Presentation on theme: "Implementing Common Core: A Focus on Early Literacy K-6 Administrative Module 7 – Comprehension II Presenters: LaRae Blomquist, Susie Lapachet, Arthetta."— Presentation transcript:
Implementing Common Core: A Focus on Early Literacy K-6 Administrative Module 7 – Comprehension II Presenters: LaRae Blomquist, Susie Lapachet, Arthetta Meeks, and Patty Tong December 2013
Share Out As a result of the last module, how did the information impact your thoughts and/or actions? Topics covered: Reading comprehension at the sentence level Introduction of close reading
Outcomes: Participants will explore: The K-6 continuum of close reading. Creating sets of text dependent questions. The connection between sets of text dependent questions and close reading.
Close Reading Experience PURPOSE: Experience close reading as a reader Engage in collaborative conversations Debrief experience from an instructional point of view Discuss impact on “next steps”
Close Reading Directions Determine who will be your designated partner/triad for collaborative conversations. Read chapter three from Notice & Note. Be prepared to share the gist of the article with your partner(s). 1 st Read
Think – Pair - Share In 1-2 sentences identify the gist of the excerpt. Be prepared to share.
Close Reading Directions You will be given an opportunity to discuss with your designated partner(s) a series of questions. Be prepared to share either your response or that of your partner. 2 nd Read
Close Reading In the section “Where Rigor Resides” what are two or more examples of wasted instructional time that Beers and Probst cite? From that same section summarize what is likely to happen according to Beers and Probst if one “simply” focuses on increasing rigor without having a clear understanding of the term? Support your answer with text evidence.
Close Reading How might “rigor” best be explained according to the authors? Use evidence from either “Where Rigor Resides” or elsewhere in the excerpt. Think about the teacher who chose the most difficult translation of Beowulf. What is likely to be her reasoning for choosing that edition for her students? What was the result of the choice related to the rigor she was able to achieve? Support your answers with text evidence.
Close Reading Directions Discuss the following questions with your table group. Be prepared to share aloud. 3 rd Read
Close Reading On page 20 and 21 in the section titled “Where Rigor Resides,” Beers and Probst make three claims about rigor. What are their three claims, and which is the most effective claim? Support your answer with text evidence.
Close Reading What impact do the following sentences and specific word choice on p. 21 have on determining the author’s point of view regarding rigor? There was another version of the story, much more readable, much more enjoyable, much more likely to interest readers and invite them into a conversation about the tale, but she ignored that one. Her reason for rejecting it was that it was too readable, too enjoyable, too likely to be interesting. She selected the other one, she explained, because it was inaccessible and difficult…We doubt that she was motivated by malevolence and a simple, sadistic desire to inflict pain.
Close Reading What other evidence in the excerpt exists of selective choice of language which emphasizes the author’s point of view? What impact does that language/word choice have on the reader? What is Beers and Probst central argument regarding rigor? Is it well supported? Why or why not? Use text evidence to support your evaluation.
Debrief the Experience How has your understanding of “rigor” been either validated and/or impacted by this close reading of chapter three? How did structured student interaction play a role in “owning” the information presented about rigor versus “borrowing” it short term?
Examine the TDQs – Instructional Planning DIRECTIONS: Working with a partner, determine the specific standard(s) to which each reread TDQ aligns. Use your 6 th grade standards.
Examine the TDQs – Instructional Planning 1 st Read: Info Text #1 #1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Examine the TDQs – Instructional Planning 2 nd Read: Info Text #2, #1 #2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Examine the TDQs – Instructional Planning 3 rd Read: Info Text #6, #8,#1 #6 Determine an author’s POV or purpose… #8 Trace and evaluate the argument and specific claims…
Examine the TDQs – Instructional Planning How do the questions asked during the second read relate to the questions asked during the third read? How do the purposeful rereads with standards-aligned TDQs compare to the Open Court approach? What are the implications for site/district professional learning?
“Big Ideas” Close Reading Close reading is an outcome, not a strategy. Text-dependent questions are organized in “layers” aligned to specific standards with focused rereads. TDQs build in complexity and connect to the most cognitively demanding standard(s).
Guided Planning Experience PURPOSE: Understanding a pivotal piece to implementing CCSS Preparation for planning close reading for professional articles
Standards Alignment Guide Should I use this standard with this text? Sample Questions Objectives
StepGuiding Questions 1. Read the selection and note what stands out. What stands out as you read the text? (e.g., central message, text/sentence structure, word selection/figurative language, point of view, author’s message, connection to other texts)
The Chase First Grade Review the standards for First Grade Reading Literature. Think about which standards stand out as you listen to the story.
Table Talk Share with your table what stood out to you as you listened to the selection.
