Bringing Text to Life Session 3A Elementary

Welcome

Learning Target I can determine when students will benefit from a close read of text.

Vocabulary Instruction Vocabulary instruction is embedded throughout the curriculum in order to help students deepen their understanding of complex text Read the text “Vocabulary Instruction in EL Education's ELA Curriculum, Grades 3-8 “ Text code for new understandings (N) about vocabulary instruction in the modules and any questions you have (?).

The Shifts in Action: Experiencing a Common Core Classroom Put your “learner hat” on for this portion of our work. There will be lots of time to think like a teacher and ask questions about planning later. Our purpose is for you to dig into the “subtle moves” that represent the Common Core shifts. While we are asking you to be “students,” be metacognitive about our choices/design. Explain that the lesson they will experience is a compilation of 3 different lessons from the 4th grade Module 4. Reading a text closely doesn’t typically happen in one lesson. A text is revisited and analyzed for different purposes that would be the foci of a string of lessons.

Student Hat Transition yourself into the role of the student. Form a group of 4-5. In each group, designate a facilitator and a timekeeper.

Read, Write, Reflect Individually, choose one question from the list below and write your answer on a sticky note: What characteristics or qualities does a person have “who takes a stand?” Is it ever okay to break the law? Why or why not? How can taking a stand be both positive and a negative? Each group member will share the question and his/her answer with the group.

Student Learning Target I can infer the meaning of words and phrases using context clues to better understand a primary source.

Readers who read closely… Read small chunks of text slowly and think about the gist. Reread each passage one sentence at a time. Underline things that you understand or know something about. Circle words that you do not know. Talk with your partners about all of your good ideas. State the gist or message of the paragraph in the margin. Listen to the questions. Go back to the text to find answers to questions. Talk with your partners about the answers you find.

Finding the Gist “On Women’s Right to the Suffrage” by Susan B. Anthony. What you think the speech is about after this first read?

Turn and Talk Turn and talk to a partner. Share your gist statements with your partner. Add to your gist statement if your partner has an idea that you like.

Text-Dependent Questions Locate the “Background” section of the Close Reading Recording Form. Using context clues, what can you infer about the meaning of the word suffrage? Why was Susan B. Anthony arrested?

Second Listen Locate the “Glossary” in your materials. Take a moment to fill in the meaning of the word “suffrage.” Take notice of the words listed in the glossary and their meanings. Listen and follow along as I read the first paragraph again to you. Take notice of the words that are bolded and underlined.

Read with a Partner Substitute synonyms or definitions from the glossary above your circled words. Reread the chunk one more time and answer the questions in the right hand column.

Reflection: Student Learning Target I can infer the meaning of words and phrases using context clues to better understand a primary source.

Second Student Learning Target I can answer questions about an article using evidence from the article.

Remember… The gist is what you think the article is about after the first time you read it. Do you notice anything about the style of the writing? Is it similar to what you might read in a newspaper or online today?

Close Reading Example

Reviewing Student Learning Target #2 I can answer questions about an article using evidence from the article.

Reflection: Learning Target 2 I can answer questions about an article using evidence from the text. At the bottom of your paper, write a number from 0-5 to indicate how close you were to meeting this target. “5” means I can answer all of the questions correctly with evidence; “0” means I was unable to meet this target.

Revisiting our Opening Questions What characteristics or qualities does a person have “who takes a stand?” Is it ever okay to break the law? Why or why not? How can taking a stand be both positive and a negative?

Reflecting on the 4 Ts Framework Based on what you experienced in this session, record new understandings about any of the Ts on your 4 Ts Anchor Note-catcher.

Reflecting on Learning Target Self-assess your progress toward meeting the learning targets for this session: I can determine when students will benefit from a close read of text. Facilitator can