2 What do we know? Eileen Scanlan: Self-initiated PD, Gretchen Courtney In Progress…Continue to learn!Unit PlanningNew 6th – 8th ELA SeriesGO! MathLead 21Balancing ISAT for 2 more years with CCSS instructionPrepare for CPS initiative with CCSS Math in 2013Close Reading practiceText-Dependent QuestionsNovelsJulie Pienta: Early Adopter School, Project ReadiKellogg Teachers: General introductions SY by Rock Island Network; ILT Members attended Summer 2012 PD
3 Objectives By the end of this presentation… You should feel confident in talking with your child and their teacher(s) about the CC initiative in ELAPossess knowledge, tools, and resources to best support this process in your home and in school
5 ELA/Literacy: 3 shifts The What Building knowledge through content-rich nonfictionReading, writing, and speaking grounded in evidence from text, both literary and informationalRegular practice with complex text and its academic language
6 What Can Parents Do?Shift One: Building knowledge through content-rich nonfictionSupply and read more non fiction text at home. Have fun with it!Look for books and/or opportunities to engage in text that explains. (Newspaper and magazine articles, directions for putting things together, controversial subjects in the world)Discuss the authors’ purposes for their writing and possible biases
7 What Can Parents Do?Shift Two: Reading, writing, and speaking grounded in evidence from text, both literary and informationalTalk about all types of text!Demand EVIDENCE in everyday discussions/disagreements/debatesRead text together and provide questions that require evidence – PROVE ITTeach healthy debate – allow disagreements
8 What Can Parents Do?Shift Three: Regular practice with complex text and its academic languageRead multiple books about the same topicUse academic and higher level language when speakingClose Reading of all types of textTalk, listen, sing, make rhymes, and silly word games!
10 Implementation Close Reading Text Dependent Questions Evidence! Nonfiction!Collaboration and Student “Talk”Reading a text multiple times for different purposesText-dependent questions will point students toward parts of the text most important to pay attention toProve it! Quote!New series, content areassmall groups working together, pair/shares, whole class discussions
11 Simply assigning hard books will not ensure that studentslearn at high levels!
13 Common Core State Standards vs. Old IL Learning Standards Reading for Information Standard 1: 6th GradeGoal 1 –Reading: Middle SchoolRI.6.1: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments1.C.3d Summarize and make generalizations from content and relate them to the purpose of the material.
14 “Salvador, Late or Early” A Close Reading of“Salvador, Late or Early”Close reading is almost always and encounter with the text first…no modeling firstParticipants read and then answer a questionDoug will read to them and model thinking focusing on one thing…sentence structureTraditionally this piece would be one of three pieces read in one period(Cisneros, Woman Hollering Creek and Other Stories, 1991)
15 What changed? Childhood, class, poverty, gender, social aspects, Model of Close ReadingModel of Close Reading1. Read the text2. What are Salvador’s strengths and needs? Discuss whole group3. I will read to you. Think about the author’s use of color.4. Read it again. Why does our author use school words and associate them with pain? Discuss in your groupSalvador translates to savior. Where in the text is that supported?He starts out as a caterpillar and by the end he flutters in the air before disappearing like a memory of kites5. What happens when I change the name SALVADOR to HEATHER?What changed? Childhood, class, poverty, gender, social aspects,
16 Ideas/ReflectionsA lot of this learning is dependent upon conversations with someoneThis piece of text is an 8th grade exemplar.This text is now a two day teaching….it used to be 1/3rd of a day.The order in which you ask the questions leads to a better and deeper understanding of the text. The order in which you ask the questions matters for ones understanding of a text.Not every group discussion needs to be shared out whole classAn Extended Response prompt could be, “How does Salvador feel inside?”If students can defend their opinion with evidence from the text, it doesn’t matter what feeling they believe Salvador has inside
17 General Understandings in Kindergarten Retell the story in order using the words beginning, middle, and end.
18 Key Details in Kindergarten How long did it take to go from a hatched egg to a butterfly?What is one food that gave him a stomachache? What is one food that did not him a stomachache?
19 It took more than 3 weeks. He ate for one week, and then “he stayed inside [his cocoon] for more than two weeks.”
20 Foods that did not give him a stomachache Foods that gave him a stomachacheApplesPearsPlumsStrawberriesOrangesGreen leafChocolate cakeIce creamPickleSwiss cheeseSalamiLollipopCherry pieSausageCupcakewatermelon
21 Vocabulary in Kindergarten How does the author help us to understand what cocoon means?
22 There is an illustration of the cocoon, and a sentence that reads, “He built a small house, called a cocoon, around himself.”
23 Author’s Purpose Genre: Entertain? Explain? Inform? Persuade? Point of view: First-person, third-person limited, omniscient, unreliable narratorCritical Literacy: Whose story is not represented?
24 Author’s Purpose in Kindergarten Who tells the story—the narrator or the caterpillar?
25 A narrator tells the story, because he uses the words he and his A narrator tells the story, because he uses the words he and his. If it was the caterpillar, he would say I and my.
26 Inferences in Kindergarten The title of the book is The Very Hungry Caterpillar. How do we know he is hungry?
27 The caterpillar ate food every day “but he was still hungry The caterpillar ate food every day “but he was still hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly.
28 Opinions, Arguments, and Intertextual Connections Author’s opinion and reasoning (K-5)ClaimsEvidenceCounterclaimsEthos, Pathos, LogosRhetoricLinks to other texts throughout the grades
29 Opinions and Intertextual Connections in Kindergarten NarrativeInformationalIs this a happy story or a sad one? How do you know?How are these two books similar? How are they different?
30 What is a Close Reading?Close reading is meant to be completed using short texts at grade levelClose reading is meant to be completed over several repeated readings over several teaching periodsClose reading is meant to be a collaborative process amongst peers and facilitated by an educator
31 Creating a Close Reading Use a short passage.“Read with a pencil.”Note what’s confusing.Pay attention to patterns.Give students the chance to struggle a bit.Frontloading, pre-teaching, and vocabularyMY NOTES FROM HIM:Give students a chance to struggle.School should be about inquiryCreating a Close Reading