1. Creating Deep Readers Through Read Alouds NC DPI English Language Arts

2. Defining What is Text?: The term “text” refers to anything that a teacher can use to center instruction, anything that students can read, view, listen to, or explore, including books, photographs, films, articles, music, art, and more. What is a Text Set?: A text set is a collection of related texts organized around a topic or line of inquiry. A text set includes information in many modalities, including print, audio, visual. Examples could be podcasts, news footage, photographs, drawings, artifacts, sculptures, and paintings, including primary sources.

3. Criteria Constructing a text set requires considering three criteria: 1.A variety based on text complexity considerations. 2.Various cultural perspectives may be appropriate for some concepts. 3.Differences that offer various approaches to the “big idea” or conceptual understanding that unifies the conceptual text set. Donham, J. (2013). Text Sets, Deep Learning, and the Common Core. School Library Monthly, 29(6), 5-7.

4. Strong vs. Weak Strong text setsWeak text sets Build student knowledge about a topic; meaningful connection to the anchor text Texts are not related or connected across sets or they are only superficially connected Texts are authentic, rich, and worthy of study Only commissioned texts or textbook passages Range of text types (literary and informational) and formats Focused exclusively on one genre or format (unless the set is a genre study) Text complexity levels support student achievement of the grade- level complexity demands of the CCSS* Text complexity levels are erratic and do not support the staircase of text complexity in the CCSS

5. Choosing a Text MeaningStructure KnowledgeLanguage Layers of meaning Purpose Concept complexity Text features Genre Organization Vocabulary Sentence length and structure Figurative language Regional/historical usage (dialects) Background Experiences From Student Achievement Partners

6. Text Sets in K-12 Classrooms  Elementary: Across Genres / Integrated approach  Middle Grades: Across Genres / Team Approach  High School: Across Genres

7. Shifts Building knowledge through content- rich nonfiction and informational texts Reading and writing grounded in evidence from the text Regular practice with complex text and its academic vocabulary

8. Text Sets and the Standards  The Standards focus on building student ability to read and understand grade-level complex text and express that understanding clearly through writing and speaking.  The Standards emphasize the role of close engagement with text in students building knowledge about the world.  A coherent sequence of texts around a clear topic or line of inquiry will support students in building vocabulary and background knowledge.  Text sets are one tool for educators in planning units of instruction to help students meet the demands of the Standards.

9. Where does using multiple texts appear in the Standards? Reading: Integration of Knowledge and Ideas  R.CCR.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.  R.CCR.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Writing: Research to Build and Present Knowledge  W.CCR.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.  W.CCR.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

11. Speaking and Listening: Comprehension and Collaboration  SL.CCR.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

12. Standard 10 in K-2 Range of Reading and Level of Text Complexity  RL.CCR.10 Read and comprehend complex literary and informational texts independently and proficiency.  RL.K.10 Actively engage in group reading activities with purpose and understanding  RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.  RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 complexity band proficiency, with scaffolding as needed at the high end of the range.

13. Read Aloud!!!

14. Traditional Read Alouds Teacher reads once Students sit and JUST listen Time filler Teacher favorites No connection to classroom learning

15. Rich Read Alouds  Purposeful  Worth re-reading  Connection and integration across disciplines  50/50  Coherent  2 to 3 grade levels ABOVE  Students are active in the learning

16. Why Read Aloud? Vocabulary Comprehension Knowledge of the world (Content) Speaking and Listening Model of good reading – “See it in action!” Fluency Love of reading!

17. Why Read Aloud? Appendix A

18. Seeing It In Action www.commoncore.americaachieves.org

19. Turning a Read Aloud Into a Text Set Staying on Topic Within a Grade & Across Grades Charlotte’s Web Spiders Spider and the Fly Appendix BAppendix B – Text Exemplars and Sample Performance Tasks Common Core and Essential Standards

20. How do I fit it all in?! GRAIR Guided Reading with Accountable and Independent Reading o Connected to read aloud and shared reading o Allows for teacher and student choice o Builds reading volume o Develops reading stamina and persistence o Strengthens community of readers and learners

21. Guided Reading (GR)  Small group with the teacher  Formative assessments  Additional supports of read aloud and shared reading texts  Reinforce and deepen  Targeted instruction

22. Accountable Independent Reading (AIR)  Opportunities for interest  Independent reading  SSR  Accountable (book talks, response journal, etc.)  Choice from text set/related readings  Vocabulary  Fluency

23. Purpose and Goals of the Read Aloud Project (RAP) Creating deep 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 Allow every child equal access to meaningful learning Edmodo.com

24. Edmodo Group Codes for: RAP (Read Aloud Project) pkx52i BAP (Basal Alignment Project) f4q6nm AAP (Anthology Alignment Project) jsv4r7

25. Reflection

26. ELA PD Menu Resources ELA Professional Development Menu LiveBinder: http://tinyurl.com/od6rlnx ELA Professional Development Menu Wiki: http://tinyurl.com/mp5e9at

27. Contact Information Julie Joslin, Ed.D. Kristi Day, M.Ed Section Chief K-5 ELA English Language Arts Consultant 919-807-3935 919-807-3928 Julie.Joslin@dpi.nc.gov Kristi.Day@dpi.nc.gov Lisa McIntosh, MSA Anna Lea Frost, M.Ed K-5 ELA 6-8 ELA Consultant 919-807-3895 919-807-3952 Lisa.Llewellyn@dpi.nc.gov Anna.Frost@dpi.nc.gov Angie Stephenson, M.Ed 9-12 ELA Consultant 919-807- 3833 Angela.Stephenson@dpi.nc.gov