Read Aloud Project Day 1 Presenter: Diana Leddy everywritevt@aol.com.

Read Aloud Project Day 1 Presenter: Diana Leddy

We know from experience the hard work teachers face every day as they strive to help their students meet the challenges set by higher standards. We are dedicated to empowering teachers by providing free, high- quality standards-aligned resources for the classroom, the opportunity for immersive training through our Institute, and the option of support through our website offerings. We are a team of current and former classroom teachers, curriculum writers, school leaders and education experts who have worked in the public, private and nonprofit sectors. Speaker Notes: We are a team of former classroom teachers, curriculum writers, school leaders, and education experts who have worked in the private, public, and non-profit sectors. We are dedicated to teacher learning and teacher growth. We know that teaching is hard work and requires excellent training, high quality materials, and meaningful support for practitioners who are continuously striving to better serve their students. We provide educators with high-quality materials and hands-on professional development to help their students achieve the learning goals set by higher standards. We empower educators to make strong instructional decisions through immersive training and access to free standards-aligned resources to adapt for their classrooms, schools, and districts.

About Me PICTURE OF YOU Information about YOU 1m
Introduce self and relevant early literacy experience

Introduction: Who You Are
7/17/2018 Introduction: Who You Are Raise your hand if… you are an ELA teacher you are an ELA teacher coach you hold a different role you teach in a district school you teach in a charter school you teach or work in a different type of school or organization 2m Speaker Notes: Let’s see who is in the room today.

Welcome to The Read Aloud Project!
Good Morning! Please relax and get comfortable. We’ll be working with the materials in the middle of your tables in a few minutes, no need to do anything with them yet- you’ll also be getting handouts in a little while. Looking forward to our work together!

What is the Read Aloud Project?
1. With your group, examine the artifacts in each section. What do you notice? What do you wonder? 2. Record observations and questions on the chart paper provided. 3. At the signal, move clockwise to the next station and repeat. You will have approximately 5 minutes at each station.

Dicuss What did you see that surprised or intrigued you? In what ways might RAP be different from Read-Alouds you’ve done before? Turn and talk to a partner. Total Time to this point 45 minutes

Purpose and Goals of the Read Aloud Project (RAP)
For us: Learning together what work worth doing looks like for children in grades preK-3 Tapping into the power of collaboration to create more together than any of us can separately Welcome. Who’s in the room? Teachers, coaches, admin, other. Introduce and set context.

Purpose and Goals of the Read Aloud Project (RAP)
For our children: Creating thoughtful readers while achieving the standards through listening to books read aloud. Building knowledge of the world and the words that describe it from the very beginning days of school Allowing every child equal access to meaningful learning Introduce and set context.

How do we begin? Choosing the right book!
Should not be anything students can read on their own Rule of thumb 2,3 years above grade level of class, in some cases can be even more Worth reading multiple times! Big idea: Choosing the right book is critical! Details: Listening comprehension develops ahead of reading comprehension, so when we read aloud to children, we allow them to experience vocabulary, concepts and language they are not able to yet access through their own reading. -

Building Knowledge From the standards, “…texts within and across grade levels need to be selected from topics and themes that systematically develop the knowledge base of students” Also from the standards, “Within a grade level there should be an adequate number of titles on a single topic that would allow students to study that topic for a sustained period.” This does not mean the death of Goodnight Moon or Dr. Seuss Big Idea: Choosing books which expand childrens’ knowledge of the world and words pays dividends in improving childrens’ reading ability. Details: Consider reading nonfiction and content rich literary books. Strategically plan to build students’ knowledge and wisely use limited instructional time. This is critical for our at-risk students who may come in years behind in terms of being read to at home. 30 million word gap research

A Key Difference What about skills and strategies?
Focus on MEANING Skills and strategies are embedded Ok to go over them, at the end! Big Idea: In asking carefully-crafted text-dependent questions and planning for multiple reads of a text, students employ most reading skills and strategies. Making meaning from the text is paramount. -

What Makes a Read-Aloud Complex?
Big Idea: When choosing a read aloud for our youngest students, we want to ensure the text is of adequate complexity. That is, that there is enough rich content, vocabulary and meaning on which to spend time. How many of you are familiar with the 3 components of text complexity? In grades k-1, contrary to what some critics of the CCSS assert, there are no quantitative text-level recommendations for student reading. It is important to remember, we re dealing here with read aloud for the purpose of improving and deepening reading comprehension. Working on this in the primary grades prepares students for reading on their own in successive grades and helps combat the “fourth grade slump” in reading scores when students are really expected to be reading to learn. So, when considering the complexity of a read aloud we are looking for a book ideally 2 – 3 grade levels above, sometimes even more, that is complex qualitatively.

