuade Congress of the benefits of the policyCherokee Chief John RossParticipant – directly affected by policyProtest to Congressthey refer to the same policyThe 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.
38 StepsRead the first article and map out point of view thinking questions:Who wrote it?What was their affiliation? (observer/participant)Reason for writing itRead the second article and map out point of view thinking questionsAsk yourself, “How are their viewpoints the same?”Ask yourself, “How are their viewpoints different?”
39 Event: Boston Tea Party The Author is:Relationship:Reason:Samuel CooperEyewitnessGive an account of the events of the Boston Tea PartyThomas & John FleetObserver; journalistProvide an account of the events of the Boston Tea PartyThe 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.
40 Event: Boston Massacre The Author is:Relationship:Reason:Journalist from the Boston GazetteObserver (possibly secondhand)Inform the publicCaptain PrestonParticipantTell his side; provide a justification for his actions
41 The viewpoints in these articles are similar because _____________________. The viewpoints in these articles are different because ______________________.
42 Topic: Slavery Relationship: The Author is: Reason: Participant (slave)Describe the treatment of slavesOlaudah EquianoSamuel SewallParticipant (English Colonist)Protest slavery
43 The viewpoints in these articles are similar because _____________________. The viewpoints in these articles are different because ______________________.
44 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?
45 Relationship: The Author is: Reason: End of lesson – Next lesson is point of view (Grade 4, RL 6)
46 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!
47 Determine the point of view from which different stories are narrated. ObjectiveDetermine the point of view from which different stories are narrated.
48 ReviewPoint 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)
49 Big IdeaDifferent 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 PersonOne character’s perspectiveReader only sees what that character sees3rd PersonOutsider’s perspectiveReader knows what’s going on with all characters1st Person Clue Words(excluding dialogue)IMeMy3rd Person Clue Words(excluding dialogue)HeSheTheyTells perspective
50 Perspective: 3rd Person 1st PersonOne character’s perspectiveReader only sees what that character sees3rd PersonOutsider’s perspectiveReader knows what’s going on with all charactersTells perspectivePerspective: 3rd PersonLunch Money is narrated in 3rd Person because it gives the perspectives of all of the characters.
51 StepsRead 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.
52 Perspective: 1st Person One character’s perspectiveReader only sees what that character sees3rd PersonOutsider’s perspectiveReader knows what’s going on with all charactersTells perspectivePerspective: 1st PersonElla Enchanted is narrated in 1st person because it is from Ella’s perspective only.
53 Perspective: 3rd Person 1st PersonOne character’s perspectiveReader only sees what that character sees3rd PersonOutsider’s perspectiveReader knows what’s going on with all charactersTells perspectivePerspective: 3rd PersonWayside School is Falling Down is written in 3rd person because it is narrated from an outsider’s perspective.
54 Perspective: 3rd Person 1st PersonOne character’s perspectiveReader only sees what that character sees3rd PersonOutsider’s perspectiveReader knows what’s going on with all charactersTells perspectivePerspective: 3rd PersonJames & the Giant Peach is written in 3rd person because it is narrated from an outsider’s perspective.
55 Perspective: 1st Person One character’s perspectiveReader only sees what that character sees3rd PersonOutsider’s perspectiveReader knows what’s going on with all charactersTells perspectivePerspective: 1st PersonDiary of a Wimpy Kid is written in 1st person because it is narrated from one character’s perspective.
56 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?