1. Session 5 3-5 English Language Arts Common Core State Standards

2. Day 3 – PM Session 1:15-3:15 Participants will increase their knowledge of planning supportive comprehension instruction: vocabulary tasks discussion tasks reading-to-think tasks writing tasks 2

3. Comprehension is both a journey and a destination Comprehension is a reader embarking on a short expedition through text, in search of the yet unknown. destination The reader traces the author’s trail, in pursuit of relevant ideas, and ultimately, the message. 3

4. Comprehension is both a journey and a destination It is the journey that escorts the reader to the final destination of important conclusions, knowledge, insights, and solutions. The destination is important but the journey is essential. destination 4

5. STEP 1: Selecting the Text Text drives comprehension instruction. Texts are designed for different purposes. Select text carefully by analyzing: – Text structure – Language demands – Knowledge demands – Levels of meaning Pave the Way Handout 5

6. STEP 1 PLANNING: Carefully Select Text ObjectivePurpose & Goal Independent Reading Independent reading for fluent decoding and comprehension Levels of Meaning Texts that contain: - new, abstract, or complex ideas - multiple perspectives - argumentation (i.e., essay) Knowledge DemandsTexts with specific new content-area concepts Language Complex texts to challenge student oral/written language development Text Structure Texts with a specific text structure (cause/effect, comparison, contrast) 6

7. COMPREHENSION: Both a Journey & a Destination Lesson Malfunction The right text with the wrong lesson leads to the same outcome. The wrong text with the right lesson doesn’t take you very far. 7

8. What about those students with decoding challenges? Teachers can provide support during instruction: Pairing Students: Have students partner with a stronger reader to read the text together. Oral Reading: The teacher could either read the complex text aloud or provide a text recording while students read to follow along silently. Text-Marking: Students engage in text-marking while reading complex text. As a means of informal assessment, the teacher notes where students place their codes for text-marking codes on the page; this informs the teacher about specific comprehension difficulties. 8

9. What about those students with comprehension challenges? STEP 1: Does the text contain a structure familiar to students? YES Provide comprehension monitoring practice & basic comprehension instruction Students having difficulty with main idea: Provide summarizing instruction. NO Provide text structure instruction 9

10. Provide Text Structure Instruction Expert Interview Uncovering Text Structure Joanna P. Williams, Ph.D. Teachers College, Columbia University Dr. Joanna Williams discusses the importance of teaching children about narrative and informational text structure and describes some instructional tools she has used in her research with teachers. (5:46 min) DOING WHAT WORKS Website www.doingwhatworks.org 10

11. STEP 1: Does the text contain a structure familiar to students ? YES Comprehension monitoring Summarizing instruction NO Text structure instruction Multi-StrategyInstruction (Close Reading & CIS) 11

12. Efferent Literacy Instruction 12

13. OBJECTIVE: To plan & deliver a multi-strategy comprehension lesson using a short complex text. GOAL: To support implementation of comprehension instruction that challenges student development: academic language (both oral and written) reading to think writing to think 13

14. Locate 2 handouts: Quest for the Tree Kangaroo (CCSS Text Exemplar) Planning a Comprehension Lesson: Multi-Strategy Instruction MATERIALS Handout 14

15. DIRECTIONS: 1. Divide into groups of 10-12 members. 2. Within your group, divide into partners (2-3 people). 3. Partners will work on one specific task: Vocabulary Task Discussion Task Reading Task Writing Task 2 Handouts 3 Handouts 2 Handouts 15

16. VOCABULARY TASK CARD & Planning Chart Partner Work: Read and discuss the handout entitled Vocabulary Instruction. Use the handout information as a guide to plan the vocabulary lesson. Record your plans in the Vocabulary Planning Chart. Group Work: Deliver this vocabulary lesson to your group. Handout 16

17. DISCUSSION TASK CARD & