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I DOWE DOYOU DO Read/Write Aloud Shared Reading/Writing Guided Reading/Writing Independent Reading/Writing Gradual Release of Responsibility.

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Presentation on theme: "I DOWE DOYOU DO Read/Write Aloud Shared Reading/Writing Guided Reading/Writing Independent Reading/Writing Gradual Release of Responsibility."— Presentation transcript:

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9 I DOWE DOYOU DO Read/Write Aloud Shared Reading/Writing Guided Reading/Writing Independent Reading/Writing Gradual Release of Responsibility Model (Pearson and Gallagher, 1993) responsibility shifts gradually from teacher to learner

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12 Literary TextInformational Text

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16 Balancing of Literary and Informational Text Ensure that textual materials are diverse in both nature and genre. D1.DQ4.23 Increase substantially the amount of literary nonfiction used in the classroom or throughout a students day. D1.DQ4.23 Provide an accessible classroom library that consists of literary and informational texts in a wide variety of genres for students to engage with independently. D1,DQ1.5 Texts are presented in a multitude of formats: written, spoken, video, and other forms of multimedia. D2.45,46 Students understand and apply reading strategies specific to literary text and specific to informational text. D1.DQ3.19 Knowledge in the Disciplines Students deepen their knowledge through more technical and formal reading and writing. D1.DQ3.19 Provide multiple sources/documents for students to utilize. D1.DQ4.23 Require students to cite multiple sources in their responses to questions and writing prompts. D1.DQ4.22 Implement reading strategies within their content area class to promote the connection of literacy to the content area. D1.DQ3.19 Students come to discussions prepared, having read or studied appropriate material and then explicitly draw on that preparation and other knowledge about the topic to explore ideas under discussion. D1.DQ2.13 Text-based Answers Ask text dependent questions from a range of question types that require students to cite strong and thorough textual evidence. D1.DQ2.6 Be patient and tolerate silences while students think, and take a lets find out approach, channeling students back to the text for answers. D1.DQ5.26 Engage students in rich and rigorous conversations dependent on common text. D1.DQ5.32 Design instruction for whole group, small group, and individual instruction to cultivate student responsibility and independence. D1.DQ3.15 Students are asked to form judgments on texts based on deep reading and evidence found within the text itself. D1.DQ4.22 Staircase of Complexity Make close reading and rereading of texts central to instruction, rather than ancillary. D1.DQ3.15 Scaffold instruction to enable all students to experience, but not avoid, the complexity of the text. D2.42 Teacher gives students less to read in order dive deeper into complex text. D1.DQ2.9 Incorporate regular, observable practice with increasingly complex text. D1.DQ2.10 Utilize a variety of methods for determining the complexity of texts: qualitative analysis, quantitative analysis, and task considerations. D3.52 Writing from Sources Provide students with writing activities in which they must draw evidence from texts, support logical inferences, and present clear information and/or claims. D1.DQ4.22 Significant attention is devoted to precise details relating to tone, style, ambiguity, structure, and standard vs. non-standard conventions. D1.DQ2.6 Student writing activities should change from stating opinions to writing formal academic argument. D1.DQ4.22 Draw evidence from literary and informational texts to support analysis, reflection, and research. D1.DQ4.22 Conduct short research projects to answer a question, drawing on several sources. D1.DQ2.12 Academic Vocabulary Focus on general academic words that appear across multiple contexts of informational, technical, and literary texts. D1.DQ3.14 Help students investigate how meaning can be altered by changing key words and why authors choose one word over another. D1.DQ4.21 Students are exposed to and interact with challenging language throughout the class to acquire understandings of word meanings. D2.42 Students are taught fewer words, but at a deeper and more meaningful level. D1.DQ2.9 The columns below represent common look-fors as related to the six shifts in literacy for the Common Core State Standards. Connections to the Marzano Teaching Framework are noted in bold beneath each item (D=Domain, DQ= Domain Question). More information regarding the shifts in literacy and the Common Core State Standards can be found at Instruction & Interventions, Department of Literacy

17 Physical Environment Flexible layout ensuring the opportunity for whole group, small group, and independent learning Evidence of authentic student work throughout room Project-based learning environment is evident Classroom is rich with digital and media content Academic vocabulary is prevalent throughout the classroom for both instructional purposes and student reference Contains a classroom library consisting of literary and informational texts in a wide variety of genres Technology is available to the students, not just the teacher Classroom is organized in such a manner that students can find material and resources to aid in the research process. Teacher Provides students with an appropriate balance of literary and informational text Incorporates the four aspects of literacy (reading, writing, language, speaking and listening) into lessons/units of study in all content areas Serves as a facilitator within the classroom, interacting with students, as opposed to serving as the sage on the stage Guides the classroom discussion, but allows for topic- appropriate conversation to take place among the students Provides opportunities for authentic literacy practice rather than worksheets Utilizes technological tools in the classroom for both presentation and instruction Presents text in a multitude of formats: written, spoken, video, and other forms of multimedia Ensures that text dependent questions guide students back into the text Student Self-directed and striving towards academic independence Participates in collaborative learning opportunities Active participant in classroom discussion Draws evidence from literary and in informational texts to support analysis, reflection and research when writing and speaking Engages in the research process Reads like a detective closely analyzing the text to determine meaning Writes like a reporterdeveloping a complete piece of writing that displays understanding of the process as a whole Utilizes technology to deepen knowledge of concepts, collaborate, communicate, and present mastery of learning The Common Core Classroom: Literacy Instruction & Interventions, Department of Literacy v.5


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