William Dove, High School English Teacher, Spencer-Van Etten Central School District Dr. Jennifer Dove, Director of Literacy & Humanities, Binghamton City School District

  Reading short, rich informational text  Building content knowledge through text  Use critical reading strategies to analyze text construction & message(s)  Answering evidence based questions  Participating in evidence based discussions & written responses  Using word solving strategies to determine meaning of key academic vocabulary words in the text The 6 Literacy Shifts in this Work

 The Shifts: Close Reading Pre-Common Core “Prove you read it” type questions: What color was the truck? How many children were there? Types of Writing More journal writing & personal connections Common Core Close Reading/ Analyzing the text for: -Author’s purpose -Point of view -Message(s) -Words, Sentences, &Passages -Craft/ Technique Types of Writing More argument / persuasive writing Shift

  Harvard Guide (6 Steps for Interrogating Text)   Norms for Collaboration Norms for Collaboration  llaboration.pdf llaboration.pdf Resources for Text Rich Collaboration

 Identifying/ Using the Common Frame in A Written Response/ Text  Beginning - Claim (topic sentence or thesis statement) - Intro (lists main points, background info, etc.)  Middle - Supporting Reasons or Details - Evidence (quotes, statistics, stories, etc.) - Elaboration of evidence & connection to the claim  End - Summary of main points - Clinching sentence leaves reader w/ something to think about Transitions and transitional phrases

 Teaching the Written Response  Modeled (Lots of examples of quality responses & the actual thinking process that takes place when writing a response)  Shared (Time to write responses together as a class)  Guided (Time to work on writing various parts of a response & eventually the whole response with support/ immediate feedback)  Independent (Time to practice writing responses independently with specific feedback from peers & teacher)

 Learning Continuum Assess Demonstrated Learning Shared Learning Guided Learning Independent Learning Gradually handing over responsibility/the thinking and letting students take on the thinking independently. Based on the research of Pearson, et al, 1983

  Determine where your students are with:  Previewing text  Annotating text  Identifying the outline of text  Comparing & contrasting text  Identifying author’s purpose, message, point of view, etc.  Determine where your students are with:  Developing a claim (writing a topic sentence or thesis)  Using supporting reasons/ details  Using evidence & connecting the evidence to the claim  Using tools such as transitions and similes to strengthen the clarity of their writing Getting Started

  Start small (build in the learning)  Identify where students are within the frame  Gradually add to the frame throughout the year Building the Frame

  Paperless system  Public performance (authentic audience)  On-line portfolio (see growth overtime)  Individual & public feedback via wiki Using the Wiki

   Examples

  Use for Data Driven Instruction  Use for individual student writing conferences  Use for parent conferences  Use to inform grades and comments on report cards Tracking Data

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