Presentation on theme: "INSPIRING CONVERSATION Using Informational Texts to Address the Rigors of the Common Core State Standards FEA/NJPSA Fall Conference October 17, 2013 Elaine."— Presentation transcript:
INSPIRING CONVERSATION Using Informational Texts to Address the Rigors of the Common Core State Standards FEA/NJPSA Fall Conference October 17, 2013 Elaine Bakke and Jenny Wnuk
Inspiring Conversation Afternoon Objectives: Gain tangible examples of student engagement Interpret the Speaking and Listening Standards Understand how/why inspired student conversation is embedded in the progressions of the ELA CCSS Set expectations to support the S&L CCSS.
CCSS Keeping the Balance
NAVIGATE MATERIALS & COMMUNICATE IDEAS “A reader is a navigator of texts/information.” Frank Serafini
Keeping a Balance CCSS SHIFTS Balance of literature and nonfiction Analysis based on text evidence Immersion in more complex texts
Phrases repeated throughout the CCSS: demonstrate understanding of text referring explicitly to the text refer to details & examples in the text quote accurately from the text summarize, hypothesize, determine, describe, explain, compare and contrast, analyze
I ndependently comprehend and evaluate. N avigate diverse perspectives. S upport with text evidence. P recisely understand and critique. I ntegrate technology and digital media. R espond to varying demands. E stablish strong content knowledge.
RIGOR: Rigor is not an attribute of a text but rather a characteristic of our behavior with a text. Rigor resides in the energy and attention given to a text.
The CCSS promotes a “thinking curriculum”. The national standards place a strong emphasis on students reading more complex texts with higher levels of comprehension and greater independence. They are NOT about taking a personal stance.
CCSS: Speaking & Listening To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains.
COMPREHENSION AND COLLABORATION SL.1 SL.1 SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.2SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
PRESENTATION OF KNOWLEDGE AND IDEAS SL.4SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. SL.5SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. SL.6SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
TURN AND TALK WHAT ARE THE IMPLICATIONS OF THE S & L STANDARDS
The Power of Talk Oral Rehearsal Builds the Foundation for: Oral Proficiency Reading Proficiency Writing Proficiency
LITERACY SKILLS COMMUNICATION SKILLS PERSPECTIVES AND EMPATHY ACADEMIC LANGUAGE VOCABULARY CONSTRUCT MEANING CRITICAL THINKING SKILLS Academic Conversations By Zwiers & Crawford confidence VOICE
ANCHOR CHARTS TO PROMOTE CONVERSATION WHAT’S THE GOAL? WHAT’S THE LANGUAGE? WHAT ARE THE RULES?
What does this mean for administrators and leadership teams? Professional Development Opportunities Observations Walkthroughs Evaluations
MARZANO CONTENT SPECIFIC SEGMENTS: Interacting with New Knowledge Practicing and Deepening Knowledge Generating and Testing Hypotheses SEGMENTS ENACTED ON THE SPOT Student Engagement High Expectations DANIELSON DOMAIN 1: PLANNING DOMAIN 2: ENVIRONMENT DOMAIN 3: INSTRUCTION DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
TURN AND TEACH Share how you see yourself bringing this to your school culture.
USING TALK TO MAKE SENSE OF NONFICTION TEXTS MOVING BEYOND TEXT FEATURES
Gradual Release of Responsibility Zone of Proximal Development
FOUR CORNERS OF THE TEXT HOW DOES THE TEXT SAY IT? WHAT DOES THE TEXT SAY? WHAT DOES THE TEXT MEAN? WHAT DOES THE TEXT MEAN TO ME?