RL 1, 2, 7, L 4 1 st read- getting the gist RL1 (ask and answer questions) and RL2 (retell) 2 nd read -examine more closely the patterns in the text on pages 30-33; Word Choice RL4 3 rd read- Shifts in the story; Vocabulary RL 4, L 4 4 th read - closely reread page 32 “Did the animals jump to conclusions?” What can we learn about jumping to conclusions with no evidence? RL2 The Chase
Planning Template Step 1. Read the selection and note what stands out. 2. Identify the standards addressed in Step 1. 3. Identify the “Big Idea.” 4. Determine how many rereads are needed and the order for addressing the standards during instruction. Chunk the text if necessary.
Considerations for Chunking the Text How long is the text? What is the grade level of the students? What is the text structure? Are there natural breaks in the text such as shifts in setting, time, topic, event, etc.? (Breaks do not necessarily happen at the end of a page.)
Chunking the Text Decision: Divide text by events in her life Rationale: This allows the readers to see the goals she set throughout her life in order to reach her dream Childhood Education/Doctor Selected by NASA/Training/Space “Endeavour” Formed her company: The Jemison Group
Chunking the Text ChildhoodEducation Doctor Astronaut Company Pages 83-85 Pages 86 Pages 87Pages 88-93 Pages 94-95 Consider Author’s Pattern
Mae Jemison: Space Scientist 4 th Grade Review the 4 th grade Reading Standards for Informational Texts.
Mae Jemison: Space Scientist 4 th Grade Read pages 84-85 On your white board list: the standards you selected. indicate which is the big idea the order in which you will address the standards
Select Standards RI-1 (getting the “gist”) RI-4 (vocabulary) RI-2 (main idea) RI-5 (text structure) Third Read First Read Second Read
What activities did Mae participate in when she was in school? What was Mae’s dream? What is the gist?
Vocabulary RI-4 What are the best clues for the meaning of the underlined word?
Main Idea RI-2 What evidence reveals Mae’s fascination with space travel? Explain why you selected this evidence.
Main Idea RI-2 Key Details Based on the information in this biography, determine the main idea and support your answer with key details from the text. What evidence reveals Mae’s fascination with space travel? Explain why you selected this evidence. Mae didn’t let success go to her head. What does that mean? What clues from the text supports your answer? Throughout her life, Mae Jemison demonstrated perseverance in the pursuit of her childhood dream of becoming a space scientist.
. Text Structure RI-5 Select the overall text structure that the author used in this biography. Explain how this structure helps the reader understand the main idea of the text. Chronology Comparison Cause/effect Problem/solution Childhood Education Doctor Astronaut Company
Planning Template Step 1. Read the selection and note what stands out. 2. Identify the standards addressed in Step 1. 3. Identify the “Big Idea.” 4.. Determine how many rereads are needed and the order for addressing the standards during instruction. Chunk the text if necessary. 5. Create a set of text dependent questions for the selected standards. 6. Organize TDQs based on the number of reads necessary. 7. Create a culminating task or writing prompt based on your “Big Idea.”
The People on the Beach 6 th Grade Review the 6 th Grade Reading Standards for Informational Text.
The People on the Beach 6 th Grade Read pages 181-183 On your poster list: the standards you selected. the order you would teach them. one question for each standard.
Lesson Objectives Students will be able to: Tell the gist of the selection (RI1) Use context clues to determine the meaning of unknown words (RI4) Tell the author’s perspective at different points in the text (RI6)
Read pp. 181-183 What is the gist of this section? The gist of this section is…
plundered p. 183 “The prince plundered the building of its bronze and stone statues and vases. Marble was ripped off the walls and pillars, and the treasures were carted off to the prince’s own house or those of his rich friends. More raiding expeditions followed…” What words or phrases would help you determine the meaning of the word plundered?
plundered p. 183 Definition: To steal goods from a place or a person. Usually involves force of some kind. Example Non-example
Topic: The Austrian prince (p.183) What words or actions let you know what the author is feeling right now? Explain your answer. Read p. 183
Culminating Task Examples Writing prompt based on a reading and writing standard Create a PowerPoint Create a brochure Complete a series of constructed responses Prepare and deliver a speech
“Big Ideas” Guided Planning Sets of text dependent questions are a key component of a close read. The standards alignment guides and the Users’ Guide for Creating Sets of Text Dependent Questions are useful tools for planning. There is more than one way to chunk a text.
Possible “Wonderings” DBQ vs. TDQ Should I focus on lexile? The benefits of open book tests
“Next Steps” At your tables, discuss the information presented and what “next steps” might be taken. Where is your staff in terms of implementing CCSS, in particular close reading? What resources do you need to move your staff forward with regard to implementing standards effectively?
Evaluations Please fill out the evaluation forms provided. Specific feedback is greatly appreciated in the comment section.