What Makes a Read-Aloud Complex?
Background Experiences Vocabulary Sentence length and structure Figurative language Regional/historical usage (dialects) Text features Genre Organization Layers of meaning Purpose Concept complexity Meaning Structure Knowledge Language Big Idea: Qualitative text complexity lies in these features of a text. In order to support all students in making sense of complex text, we must know what it is that makes it so. I used to look at a text and say, yes, that’s hard. But I didn’t really know what made it “hard”. Once a teacher knows what specifically makes the text complex, s/he will know how to support students in making meaning. This work of pointing out and supporting students in reading complex text is what will improve their ability to read not only this piece, but the next piece of complex text they encounter. Meaning: Layers of meaning – is the purpose of the piece right there? Spelled out clearly? Or is the purpose harder to decipher? It might be revealed over the course of the text, rather than being stated at the beginning. Whatever is going to make the meaning difficult to discern adds complexity. Structure: How the piece is presented or organized. Headings and other text features support the reader and give clues to the text’s organization. Certain types of genres add complexity too. Narrative structures are typically less complex. Also, how the piece is organized, problem/solution, main idea/details, sequential, all contribute to complexity. Knowledge: Is there a lot of information the student must have to understand or make connections within the text? If a text requires background knowledge, the teacher will have to decide how to provide that for students so they can be successful with it. Language: Language complexity lies in vocabulary, the syntax (sentence length and structure), the author’s use of figurative language and any dialect or unusual language.

LISTEN: WHAT MAKES THIS READ ALOUD COMPLEX?
The Spider and The Fly A fable by Mary Howitt ( ) “Will you step into my parlor?” said the spider to the fly; “’Tis the prettiest little parlor that ever you did spy. The way into my parlor is up a winding stair, And I have many curious things to show when you are there.” Read Aloud : Choose 2 people in advance to play Spider and Fly. After reading, have audience briefly share what they noticed was complex, affirming their observations using the language on the wheel (i.e. Observation: “Students may have trouble understanding that Spider and Fly are talking to each other in the poem.” Response: “So, you noticed that the back and forth structure of the poem was complex.”).

Thinking about complexity in The Spider and the Fly
Meaning Structure Knowledge Language “And take a lesson from this tale…” “Will you walk into my parlor?” said the Spider to the Fly “For who goes up your winding stair can ne’er go down again.” “And if you like to rest awhile, I’ll snugly tuck you in” Here are some examples I noticed… Read each, explain why it is complex and how it relates to element in that quadrant. Note: The purpose of introducing this wheel is to deepen understanding of the ways in which a text may be complex, and later, to show how specific observations on text complexity drive TDQ’s and activities. Emphasize that these four quadrants serve as different lenses for looking at a text or part of a text. This tool helps you notice things about the text that you may not have noticed at first and can guide you in identifying , more specifically, what makes the text challenging (Why will this section be difficult for my students?). Total Time to this point 1.5 hrs.

Example from The Spider and the Fly
LEXILE: Grade 4-5 Band SCREEN SHOT OF DIANA’S COMPLETED WHAT MAKES THIS READ ALOUD COMPLEX PAGE Call attention to the place on the template where they will record their observations/analysis

Other questions to consider…
Emphasize that Reader and Task considerations result in instruction in areas students will find difficult, not in choosing a simpler text or task for students who are likely to struggle.

What does this look like in the template?
Text Complexity Analysis should ALWAYS be done before anything else is thought about! Big Idea: You will see this template contains the same quadrant graphic organizer for guiding the analysis of qualitative text complexity with space for you to collect evidence for what makes a text complex in each area. }

You try! Work with all of the members of your writing team to:
Read your book out loud. Enjoy it! Complete the “What Makes This Read-Aloud Complex” page in the template. Give directions, break into work time 20 – 30 minutes Refer to Step #1 and #2 on the Checklist

Reflect How might analyzing text in this way affect instruction?
Turn and talk to a partner. Total Time to this point 2 hours BREAK?

Types of Text-Dependent Questions
When you're writing a set of questions, consider the following categories: Questions that support the understanding of meaning. Questions that support the understanding of language. Questions that support the understanding of structure. Questions that build a knowledge base. Draw connection to text complexity circle.

