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Writing an Exemplar Reading Lesson Grades 3-5 MDCPS Division of Language Arts/Reading November 2012.

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Presentation on theme: "Writing an Exemplar Reading Lesson Grades 3-5 MDCPS Division of Language Arts/Reading November 2012."— Presentation transcript:

1 Writing an Exemplar Reading Lesson Grades 3-5 MDCPS Division of Language Arts/Reading November 2012

2 Purpose of Common Standards To improve U.S. educational attainment by focusing schools on higher learning goals To standardize educational opportunity To focus attention on fewer, higher, better standards (more on outcomes than on processes)

3 What Makes These Standards Special ? Independent analysis indicates that they are more rigorous/demanding than the standards of 37 States Internationally benchmarked Include all grades (K-12) and emphasize disciplinary literacy Increased stress on expository text, critical reading, and use of technology Recognizes importance of text difficulty and the value of canonical text

4 Florida’s Common Core State Standards Implementation Timeline FL FL FL FL FL BL (3 rd ) Miami-Dade’s

5 Let’s Explore The Common Core!

6 Evidence Main Idea Interaction Vocabulary Structure Point of View Multiple Media Multiple Text Text Complexity N/A

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10 reason/support

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13 Pacing Guides

14 Considerations of Text Complexity Quantitative Measures Readability Measures (like Lexile) – Word frequency - < less common words = more complex < more common words = less complex – Syntactic complexity - < % of longer sentences = more complex <% of shorter sentences = less complex Qualitative Measures and Reader Task – Structure (both story structure or form of piece) – Language clarity and conventions – syntax (including vocabulary load) – Knowledge demands (life, content, cultural/literacy) – Levels of meaning/purpose Broad Spectrum Measures – Academic orientation – Information vs. Narrative – Cohesion – techniques the author uses to tie text together (repeated phrases vs. more abstract words) – Word maturity – degrees of abstract multiple meaning words (e.g. ground, earth or soil, to grind, or “no grounds” for an argument, or being “Well grounded”

15 Quantitative Evaluation Common Scale for Band Old Lexile RangeCommon Core Lexile Range K- 1 ST NA 2 nd – 3 rd th – 5 th ONLY QUANTITATIVE MEASURE INCLUDED BOTH QUANTITATIVE AND QUALITATIVE MEASURES INCLUDED THAT MAKES THE BROAD SPECTRUM

16 Exemplar Texts…. Text samples provided to demonstrate the level of complexity and quality the CCSS require (Appendix B) Choices serve as guideposts in helping teachers select similar complexity, quality and range for their own classrooms They are not a partial or complete reading list.

17 Sample Performance Tasks for 3rd Grade Stories /PoetryInformational Text Poppleton in Winter by Cynthia Rylant; Illustrated by Mark Teague Students explain how Mark Teague’s illustrations contribute to what is conveyed in Cynthia Rylant’s Poppleton in Winter to create the mood and emphasize aspects of characters and setting in the story.RL.3.7 Lincoln: A Photobiography by Russell Freedman Students explain how the main idea that Lincoln had “many faces” in Russell Freedman’s Lincoln: A Photobiography is supported by key details in the text. RI.3.2 The Secret Garden by Frances Hodgson Burnett Students explain the selfish behavior by Mary and make inferences regarding the impact of the cholera outbreak in Frances Hodgson Burnett’s The Secret Garden by explicitly referring to details and examples from the text. RL.4.1 Discovering Mars: The Amazing Story of the Red Planet by Melvin Berger Students explain how Melvin Berger uses reasons and evidence in his book Discovering Mars: The Amazing Story of the Red Planet to support particular points regarding the topology of the planet. RI.4.8 Black Stallion by Walter Farley Students describe how the narrator’s point of view in Walter Farley’s The Black Stallion influences how events are described and how the reader perceives the character of Alexander Ramsay, Jr. RL.5.6 Horses by Seymour Simon and Hurricanes: Earth’s Mightiest Storms by Patricia Lauber Students identify the overall structure of ideas, concepts, and information in Seymour Simon’s Horses (based on factors such as their speed and color) and compare and contrast that scheme to the one employed by Patricia Lauber in her book Hurricanes: Earth’s Mightiest Storms. RI.5.5

18 In order to teach Blending NGSSS and CCSS…… Ramp Up the Rigor by using what we have learned from Common Core and the upcoming PARCC expectations: Use texts with more complex meaning Plan more deeply emphasizing student self discovery through guided text sequential questioning and written response Construct performance tasks that require knowledge of multiple benchmarks to synthesize and analyze.

