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Module 3 Teaching the Common Core through an Integrated Planning Approach.

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Presentation on theme: "Module 3 Teaching the Common Core through an Integrated Planning Approach."— Presentation transcript:

1 Module 3 Teaching the Common Core through an Integrated Planning Approach

2 What are our thoughts about work?

3 Poem- Digging What lines or sections stood out to you? What is the author’s opinion of work? What are you thinking now after listening to the poem being read?

4 Informational Reading Malcolm Gladwell, in Outliers, reminds us that one of our jobs is to teach students to work hard—that is the key to extraordinary success. So here, you’ll begin by showing students how to approach a text in a serious, intellectual manner.

5 Objectives Become more familiar with the CCSS Reading Standards for Literature & Informational Texts Understand how the close reading of informational text supports deeper comprehension Understand the skills a reader needs to process informational texts Become familiar with scaffolds to further develop academic conversations

6 Norms Respect for all perspectives Active listening and participation Maintain a positive outlook and attitude Proactive problem solving Assumption of positive intent

7 Whittier City School District’s Instructional Focus Developing deep comprehension and interpretive skills using literature and informational text, with an implicit focus on informational text and expository writing Close Reading Text based discussions Constructed Response/Text Dependent Questions Building knowledge through content-rich nonfiction, informational texts and literature Instructional Shifts Reading and writing grounded in evidence Rich and rigorous conversations, dependent on common text Instructional Strategies

8 Examining Standards Sort the Reading Literature & Informational Text Standards Closed Sort : Resort the standards into two categories: Reading Literature and Reading Informational  Within each of the above categories, sort into clusters: Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, Range of Reading and Text Complexity Discussion: What stood out to you after examining the Reading Informational Standards? How do the Reading Literature Standards support the Reading Information Standards?

9 Essentials of Reading Instruction

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11 Boxes and Bullets (informational) Main Idea Detail Main Idea Detail

12 Story Structure (Literature) Beginning, Middle and End Scenes and plots

13 Informational Text Tool

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16 Informational Reading Unit of Study Previewing the Text What text features do I notice? (pictures, headings, charts, captions ) What do they tell me? What do I think this text will be about? Activating Background Knowledge & Setting a purpose What do I already know about the topic? What might I read to find out? Activating Knowledge of Text Structure (Boxes and Bullets) What do I know about how informational texts are structured? How is this text organized? Making a plan for reading Where will I start reading? Before Reading Strategies

17 Informational Reading Unit of Study Self-Monitoring for Meaning: Coding the text Summarizing What did I just read? Questioning What is confusing? What am I wondering? Envisioning What am I envisioning? (see, hear, touch, smell, feel) Main Idea/topic & Supporting Details: What is the main idea/topic? What details support the main idea/topic? During Reading Strategies

18 Informational Reading Unit of Study Determining Important Details (Throughout Reading) What is this whole text mostly about? What is important to remember after reading this text? Synthesizing What do I think now after reading this text? I used to think ______ but now I think__________ Do I agree with the author? What is the Big/Central Idea? How does this fit with other information on the same topic? After Reading Strategies

19 What is Close Reading? Points of Entry By Nancy Frey and Douglas Fisher

20 Professional Reading Points of Entry By Nancy Frey and Douglas Fisher

21 Interactive Structures Interactive Structure Options Whip Around Heads Together Talking Stick/ Talking Chips Think, Pair, Share Think, Write, Pair, Share Partner work Quick Write What structures have you used? How have they increased student engagement and allowed you to check for understanding?

22 Accountable Talk

23 Examine A Text As a Team: Read the selection Summarize the selection What is the text mainly about? What are the main ideas?

24 First Read The GOAL of the first read is for students to have a general understanding of what the text is about

25 Planning For The First Read Decide what information must be frontloaded If informational text is not connected to prior learning, provide limited background information Decide what vocabulary needs to be clarified Informational text will have academic vocabulary that students should be allowed to struggle through Decide how the text will be read Read Aloud, Whisper Read, Choral Read, Partner Read, Independent Read *This will depend on the complexity of the text and time of year and grade level.

26 Before First Read of Informational Text Preview the text What text features do I notice? (pictures, headings, charts, captions ) What do they tell me? What do I think this text will be about? Activating Background Knowledge & Setting a purpose What do I already know about the topic? What might I read to find out? Students share This text will be about…… I think I will learn about….

27 Practicing the First Read Read the entire selection Frontload information if necessary Stop only to define key vocabulary words that cannot be defined in context and may interfere with meaning Students Annotate: What was confusing? What do you wonder about? Students share I’m confused about _______ because….. I wonder about ……. Students Summarize the text This text is mainly about….

28 Planning For The First Read Determine the Central Ideas after reading the Text Young people can make a difference in the world Education is not a right in other parts of the world One voice can make a difference Standing up for what you believe can be dangerous, even deadly

29 Examining the Standards What standards seem to be most suited for this text?

30 Planning For Close Reading Chunk the text into Pivotal Passages  What sections merit a second read? Important and interesting sections or parts Sections that include different ideas or information Complex information; various structures within a paragraph Lengthy and substantial information

31 Planning For Close Reading Determine Understanding to be Developed  What do we want students to understand after reading this section of the text?  What idea is essential for them to understand?  Test your Understanding to be developed Does it capture the main idea? Can it be supported with details from the Pivotal Passage? Does is support the Central Idea/s? Understanding To Be Developed Taliban’s presence changed people’s lives in Pakistan

32 Planning For Close Reading Develop Text Based Questions Draft questions that will help students get to the understanding that needs to be developed Ensure questions lead students back to the text and support discussion