Crafting High Quality Text Dependent Questions
Examples Non-examples How does the Spider trick the Fly? Have you ever been tricked by someone? What does it feel like to be tricked? What do you think ,”set his table ready means?” If you were making Spider’s dinner, what would you put on the menu? Brainstorm things Spider might eat and make a menu with pictures of each. Who is talking here? How do you know? In this story, the Spider and the Fly are talking to each other. I’m going to use two different voices when I read so you can tell the difference. I’ll use a high, sweet voice for the fly (Doesn’t she look sweet?) And a low, spooky voice for the Spider because he looks like a scary character. Ne’er is an old fashioned word. What word do you know that sounds like ne’er? Ne’er is an old fashioned word that means never. Discuss high quality TDQs using examples and non-examples.

Read the lesson plan. Color code each question or activity to reflect the type of complexity it is designed to address. Meaning Structure Knowledge Language Let’s take a closer look at this plan: Read through the whole lesson and color code the lesson plan based on which feature of complexity is being addressed through the questions and activities Activity directions: Color the questions according to which feature of complexity is being addressed. Red-meaning, etc.

SECOND READING Questions/Activities/Vocabulary/Tasks
Expected Outcome or Response (for each) Use the Puppets and answer TDQ’s Reread page 1 Who is talking here? Show me by holding up a puppet. How do you know Spider is talking? A parlor is like a living room in a house. What might a spider’s “parlor” look like? Read page 4 Who is talking here? Show me by holding up a puppet. How do you know Fly is talking? Ne’er is an old fashioned word. What word do you know that sounds like ne’er? Why do you think the bugs “ne’er come down again”? Students respond by holding up the appropriate stick puppet. Help students to notice cues that signal a character is speaking like the phrase ,”said the Spider to the Fly” and the quotation marks. Some students may make the connection that a spider’s parlor is his web, others may draw on the fanciful illustrations in the book to answer. These ideas will be confirmed or revised as you reread the rest of the story. Students respond by holding up the Fly stick puppet and noting the words, “said the little Fly”. Ne’er sounds like “never”. The bugs never come down again because the Spider eats (or captures) them. Review example. Notice how the text has been “chunked” with questions/activities for each section.

Analyze the Lesson Sequence
Read the lesson plan. Discuss and color code each question or activity to reflect the type of complexity it is designed to address. Jot down questions /observations as you go Gather ideas for your own lesson! Let’s take a closer look at this plan: Read and color code the lesson plan based on which feature of complexity is being addressed through the questions and activities Activity directions: Color the questions according to which feature of complexity is being addressed. Red-meaning, etc. Work time 1 hour

Reflect What did you notice about the way the sequence was constructed? What questions do you have? Debrief. 15 minutes

Creating a RAP Sequence
How do I start? Debrief. 15 minutes Total time to this point 3.5 hrs.

Begin with the end in mind. Identify a “Big Idea”
FOCUSING QUESTION: What do I want my students to learn? Big Idea will drive many of the instructional choices you need to make. Presentation: 20 minutes to independent work time.

What’s the Big Idea? Reverse-engineered or backwards-designed
Crucial for creating sequenced set of questions, activities, and tasks – line of inquiry Critical for creating an appropriate culminating assignment Review each point.

A Big Idea for The Spider and the Fly
FOCUSING QUESTION: Don’t let yourself be tricked by sweet, flattering words. To notice: Big Idea is about meaning drawn from text/not about standards or skills

Work backward to a Focusing Question or set of Focusing Questions to guide your lessons.
BIG IDEA:QUESTION: Don’t be let yourself be tricked by sweet, flattering words. FOCUSING QUESTION: How does the Spider trick the Fly into his web? What is the lesson in this story? To notice: Broader question “What is the lesson in the story?” is proceeded by a question that prompt the analysis they will need to do in order to answer that question. Think, “What did I, as an adult reader, notice/synthesize in order to come to the Big Idea?” and craft a question that will help students to notice those things, too.

Orient people to the place on the template where they will record their Big Idea/Focusing Question. Point out that this is often the hardest step!

How does the Spider trick the Fly into his web
How does the Spider trick the Fly into his web? What is this story trying to teach us? Explain Spider and Fly example

Come to consensus about the “Big Idea” of your book. Write the Big Idea and Synopsis in the template. Work Time 40 minutes Refer to Step #3 on the Checklist

Reflect What are the advantages of identifying a focus for the lesson set? Have teams share a few big ideas and discuss the reflection question. Total time to this point: 4.5 hours LUNCH?