19 Paradigm Shift of Instruction The more students wrestle with complex text the more comprehension muscle they build

20 Close Analytic Read Rules of the Road The text is the expert – not the teacher – Foster student confidence and independence by having students reread the passage, consult illustrations. Student support is in pairs, small groups and whole class settings. – Structured time for collaboration and discussion will help students process and internalize the skill(s). Goal is total understanding of text. – Don’t rush through – have patience with a slower learning process that is required by the standards and format of instruction. (Close Analytic Reading)

21 Close Analytic Read Rules of the Road In primary grades, Close Analytic Reads are accomplished through Read Alouds/Think Alouds and are expected. Front-loading should be done judiciously. – The content should be embedded both in the text and illuminated by the discussion questions, writing activities, and extension activities. Selected text should enhance student literacy – based exercises and allow them to practice analyzing content based themes.

22 Close Analytic Read Rules of the Road Close analytic reading of exemplar text should include: Learning Objectives – 4-5 days on an exemplar text Reading Tasks – independence is the goal through multiple encounters with the text, carefully planned and sequenced questioning with answers that are always evidenced in text. Discussion/Language/Vocabulary Tasks – activities that encourage discussion, inferring meaning from context, and attention to academic language. High value words should be discussed and lingered over during the instructional sequence.

23 Close Analytic Read Rules of the Road Sentence Syntax Tasks – Engage students in a close examination of complex sentences to discover how they are built and how they convey meaning. Unpacking complex text focuses on both the precise meaning of what the author is saying and why the author might have constructed the sentence in a particular fashion. Writing Tasks – Students may paraphrase, synthesize ideas, support opinions, or explain relationships in a culmination activity to organize and make sense of their thinking and learning.

24 Let’s Read

25 Qualitative Evaluation Category Notes and Comments on Text Structure (both story structure or form of piece) Language Demands and Conventions (including vocabulary load and sentence structure) Knowledge Demands (life, content, cultural/literary ) Levels of Meaning/Purpose

26 You don’t know what you’ve got until you have read the Text. The text is the Expert! What can be taught ?  Theme/topic  Main Idea  Text Features  Text Structure  Cause/effect  Simile/metaphor/personificatio n/  hyperbole  Descriptive language/mood  Analyze words in text  Words in context  Synonyms  Affixes  Multiple meanings  Plot development  Problem/resolution  Character Development  Character point of view Why is this text worthy of deep teaching?

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28 5 6

29 6a 5

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31 Characteristics of a Legend Legends are fictional stories. Usually there is some historical truth at the heart of every legend. Heroes perform great deeds with their strength and their intelligence. Exaggeration is usually involved in retelling their deeds. Heroes often give up dreams of happiness to h elp others. Told as though they are true A story from the past about a subject that was, or is believed to have been, historical but not always factual Often blends fact with improbable elements

32 Guiding question- What is the evidence of the elements of a legend are found in the story?

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34 Remember the Close Analytical Read focuses on Vocabulary and Sentence Syntax through Thinking Aloud for the students.

35 35 heroic brave courageous daring bold Soldier Superman police officer Lassie Pulling someone out the water Risking your life to save someone excited proud grateful want to do the same thing shocked “Did you see that?” “That was incredible!” “Wow” Thank you Tell others Write about it Take pictures Try to help

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37 Explain how the actions in the story reveal the true personalities of the characters- Old Man, Yone, Villagers and the Sea.

38 What “Character Traits” is supported/evidenced by the text for each character?

39 Explain how the actions in the story reveal the true personalities of the characters- Old Man, Yone, Villagers and the Sea.

40  Look at the character that has been assigned to you. (NO SWITCHING!)  The grandfather, Yone, the villagers, the sea  Think about how the feeling word you have been assigned relates to the character. Actions speak louder than words!

41 Illustrate your card

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43 Setting Mood content suspense panic shock or gratitude Proof/ Evidence Everything was good. the good old man Rich ground Growing food for the village below. Boy loved the rice fields & liked to help. How does the author create different moods throughout the story of _________________? The old man’s house overlooking the village and sea. The sea rose to the sky! The rice fields blazing with fierce black smoke rising in the sky. Watching the wall of water overcome the village. Guiding Question: Explain how the setting and mood contribute to the outcome of the story.

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46 Yone Before Yone After Think about the events that occurred before and after the incident with the rice fields. Draw symbols of Yone’s thoughts and feelings. You may also use words if you need to. On an index card explain why you drew the symbols that you did. What do they represent? Guiding Questions: Explain why you drew the symbols that you did. What do they represent?

