LESLIE A. BIRDON OCTOBER 25, :20-11:20 AM THINKING OUTSIDE THE BOX: EFFECTIVE SCAFFOLDING OF READING AND WRITING STRATEGIES USING RECIPROCAL TEACHING

OBJECTIVES EXPLAIN AND ANALYZE THE DEFINITION OF RIGOR IN LITERACY EVALUATE THE CONNECTION BETWEEN TASK CONTENT AND PROCESS FOR STUDENT MASTERY UNDERSTANDING THE PROCESS FOR DEVELOPING A THINK ALOUD TO DEMONSTRATE THINKING DEMONSTRATE A COLLABORATIVE PROCESS FOR STUDENT DISCUSSION

WHAT IS RIGOROUS INSTRUCTION? RIGOROUS ELA/LITERACY INSTRUCTION: STUDENTS DEMONSTRATE DEEP CONCEPTUAL UNDERSTANDING OF TEXTS THROUGH APPLICATION OF CONTENT KNOWLEDGE AND SKILLS TO NEW TEXTS OR SITUATIONS. Conceptual Understanding Application Content Knowledge/Skills

WHAT IS RIGOROUS READING? WRITE ANY KEY POINTS THAT YOU IDENTIFY FOR DEVELOPING RIGOROUS READING USING THESE ASSESS POINTS:  PURPOSE AND MODELING  CLOSE AND SCAFFOLDING READING INSTRUCTION  COLLABORATIVE CONVERSATIONS  INDEPENDENT READING STAIRCASE  DEMONSTRATING UNDERSTANDING

STEP 3: READER AND TASK TEN GUIDING PRINCIPLES 1.Make close reading and rereading of texts central to lessons. 2.Provide scaffolding that does not preempt or replace text. 3.Ask text dependent questions from a range of question types. 4.Emphasize students supporting answers based upon evidence from the text. 5.Provide extensive research and writing opportunities (claims and evidence).

TASK PROCESS How will students read the text? Read Text How will students understand the text? Digest Text How will students express their understanding of the text? Express Understanding

Sample Lesson Structure achievethecore.org WhoWhat StudentsRead the text independently Teacher and/or skillful student(s) Read the text aloud Students Re-read the text in response to a set of concise, text-dependent questions Teacher Model how to learn vocabulary from contextual clues; Underline key vocabulary terms and briefly define in another column TeacherModel how to decode difficult sentences StudentsDiscuss passage in depth with teacher and classmates StudentsText-dependent writing In all versions of close reading, the meaning is hidden in the text and needs to be acquired through careful and thorough analysis and reanalysis. CLOSE READING

RECIPROCAL TEACHING AND LITERATURE CIRCLES GOALS OF RECIPROCAL TEACHING TO DEEPEN COMPREHENSION USING A HIGHLY COOPERATIVE SETTING TO PROVIDE OPPORTUNITIES FOR STUDENTS TO PRACTICE THE FOUR RECIPROCAL TEACHING STRATEGIES IN A VARIETY OF TEXTS TO RELEASE MORE RESPONSIBILITY FOR STRATEGY USE TO THE STUDENTS

SCAFFOLDING TIMELINE 1. INTRODUCE ESSENTIAL QUESTION 2. TEACH RECIPROCAL TEACHING IN CHUNKS EACH WEEK 3. TEACH ANNOTATION USING A GUIDE 4. COMPLETE GRAPHIC ORGANIZER DURING SESSION 5. SUMMARIZE THE KEY POINTS ON ARTICLE 6. CREATE A KEY QUESTION FOR DISCUSSION-SOCRATIC SEMINAR 7. REVISIT ESSENTIAL QUESTION USING AN OUTLINE

LITERACY DESIGN COLLABORATIVE EXAMPLE ESSENTIAL QUESTION How might the metric system affect measurement in the United States? After researching informational texts on measurement, write a CEI conclusion in which you compare metric and American systems of measurement and argue if the United States should or should not change to the metric system. Support your position with evidence from the text(s). Give 2-3 example(s) from past or current issues to illustrate and clarify.

GROUP OVERVIEW USE THE GRAPHIC ORGANIZER TO READ THE EXAMPLE ARTICLE. EACH STUDENT READ A PARAGRAPH AND STOP TO CHECK EACH STEP. EACH GROUP SHARES AN UNCLEAR WORD, PREDICTION, OR SUMMARY POINT FOR CLASS REFLECTION

SAMPLE

VIDEO FOCUS ON METRIC SYSTEM

SAMPLE

PREDICT  BEFORE READING ALOUD FROM THE TEXT, TELL THE STUDENTS YOU ARE GOING TO SHOW THEM HOW TO PREDICT.  PREVIEW THE TITLE, BOOK COVER, AND A FEW ILLUSTRATIONS OR HEADINGS FROM INSIDE THE READING. SENTENCE STEMS I THINK THIS IS ABOUT …. BECAUSE I THINK … WILL HAPPEN BECAUSE …

QUESTION MODEL HOW TO ASK A QUESTION ABOUT A TEXT YOU’VE READ SO FAR. TELL STUDENTS YOU ARE ASKING USING THE FOLLOWING PROMPTS. ASK A WONDER QUESTION STARTING WITH “I WONDER…? ASK A QUIZ QUESTION: WHO, WHAT, WHEN, WHERE, WHY, OR HOW. ASK A THINKING QUESTION THAT STARTS WITH “WHY DO YOU THINK…?

CLARIFY IDENTIFY A DIFFICULT WORD, SENTENCE, OR PART. USE A CONTEXT CLUE TO FIND THE MEANING. IDENTIFY A PLACE WHERE YOU HAD TO READ TWICE TO GET A PICTURE IN YOUR HEAD. IS THERE A METAPHOR OR FIGURE OF SPEECH THAT YOU NEED TO CLARIFY?

SUMMARIZE SUMMARIZE THIS [PARAGRAPH, PAGE, CHAPTER]. WHAT IS THIS MAINLY ABOUT? IS THERE A PROBLEM TO BE SOLVED? IF SO, WHAT? TELL ME THE MAIN IDEA. USE THE TOPIC SENTENCE OR HEADING TO HELP YOU.

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CLASS REFLECTION DID YOU USE TEXT CLUES AND BACKGROUND KNOWLEDGE TO MAKE LOGICAL PREDICTIONS? DID YOU ASK QUESTIONS THAT CAN BE ANSWERED IN THE TEXT OR INFERRED? WERE THERE EXAMPLES OF CLARIFYING WORDS AND IDEAS? HOW DID YOU SUMMARIZE FOR IMPORTANT POINTS AND ACADEMIC VOCABULARY?

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ADDITIONAL RESOURCES THIS WEBSITE HAS EXAMPLES OF INSTRUCTIONAL EXEMPLAR FOR NON- FICTION TEXT IN GUIDING STUDENTS FOR ANALYZING TEXT EVIDENCE. THIS WEBSITE HAS MATH AND ELA EXAMPLES FOR DEVELOPING THINK- ALOUDS. IN THIS VIDEO, THE TEACHER WILL ANALYZE WHY PARTICULAR COMPONENTS ARE NEEDED FOR EFFECTIVE STUDENT TRANSFER. ER/MTA/MTA_VIDEO.ASP ER/MTA/MTA_VIDEO.ASP THIS WEBSITE HAS RESOURCES ON MODELING GISTING, COMPREHENSION THINK ALOUDS, AND RECIPROCAL TEACHING. TML TML

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