Begin with the end in mind. Creating a Culminating Task
How will students show you they understand the “Big Idea”? Write? Draw? Discuss? Present? Discuss developmentally appropriate ways to show understanding. Presentation time until independent work time 20 minutes.

Example of a Culminating Task
What is “the lesson of this tale”? What is this story trying to teach us? Use pictures and words to show what the author wants us to learn from the story in this book. Circulate as students work, encouraging them to tell you more about their drawings and writing. Share responses in small groups or display on a bulletin board. Review example.

Point out where to write this.

Brainstorm possible culminating tasks that will show students understand the “Big Idea” of your book. Write the Culminating Task in the template. Work time. 30 minutes Refer to Step #4 on the Checklist

Share What are some ideas for culminating tasks?
Have teams share a few big ideas and culminating tasks. Total time to this point 5 hours

Now that “the end” is clearly in mind…
How do we get there? Go back to the text! Review the importance of backward design. Presentation time until independent work time: 1 hour

How does the Spider trick the Fly into his web?
A reminder about where we’re headed… FOCUSING QUESTION: How does the Spider trick the Fly into his web? Review focus.

Where will my students need support
Where will my students need support? Example from The Spider and The Fly Meaning Structure Knowledge Language Layers of meaning: The story has an overall message: “And take a lesson from this tale…” Alternating dialogue between two characters: “…said the Spider to the Fly” Figurative language: “close heart and ears and eyes” Old fashioned language: “parlor” and “ne’er” Students may need background information on how spiders live and eat Remind people of the major areas of complexity we identified in Spider and the Fly earlier. Emphasize that our goal is to help all students deeply understand this complex text. To do that , we need to provide carefully planned instructional experiences that will help students navigate the complexity we identified. That is what Close Reading is! We’ll be looking at one example from each quadrant to support understanding of each of the quadrants and provide an example of how to plan to address that type of complexity. In “real life” you won’t always find complexity in all four dimensions , nor will the four dimensions have equal weight in the lesson sequence.

How can I help students to understand the lesson in the story?
Meaning Layers of meaning: the lesson in this tale A Set of Repeating Text Dependent Questions: How does the Spider try to trick the Fly? What does the Fly do? I noticed that understanding the 2 layers of meaning in this text (a story about a spider/fly and a “cautionary tale”) would likely be a challenge for my students. So, I crafted these specific text dependent questions to help students notice a pattern in the text. These questions will be repeatedly asked after each interaction between the Spider and the Fly.

How does the Spider trick the Fly into his web?
How does the Spider try to trick the fly into his web? What does the Fly say or do? Evidence for analysis can recorded on a simple full class chart. This chart functions as the students’ “notes”.

And an activity to help them see a pattern in the answers…
How does the Spider try to trick the fly into his web? What does the Fly say or do? Invites her to see cool things in his parlor O no, no Says she can rest in a comfortable bed Offers her yummy things to eat Tells her to look in the mirror to see how pretty she is I thank you, gentle sir Tells her that her wings and body and eyes are beautiful Comes nearer and nearer These questions are meant to uncover a pattern that will help students understand the Big Idea of the poem. This pattern will be more apparent if they can see it visually. As a class we will record their observations and analyze them together (Where does the Fly’s response to Spider change? What do you think caused that change? What evidence in the text supports your assertion?) .

Notes can be taken by individual students or by the teacher,
At first, teacher will need to model by recording “Public Notes”. Later students can take their own notes, or these two approaches can be combined (i.e. students choose from public notes to create an individual graphic organizer for writing or discussion). or by the teacher, to record the thinking of the full class…

Notes can be taken using illustrations
How does the Spider try to trick the fly into his web? What does the Fly say or do? Or drawings… Taking notes needs to be thought of broadly as recording important information. Students/classes can take notes in any form that will later allow them to access the information. At the primary grades, this is often best done with visual cues like illustrations from the text, drawing, photos, or even objects.

Where will my students need support?
Structure Alternating dialogue between two characters Text Dependent Questions: Who is talking here? How do you know Spider is talking? I also noticed that understanding the structure of this text will likely be challenging for my students. So, I crafted these specific text dependent questions to help students notice the alternating dialogue between the spider and the fly in the text. These questions will be repeatedly asked after each page.

And an activity to help them “feel” the structure…
Hold up your puppet to show me who is talking. Along with the questions, students will do a moving/thinking activity that will help them “feel” this structure. Demonstrate Activity by reading a short section of the dialogue and having the audience lift up a rolled left hand fist for spider and a spread right hand for the Spider. Ask audience to reflect on how this activity affected the way they interacted with and understood the text (focused listening, noticed cues about who was speaking :“said the Spider to the Fly…”, alternating pattern hard to miss, etc.)