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48 Performance Task for Burning of the Rice Field After reading The Burning of the Rice Fields, describe in depth the character of Yone using specific details from the legend, from the time he helped his grandfather watch over the rice field to the time the villagers honored grandfather.

49 Performance Task for Burning of the Rice Field After reading The Burning of the Rice Fields, describe in depth the character of Yone using specific details from the legend, from the time he helped his grandfather watch over the rice field to the time the villagers honored grandfather. tell about everything you know young boy exact what he said, what he did what grandfather said and did story beginning throughout the story to the end

50 After reading The Burning of the Rice Fields, describe in depth the character of Yone using specific details from the legend, from the time he helped his grandfather watch over the rice field to the time the villagers honored Beginning: Yone is happy. -helping his grandfather watch the rice fields -loved grandfather & rice fields -knew how important the job was – it provided food Middle : Yone was confused and upset. -grandfather yelled to bring fire -obeyed anyway. -upset when he was told to burn their food source - sobbed but obeyed -cried to the villagers about what old man had done End: Yone was proud. he watched the tidal wave in silence because -the damage was so bad -he was safe -happy he obeyed grandfather- a smart and quick thinking man

51 After reading The Burning of the Rice Fields, describe in depth the character of Yone using specific details from the legend, from the time he helped his grandfather watch over the rice field to the time the villagers honored Beginning: Yone is happy -helping his grandfather watch the rice fields -loved grandfather & rice fields -knew how important the job was – it provided food Middle : Yone was confused and upset. -grandfather yelled to bring fire -obeyed anyway. -upset when he was told to burn their food source - sobbed but obeyed -cried to the villagers about what old man had done End: Yone was proud he watched the tidal wave in silence because -the damage was so bad -he was safe -happy he obeyed grandfather- a smart and quick thinking man

52 Time for you to plan for a Reading Lesson using complex text… Now it’s YOUR turn to plan for an exemplar lesson

53 Complex Text we will be using….. Third Grade Fourth GradeFifth Grade Seeing Eye to Eye

54 Steps for planning a Close Analytic Read of Complex Text  Step One: I dentify the Core Understandings and Key Ideas of the Text  Step Two: Start Small to Build Confidence  Step Three: Target Vocabulary and Text Structure  Step Four: Tackle Tough Section Head On  Step Five: Create Coherent Sequences of Text Dependent Questions  Step Six: Identify the Standards being Addressed  Step Seven: Create the Culminating Assessment

55 PLANNING TOOLS NEEDED….. Cognitive Complexity Levels Low ComplexityModerate Complexity High Complexity One step problem Recall Observe Question Represent basic facts Demonstrate simple skills or abilities Basic understanding of text Verbatim recall Simple understanding of a word or phrase Two step problem: comprehension & subsequent processing of text Summarize Infer Classify Gather Organize Compare Display Possibly Explain Describe Interpret Heavy demands on student thinking Analyze & synthesize information Explain Generalize Multiple Connections Requires several steps involving abstract reasoning and planning Support thinking Identifying theme Implicit main idea Making complex inferences within/across texts Take information from minimum one portion of text & apply to ne information to a new task Perform complex analyses of connections among texts

56 PLANNING TOOLS NEEDED….. Task Cards Revised 3-5 FCAT Task Cards Grade 3 Blended (FCAT/CCSS) Task Cards

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59 Step 1

60 Step 2

61 Step 2a

62 Steps 3 & 4

63 Step 5 Step One: Identify the Core Understandings and Key Ideas of the Text Step Two: Start Small to Build Confidence Step Three: Target Vocabulary and Text Structure Step Four: Tackle Tough Section Head On Step Five: Create Coherent Sequences of Text Dependent Questions Step Six: Identify the Standards being Addressed Step Seven: Create the Culminating Assessment

64 Sentence Step 6 Step 6a

65 Day ___ Purpose for Reading: Activity: Guiding Question: Focus Standard: _________________ Focus Standard: _________________ Focus Standard: _________________ Focus Standard: _________________ Focus Standard: _________________ Purpose for Reading: Activity: Purpose for Reading: Activity: Purpose for Reading: Activity: Purpose for Reading: Activity: Guiding Question: What lessons are you going to teach to address your plan??? BREAK IT APART for 10 days…

66 Let’s Reflect… Think about… the Performance Task Question… 1.Do your lessons lead up to a TOTAL understanding of the text? 2.Will your students be able to answer the Performance Task Question INDEPENDENTLY?

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