33 Pivotal Passage #1 Understanding To Be Developed: Taliban’s presence changed people’s lives in Pakistan Text Based Questions What is this section of the article mainly about? (TPS) What are we learning about the Taliban? (TPS) What does the author want readers to know about Islam? (HT) Based on the article what does the word Democracy mean? (QW) What is the tone of the article? (TPS) Why does the author start with 2012 and later refer to 2007? What does this tell us about how the reporter tells the story? (HT) What does the author want us to know about Mingora a city in Swatt Valley? (TPS)

34 Planning For Close Reading Develop an Enduring Question Are questions students could think about and discuss while reading the text that help them uncover the Central Idea This is the last question asked after each pivotal passage to build up to the culminating question

35 Practicing Close Reading Enduring Question What is the author’s point of view of Power?

36 Let’s Practice With your table partner: Read the second pivotal passage Script the understanding that you want students to develop after reading this section Share with your table and share out to the group

37 Planning for Close Reading Determine Understanding to be Developed  What do we want students to understand after reading this section of the text?  What idea is essential for them to understand?  Test your Understanding to be developed Does it capture an idea that can be supported in the whole section? Does is support the Central Idea/s Determine Understanding to be Developed for Pivotal Passage #2 Fear can cause people to give up their freedom

38 Let’s Practice Close Reading Understanding to be Developed for Pivotal Passage #2 Fear can cause people to give up their freedom Text Based Questions for Pivotal Passage #2 What does the author want us to know about schools in Pakistan? (TPS) How does Malala and her family respond to the Taliban’s orders?(TPS) How did other citizens respond to the Taliban? Why is this important to report? (HT) How do other citizens respond to Malala’s actions? (HT) How does the photo and caption support what we just read about Malala? (TPS) What are we learning about the Pakistani government? (TPS) What role did the government play during this time? (TPS)

39 Planning For Close Reading Develop a culminating question for discussion and constructed response This question will be asked to engage the class in an extended discussion about the Main/Central idea Students will also answer this question in writing (constructed response)

40 Let’s Practice Culminating Question for discussion and constructed response Why does the author title the article “Malala the Powerful”? Do you think this is an appropriate title? Explain your answer.

41 How to Answer a Constructed Response Question 1.Read the question at least 2x 2.Start your sentence by answering the question What does the Author want reader’s to know about the Amazon Frog? The author wants readers to know that Amazon Frogs are dangerous predators. 3.Next add a few examples from the text to support your sentence. Start by writing….. For example, an Amazon frog will try to eat just about anything, it will even try eating animals that are bigger than itself. The author also wrote that the tadpoles attack each other and other tadpoles. Another idea the author wants readers to know is that Amazon Frogs have horns that help them hide in the forest as they wait for their prey. 4.Conclude with a final statement Overall, Amazon Frogs are fearless predators that you don’t want to stand next to in the rainforest.

42 How to Answer a Constructed Response Question The author wants readers to know that Amazon Frogs are dangerous predators. For example, an Amazon frog will try to eat just about anything, it will even try eating animals that are bigger than itself. The author also wrote that the tadpoles attack each other and other tadpoles. Another fact the auhor wants readers to know is that Amazon Frogs have horns that help them hide in the forest as they wait for their prey…… Overall, Amazon Frogs are fearless predators that you don’t want to stand next to in the rainforest.

43 Examining The Common Core Standards Which Writing standards are we addressing? Standard 1-2 (short constructed response) Standard 10 (short constructed response)

44 Constructed Response Resource r_grade6_reading.html r_grade7_reading.html r_grade8_reading.html

45 Examine Lessons

46 Using Collaborative Learning to Foster Discussion and Writing

47 Examining The Common Core Standards Listening and Speaking Standards Look at Standard 1 Comprehension and Collaboration What work have we done already to address this standard? What are our next steps?

48 Phasing In Text-Based Discussions Discuss social topics that promote discussion favorite school lunch best thing to play at recess Introduce Conversation Stems I think _____because…… I agree….because…. I disagree…..because… I would like to add onto what _____said…one reason Another thing to consider is……

49 Phasing in Text Based Discussions Establish partnerships in your classroom Set up your classroom to support partner work at their seats and on the carpet Discuss why partnerships are important for learning Decide which students will be partner A/B Have students practice turning to their partners

50 Teach the behaviors partners demonstrate Teach strategies partners use Look at each other Listen to each other carefully Lean in closely Take turns (A&B)(B&A) Lean in closely to hear Ask a partner to speak up when they cannot hear They say things like, “Now it’s your turn.” “What do you think?”

51 Ways to Listen & Grow Ideas Clarifying What do you mean by…? Clarifying What I’m trying to say is…. Elaborate Can you say more about that? Why is that important? Elaborate In the article it says…. I think it’s important because…… Supporting with Evidence Can you show me evidence in the text? Can you show me where it says that? Supporting with Evidence The author wrote….. In the text it says …. Agree I agree with what _____ said because…. You are right about that because…….. I thought about that also since…….. Disagree I disagree with the idea that…. because….. I see it another way because…… My idea is different from yours because…….. Adding on I would like to add onto _____’s idea……… Another reason is….. In addition to what ____ said……..

52 Rich and Rigorous Conversations

53 What Is Our Ongoing Role In Developing Student Partnerships? Teach: Model or Fish-Bowl Observe: Are students…. Coach: Try this…Say this..(whisper in ) Give Feedback: Today I saw…I noticed…

54 Next Steps Schedule a time to teach the lessons and debrief the process Teach Discussion Stems Review the grade level planning tool for close reading with your team & try it out Bring artifacts (charts, student work samples, videos, pictures, notes)

55 Thank you!


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