Text Dependent Questions: What is a spider’s “table”? What does “set his table ready” mean? Knowledge Information about how spiders live and eat I also noticed that there is some context students will need outside of the text if they are to fully understand the text. For example, to fully appreciate the poem, students will need to know how spiders get their food. To answer the questions above students will likely need some information and help from the teacher, but notice how the questions are text based in order to highlight the connection between this outside knowledge and the text. After helping students understand that a Spider’s table is his web, students are asked to immediately apply this understanding to the text (What does “set his table ready” mean?).

Draw a picture of what Spider is doing.
Build a Knowledge Base and add an activity to assess understanding: Draw a picture of what Spider is doing. If a lot of knowledge needs to be built, consider using another text to build it. In this case, working with the nonfiction book Spiders (lesson in your handouts) before working with this poem would be a wonderful way to build a knowledge base about spiders. Again students are actively asked to engage with the text by drawing to show understanding.

Text Dependent Questions: Ne’er is an old fashioned word. What word do you know that sounds like ne’er? Why do you think the bugs “ne’er come down again”? Language Old fashioned and figurative language The last area of complexity that I want to be sure to plan for is language. In addition to other vocabulary, I want to be sure to draw attention to the old fashioned and figurative language in the poem. Often archaic words (like ne’er) are the result of changes in spelling, grammar or usage over time. The first question encourages students to check for this type of connection when faced with an unknown word. The second question (like the one about the table) immediately asks students to apply their new understanding to the poem.

And add an activity to support basic comprehension
Act out the passages to help students paraphrase the poem (repeat after each exchange between Spider and Fly): Come into my living room, little fly. It’s right upstairs and there are lots of cool things to see there. No way! When someone goes into your living room, they never come out again! Once again, we want to pair TDQ’s with active involvement. Acting out sections of the text (and adding their own version of the dialogue) is a great interactive way to practice paraphrasing and check understanding. Classmates in the audience can offer advice to the actors about appropriate gestures, expression and body language. This is especially effective if the teacher asks the students to explain, what, in the text, led to their suggestions and choices.

Emphasize Vocabulary Which words should be taught? Essential to text
Likely to appear in future texts students will choose or be asked to read Which words should get relatively more time and attention? Part of semantic word family (grow, grows, grown, growing, growth; mix, mixes, mixed) Relatively more abstract symbols, doubt, control Refer to an idea, concept, event likely less familiar to many students at that grade level symbol, “break through”, doubt How do you decide which words to teach?

Emphasize Vocabulary Which words get relatively less time and attention Concrete twirling, huge, Refer to an idea, concept, event likely more familiar or easy for most students to visualize circle (verb), tossed, huge, together Words requiring less time are essential to teach

Using your complexity analysis How will you help students “get it”?
Find this sheet in Tips and Tools packet

An example Time to this point 6 hrs.

Brainstorm ideas for addressing the complexities you identified. Record your ideas in the “Helping students Navigate Text Complexity Worksheet”. Work time. 30 minutes Refer to Step #5 on the Checklist

Reflect How will this type of planning help your students to better understand complex text? Turn and talk to a partner about the question. Total time to this point: 6.5 hours

Preparing to Complete the Template
Break the text down into manageable “chunks” for rereading. With your group, reread the text, dividing it into four (or more) logical sections for instruction. 20 minutes Refer to Step #6 on the Checklist

And finally… Design the sequence of text dependent questions and activities that will lead students to a deeper understanding of the text and your “Big Idea”. Total time to this point 7 hrs.

Presenter: Diana Leddy everywritevt@aol.com
Read Aloud Project Day 2 Presenter: Diana Leddy

What have we accomplished so far?
RAP: Checklist for Completing the Template (revised) √ Check each step as it is completed. 1. Read the book/text closely. 2. Complete the What Makes This Text Complex page. 3. Write the Synopsis and clearly state the Big Ideas, Key Understandings, or Focusing Question in the template. Think about what students will know and do as a result of this read-aloud. 4. Create the Culminating Task. What will students do to show you they understand the Big Idea? 5. Brainstorm ideas for helping students overcome the challenges in reading this complex text by completing the Helping Students Navigate Text Complexity Worksheet. 6. Carefully re-read the book, and divide the book into four or more “chunks” for instruction. 7. Create a sequence of questions, activities, and tasks in the template. While working, identify and categorize vocabulary using the Vocabulary table in the template (Note: this can be done while creating text dependent questions, or while re-reading the text solely for vocabulary). 8. Verify CCSS and insert into the template. Add Extension Activities and a Note to Teacher. (optional) Review what we have done so far by talking through the parts of the template we’ve covered Questions Presentation time: 15 minutes

