Working Through Informational Text for Deeper Understanding Presented by Megan Thole Academic Support Teacher Fairfield Suisun Unified School District

Anchor Standards Addressed R.CCS 5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. W.CCS 10 Write routinely over shorter time frames for a range of tasks, purposes, and audiences.

R.CCS 1 Prepare and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL. CCS 1 and 2 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L. CCS 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful work parts, and consulting general and specialized reference materials as appropriate.

Shifts in English Language Arts/Literacy with Common Core Build knowledge through content rich nonfiction Reading, writing and speaking grounded in evidence from text both literary and informational Regular practice with complex text and its academic language

The Common Core requires a balance between informational and literary reading.

Reading for Meaning Previewing and predicting before reading Actively searching for relevant information during reading Reflecting on learning after reading

Classroom Norms: Established choreography for think/pair/share Teaching space with chart paper, markers, stand, and big book Student materials: paper, pencil, writing surface, sticky notes Some practice with discussion starters and sentence frames

“Research shows that students in discussion- rich classrooms experience real academic and social benefits; deeper comprehension, greater empathy and respect for their peers, and an increased ability to handle rigorous content.” Silver, Dewing, and Perini, The Core Six

Discussion Starters I learned… I think… I didn’t know that… I think the author… I find it interesting that… What would happen if… This is confusing because… I think this means…. The information here reminds me of…. This is like…

Vocabulary is Key Vocabulary is the foundation for improved literacy. Vocabulary fuels learning. Academic Vocabulary is at the center of the Common Core Standards.

Before Reading Students will… predict what vocabulary, facts, features you might encounter to help you understand the text. preview photographs/pictures and text structures. draw their attention to features of informational text. connect content to previous experiences.

Examples for this lesson that support vocabulary… Students think about words they expect to see when they begin to read. It is important that they tell why they expect their word to appear. Students list words as a group and the teacher may implant other terms necessary for comprehension.

If applicable, teacher highlights and focuses on one or two terms selected for vocabulary. Students should have multiple opportunities to say, read, and write these words if they are to become part of their language bank. “I think we will read the word ____ because ______.”

Think/Pair/Share/Write Students think about facts they already know about the topic in the text. They share their ideas with a partner. Students write their ideas. (For this lesson, the students used sticky notes)

RAN chart to organize our ideas and facts (Reading and Analyzing Nonfiction Text)

During Reading Text features are “called out” for relevance and as a tool to gather information. As the reading progresses, students confirm or clarify their misconceptions of facts about the topic. Teacher facilitates “pause and ponder” moments and facilitates discussion with structured academic talk.

The teacher demonstrates using physical response to support comprehension for all learners.

Nonfiction text features that communicate information visually Photographs Illustrations Diagrams Charts Graphs Tables Flowcharts Storyboards Maps Keys/Legends Timelines

This text had “fun fact” text boxes that provided more information in addition to what was provided in the main body of text. There was a focus on the importance of reading these features to gather more information.

Nonfiction text features that draw attention to important ideas and concepts Title/headings Subheadings Arrows Boldface Captions Table of Contents Glossary Index Text Boxes Bullets

After Reading Students revisit key vocabulary and using evidence from text, describe importance of key words for comprehension. Students finalize their confirmations or misconceptions about content.

In this lesson, there were no preconceived misconceptions about apples. Therefore, that box on the organizer was empty. The notes the students wrote in the beginning of the lesson are moved to appropriate categories on our RAN chart.

If students knew facts about apples, that were not represented in the text, these ideas were placed under “Wonderings” “New Learning” information is completed with facts collected during the reading of the text.

Writing Students are asked to write to inform using the facts learned from the text. Expectations such as capitalization, spacing, and punctuation are expected. Students are encouraged to use illustrations, or other text features in their writing.

Citations Hoyt, Linda. Solutions for reading Comprehension: Strategic Interventions for Striving Learners. Portsmouth, NH: Heinemann, Print. “Search.” Achievethecore.org. N.p., N.d. Web. 04 June Silver, Harvey F., R. Thomas. Dewing. Matthew J. Perini, and Heidi Hayes. Jacobs.The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Alexandria, VA: ASCD, Print. Stead, Tony., Hoyt, Linda. A Guide to Teaching Nonfiction Writing, Explorations in Nonfiction Writing. Portsmouth, HN: Heinemann, Print.