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Session 2: Informational Text Audience: K-5 Teachers.

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1 Session 2: Informational Text Audience: K-5 Teachers

2  Become familiar with the K-5 CCSS Informational Text Reading Standards  Identify a few of the standards that may be new (or a new emphasis) for Oregon teachers  Become aware of relevant resources in K-12 Teachers: Building Comprehension in the Common Core, a resource aligned with the CCSS and the Oregon K-12 Literacy Framework. ◦ http://www.ode.state.or.us/teachlearn/subjects/elarts/readin g/literacy/have-you-ever.pdf 2

3 3 Informational Text Literature Poetry, Drama Myths, Legends, Short stories, SS, Science, etc. Informational Text Literature Poetry, Drama Myths, Legends, Short Stories, Directions, Forms, etc. Social Studies, History, Arts, Science, Biographies,

4 GradeLiterary TextInformational Text 450% 845%55% 1230%70% 4  The Standards follow NAEP’S lead in balancing the reading of literature with informational texts, including texts in history/social studies, science, and technical subjects.

5  Literary nonfiction and historical, scientific, and technical texts. Includes ◦ Biographies and autobiographies; ◦ Books about history, social studies, science, and the arts; ◦ Technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and ◦ Digital sources on a range of topics  Emphasis is on text structure other than narrative ◦ Cause and effect; chronological/sequential ◦ Compare/contrast; enumeration and description ◦ Opinion and supporting arguments 5

6  Read through the K-5 continuum of several of the Reading Informational Text standards (#1 – 10) on the Handout “CCSS Reading Informational Text Standards K-5.”  Remember that each “step up” in task difficulty is matched by a “step up” in text complexity.  Identify the “step up” in task difficulty at each grade K- 5 for several standards. (Begin with Standard 9.) 6

7  1 st – omitted “With prompting and support”  2 nd – added “most important” points  3 rd – added “and key details”  4 th – added “Integrate” … “in order to write or speak about the subject knowledgeably”  5 th – added “several” texts 7

8  Identify grade-specific standards that are new at your grade(s) or represent a new emphasis in classroom instruction at your grade(s).  Think about the instructional strategies and approaches that you will apply to these standards. 8

9  Some of the additions or changes ◦ Standard 2, grades K-3 (main idea & details) ◦ Standard 3, grades K-5 (development & interaction) ◦ Standard 5, grades 4- 5 (text structures) ◦ Standard 6, grades 1-5 (point of view/purpose) ◦ Standard 8, grades K-5 (analyze argument) ◦ Standard 9, grades K-3 (compare texts)  Complete “Crosswalks” are posted on the ODE website at http://www.ode.state.or.us/search/page/?id=3356 9

10  Standard 3: Development and interaction ◦ Asks students to describe the connections, relationships, interactions among individuals, events, ideas, procedures, steps, concepts, etc.  Standard 6: Point of view and purpose ◦ K, 1, 2 focus on role (author, illustrator) and purpose ◦ 3, 4, 5 require students to conceptualize two or more points of view on an event or topic  Standard 8: Analyze argument ◦ Requires students to differentiate between main points and the reasons/evidence that support them; logical connection 10

11  The Common Core State Standards tell us WHAT all students should know and be able to do.  The Oregon K-12 Reading Framework suggests HOW districts and schools can succeed in helping all students read well. Its purpose is to ensure students are ◦ Reading grade-level text or above by the end of first grade ◦ Developing grade-level or above reading skills K-12 across all classes ◦ Receiving intensified instruction to help them read at grade level, if they are not. http://www.ode.state.or.us/teachlearn/subjects/elarts/reading/literacy/chapter-3- instruction.pdf 11

12  Explicit comprehension instruction should not be delayed until students are able to read grade-level text independently.  Read-alouds and the use of text-based discussions are opportunities to help students learn from complex informational text, especially when students are just learning to read or if students struggle to read informational text independently (Beck & McKeown, 2001; Snow, Burns, & Griffin, 1998). – From K-12 Teachers: Building Comprehension in the Common Core 12

13  Students who struggle with reading can successfully handle informational text when instruction includes ◦ explicit teaching of text structure, ◦ procedural facilitators such as think sheets, prompt cards, and mnemonics, and ◦ the use of teacher modeling and guided feedback (Gersten & Baker, 2000, 2001; Williams, 2008) – From K-12 Teachers: Building Comprehension in the Common Core 13

14  When discussion followed the read-aloud, students seemed to prefer informational text.  When no discussion followed the read-aloud, the students preferred narrative text.  Research also suggests that students are more likely to select informational for independent reading if their teacher used the informational text in a read-aloud Dreher & Dromsky, 2000; Duke, Bennett-Armistead, & Roberts, 2003). – From K-12 Teachers: Building Comprehension in the Common Core 14

15  Time spent with informational texts  Books on a wide variety of topics that interest elementary grade children  Informational texts and stories grouped in a thematic unit (see http://commoncore.org/free/ )http://commoncore.org/free/  Graphic organizers  Explicit comprehension strategy instruction  Teachers and students using a core set of questions  More at K-12 Teachers: Building Comprehension in the Common Core, including specific examples of organizers, strategies, questions, etc. 15

16  Teacher and student-initiated questions about the text  Teacher-facilitated read-alouds and text-based discussions  Use of before-during-after reading components to discuss the text and apply comprehension strategies  Students retelling what they learned from an informational text with a partner  Teachers and students using content language and text-related academic language  More at K-12 Teachers: Building Comprehension in the Common Core, including hyperlinks to resources in Oregon K-12 Literacy Framework 16

17  What will be the percentages of informational text and literature in your grade(s)?  What are some text structures students may encounter in informational text?  What is one standard new or new in emphasis at your grade(s) that will impact your instruction?  What is one strategy, approach, or classroom context that supports learning to read informational text? 17

18  Check out the resources on informational text in K – 12 Teachers: Building Comprehension in the Common Core on the ODE website.  Follow one of the hyperlinks in the above document to the “Instruction” chapter in the K-12 Oregon Literacy Framework to see more concrete examples and resources.  Cross-grade level groups select one standard and develop a short lesson at each grade level, illustrating the K-5 progression. 18


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