Standards Review Small Group Sessions

Learning Targets To increase knowledge base of the 7-12 Informational Text standard. To define “Informational Text” through the lens of SPPS ELA.

How do we differentiate between IT and LIT? At your table, look through the IT and LIT standards for each grade. Similarities? Differences? Write your findings on poster paper Definition for both?

Academic Reading Process Small Group Sessions

Standards and benchmarks we will be addressing today: IT 1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. IT 2- Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. IT 5- Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of ideas.

Write-to-Learn Prediction Paragraph Frame I’ve been asked to make a prediction about the Academic Reading Process. Based on the title and the standards we are addressing, I think the ARP is ____. (Add a few sentences to support your idea.) I think we’re learning about this today because _____. These are my initial predictions.

Big Idea Summarizing and organizing information is a key element in understanding text.

Goal/Learning Target To learn an academic reading process that will: improve student engagement, Improve student comprehension create a tool for further academic use

Guiding Questions How do you identify key information and details within text? Using key details, how do you infer meaning in a text section? How do you organize key details and information to replicate text?

Write-to-Learn Using a graphic organizer of your choice: What are the differences between reading and academic reading?

Academic Reading Carries the expectation that something needs to be done with the information.

There’s a place for everything… At your table, categorize the following words: Celery Beef Apples Vegetables Meat Pork Bacon Salmon Grapes Fish Carrots Chicken Fruit Poultry Grapefruit Trout Duck Turkey Honeycrisp Ham Baby Carrots

What different ways were used to graphically organize the words?

If we used an outline form… 1. Meat a. Beef 2. Vegetables a. Celery b. Carrots i. Baby Carrots 3. Fruit a. Apples i. Honeycrisp b. Grapefruit c. Grapes 4. Fish a. Salmon b. Trout 5. Pork a. bacon b. ham 6. Poultry a. Chicken Turkey c. Duck

There’s a place for everything… Celery Beef Apples Vegetables Meat Pork Bacon Salmon Grapes Fish Carrots Chicken Fruit Poultry Grapefruit Trout Duck Turkey Honeycrisp Ham Baby Carrots Organic Free-range

Key Words Are… Usually nouns and verbs Signal words, like “there are 5 reasons…” indicate key information About 30% of the actual text (depending on text density)

Identifying Key Words Read each sentence. Underline the fewest words possible that contain the most important information. When you read your underlined words, the information should make sense.

Key Word Common Errors Underlining too many words Underlining too few words Underlined words do not make sense when read together

Check It Have we captured the essence of the information? Are we missing anything? Roughly, what percentage of the words in this text represent key information? Rubric…

Goal/Learning Target To interpret the author’s intended meaning or message.

We need to figure out… What does the author intend for me to think, know, understand or feel? Think = Believe Know = Fact Understand = Concept Feel = Effect

Interpretive Margin Notes Answer the think, know, understand, feel question. Represent a complete concept, but not a repeat of key information. Should be text-based, not going beyond the information presented in the text.

Interpretive Margin Notes Common Errors Recopying the underlined text Writing notes that are beyond what the text addresses Writing too much instead of condensing the general concept Writing too little- topic or main idea- not a complete statement

Check it Have we used the key words to interpret the author’s message? Did we write our margin notes in our own words? Rubric…

Time to Outline Article main message is main heading. Conceptual margin notes = support main message Underlined key words = support concepts 1 detail per line 1 to 3 words per detail encourage abbreviations

Graphic Text Organizer Common Errors Values of the information aren’t aligned- the indentations are off Information is repeated Important information is missing- leaving out facts and details Too much information for details More than one detail per line

Check it Check quality of information Examine for Visual Quality Use outline to recall and present information silently to self out loud to others Examine for Visual Quality Can you garner information at a glance? Do you have to read a lot of the information from left to right--if so, how can you simplify? Rubric…

Summary Common Errors Headings are copied into paragraph form Summary text is mostly author’s words, not student’s Supporting details are forgotten

Write-to-Learn Ideas for using ARP: What have my students done already similar to this? How might this apply to current or future content I’m teaching? How could I introduce this tool to my students?

Engaging Classroom Assessments Small Group Sessions

Goal/Learning Target To articulate a deeper understanding of Engaging Classroom Assessments.

Write-to-Learn KWL on ECAs

Please sit in grade-level groups. Welcome Back Please sit in grade-level groups.

Goal/Learning Target To create a plan for implementation of the Academic Reading Process ECA.

Write-to-Learn Individually, write 5 things you remember about ECAs from the morning session. Share list with table. Narrow table list to 5 most important remembered things about ECAs.

ECA Identify content to serve a need To lay a foundation or inspire interest Theme-based Cross-curricular Identify end product goal Presentation Written product Research- for paper, presentation, background knowledge

Write-to-Learn Brainstorm in your grade-level group where the ARP ECA could fit using current content. Individually, fill out ‘Where can I use this?’ sheet.

Do-it-yourself-ECA Use ‘Where can I use this’ sheet and knowledge of ARP to begin planning a larger ECA that incorporates the ARP. Resources: Wiki- go to LLC Resources for templates LLC link off SPPS curriculum site has ECAs from other departments

Your exit ticket… More, Less, Just Right Large group session- more of, less of, just right ARP session- more of, less of, just right ARP ECA session- more of, less of, just right Do it yourself ECA session- more of, less of, just right