1. LITERAL ~ Restatement WHAT DOES THE TEXT SAY? Knowing: Identifying and recalling information. RECALL
1. LITERAL ~ Restatement LEARNER ACTION QUESTION STEMS Arrange Define Identify List Label Recall Recite State Tell Can you recall______? When did ____ happen? Who was ____? How can you recognize____? What is____? What is the meaning of____? Can you recall____? Can you select____? How would you write___? What might you include on a list about__? Who discovered___? What is the formula for___? Can you identify___? How would you describe___? RECALL
2. LITERAL ~ Description HOW DOES THE TEXT SAY IT? Organizing: Arranging information to be used effectively. CONCEPT
2. LITERAL ~ Description LEARNER ACTION QUESTION STEMS Categorize Cause & effect Distinguish Graph Identify patterns Interpret Modify Summarize Use context clues Can you explain how __affected ____? How would you compare/contrast ___? How would you classify____? How are___alike? Different? What can you say about____? How would you summarize____? How would you estimate___? How could you organize___? CONCEPT
3. INFERENTIAL ~ Application WHAT DOES THE TEXT MEAN? Applying: Using information for practical purposes. Analyzing: Clarifying information by examining parts and relationships. STRATEGIC THINKING
3. INFERENTIAL ~ Application LEARNER ACTIONQUESTION STEMS Asses Cite evidence Critique Develop logical arguments Differentiate Draw Conclusions Formulate Hypothesize Revise Solve How is ____ related to ____? What conclusions can you draw ? How would you adapt __to create a different_? How would you test____? Can you predict the outcome if____? What is the best answer? Why? What conclusion can be drawn from these texts? Support your interpretation of this text? How would you describe the sequence? What facts would you select to support? Can you elaborate on the reason____? What would happen if___? Can you formulate a theory for___? How would you test___? Can you elaborate on the reason___? STRATEGIC THINKING
WHAT DOES THE TEXT MEAN TO ME? Generating: Producing new information, meaning, or ideas. Integrating: Connecting and combining information. Evaluating: Assessing the reasonableness and quality of ideas. EXTENDED THINKING
4. INFERENTIAL ~ Interpretation LEARNER ACTION QUESTION STEMS Analyze Apply concepts Connect Create Design Prove Synthesize State a thesis, drawing conclusions from multiple sources. Gather information to develop alternative explanations for a conclusion. Apply information from one text to another text to develop a persuasive argument. Compare and contrast two point of views on the same subject. Analyze the author’s craft. (e.g., style, bias, literary techniques, point of view) EXTENDED THINKING
ANCHOR CHARTS TO SUPPORT NON-FICTION WHAT’S THE GOAL? WHAT’S THE LANGUAGE?
NON – FICTION Beyond The Features What does the text say? What is the author’s point of view? What evidence supports that?
Word Ladders to Support Academic Vocabulary
Teaching NF in Text Sets Meeting Demands of the STANDARDS TESTS (compare/contrast) LIFE SKILL NF most popular reading Nf we are reading has a point of view – asking us to take what it is giving us, we need to think critically to be empowered to interpret what we are reading WHAT IS TRUTH/WHAT IS NOT What are the biases that are inside NF texts Makes it possible to teach higher level thinking skills It invites NF bookclubs in a doable way, they can read text sets and switch
Primary Read Aloud
Cross genre text sets
READ ALOUD TURN AND TALK SMALL GROUPS BOOK CLUBS
READ ALOUD Read alouds match the genre the class is studying Clubs sit together during the read aloud Encourage students to rely on conversational prompts to support standards Assess conversational prompts and change them in light of new information Encourage students to compare their book club books to the read alouds
Book Club Logistics of reading in clubs Work on reading skills-not only talk and management Time to linger with texts and look across them Support ideas with text evidence from across a text and multiple sources Children share and reflect on what they learned when the unit is over
Whole Class Conversation What does it look like? What does it sound like? How can you collect data about it?
What does this look like? Example
CLOSE READING ~ THE NEW BUZZ WORD WHAT IS IT? WHY SHOULD WE DO IT? HOW DO WE DO IT?
Digital Media Wolves by Seymour Simon: px?isbn13= px?isbn13= geo-live-specials/dutcher-wolves-lecture-nglive/ geo-live-specials/dutcher-wolves-lecture-nglive/ 013/10/16/hidden-life-wolves-az/ 013/10/16/hidden-life-wolves-az/
TURN AND TEACH Teach your partner what you have learned.
POWER OF ARGUMENT Debate techniques to organize ideas and evidence before writing.
TAKE A STAND WHAT IS YOUR OPINION? WHAT IS YOUR EVIDENCE? HOW CAN YOU ORGANIZE YOUR EVIDENCE TO PRESENT YOUR ARGUMENT? (THINK BOXES AND BULLETS) MAKE A PLAN PRACTICE WITH COMMON STANCE PRACTICE WITH OPPOSING VIEWPOINT – LISTEN FOR KEY POINTS TO COUNTER WITH RESTATE YOUR ARGUMENT TO THEOPPOSING VIEWPOINT
WRITING ABOUT READING How does TALKING Influence WRITING?
From Jots to Journals to Essays
ORAL PRACTICE ESSAY DO THEY SPEAK IN COMPLETE SENTENCES? DO THEY ASK EACH OTHER QUESTIONS? DO THEIR COMMENTS EXPRESS IDEAS? DO THEIR CONVERSATIONS INCLUDE THE ACADEMIC LANGUAGE OF ESSAYS? DO THEIR CONVERSATIONS INCLUDE SPECIFIC EVIDENCE? DO THEIR CONVERSATIONS INCLUDE TRANSITIONS/LINKING WORDS?
TURN AND TEACH What’s your plan?
Q&A ELAINE BAKKE K-12 ELA SUPERVISOR LIVINGSTON PUBLIC SCHOOLS x 8043 JENNY WNUK K-6 ELA SUPERVISOR ROXBURY PUBLIC SCHOOLS