Putting it All Together in the Template
First Reading Questions/Activities/Vocabulary/Tasks Expected Outcome or Response (for each) Pull the students together or use a document camera so that all can enjoy the illustrations. Read aloud the entire book with minimal interruption. Since the poem is written as a dialogue between the Spider and the Fly, consider pulling in a second reader and taking parts, or reading in two distinct voices. After the first reading, have each student create two stick puppets, one of Spider and one of Fly to use during subsequent readings. The goal here is for students to enjoy the book- the words, the rhythm and the pictures, and to experience it as a whole. Don’t be concerned if students understand very little on this first reading. The idea is to give them some context and a sense of the characters and story before they dive into examining parts of the book more carefully. Puppets are downloadable from the author’s website or can be drawn by the students and attached to popsicle sticks. After you have done all of this good thinking about the text and about your students. It’s time to pull it altogether into a lesson plan. Explain how this part of the template is set up (Questions/directions on left, explanation/sample responses on right) using this example.

Text-Dependent Questions, Activities, and Tasks
Pull students back to the text. Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation. Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events. Focus on difficult portions of text in order to enhance reading proficiency. Lead students to a larger understanding – often culminate in prompts for writing or discussion.

Construct Your Own Sequence of TDQ’s and Tasks
Questions/Activities/Vocabulary/Tasks Expected Outcome or Response (for each) Fill in the chart: Direct the rest of the class to watch the scene and then pose the following questions: How does the Spider try to trick the Fly into his web? What does the Fly say? Record a response to each question on a class chart using words, pictures from the text, quick sketches or some combination of the three. See sample graphic organizer in Teacher Notes. Possible responses: How does the Spider try to trick the fly into his web? What does the Fly say or do? Tells her there are cool things to see in his parlor. Oh no, no! Introduce next part of lesson design.

Big Idea: Refer to your template sample. Tools to help you are found in your Tips and Tools packet.

Develop a series of text-specific questions, activities, tasks, and vocabulary. This will take quite a bit of time… Be sure to capture your ideas in the template. Work time: 1 hour Total time to this point 1.5 hours Refer to Step #7 on the Checklist

Share Book Big Idea Culminating Task
Questions/Activities to Address Complexity Meaning, Language, Structure, Knowledge Favorite sequence of questions Total sharing time: 1 hour

But what about the standards?
Reread your plan. List (by number), the standards you feel you solidly address in the sequence you created. What do you notice? Participants should notice that a number of reading, language and perhaps even writing standards have been addressed. Discuss advantage of focusing on meaning. Refer to Step #8 on the Checklist

But what about the standards?
Once all questions, activities, tasks, and vocabulary have been outlined – align with the standards. Make any adjustments as needed or plan ahead Why wait to the end of the planning process? Introduce as a debriefing of the last activity. Refer to Step #8 on the Checklist

The CCSS Explain how standards naturally come into play as students work to understand complex text Short presentation and debrief

Increased Ability to Use Text Evidence Increasing Range and Complexity
Standard One Standard Ten Bands 11-CCR 9-10 6-8 4-5 2-3 K-1 Bands 11-CCR 9-10 6-8 4-5 2-3 K-1 Increased Ability to Use Text Evidence Increasing Range and Complexity Standards Two through Nine Explain how standards 1 and 10 frame all the others. Total time to this point: 3 hrs.

Discuss In what ways is the sequence you created similar to read alouds you have done in the past? In what ways is it different? What are some of the reasons for these differences? Turn and talk to a partner.

Feedback Please fill out the survey located here: Click “Summer 2016” on the top right. Click “Details” on the center of the page. Speaker's Notes: Please fill out the survey to help us improve!

Access to Materials Edmodo Group Codes for:
BAP (Basal Alignment Project) f4q6nm AAP (Anthology Alignment Project) jsv4r7 RAP (Read Aloud Project) pkx52i Text Set Project sma265 Explain RAP library and explore Use “Finding RAP PPT”- approximately 30 minutes Total presentation time Day 2 on RAP – 3.5 hours

Read Aloud Project Day 1 Presenter: Diana Leddy everywritevt@aol.com.

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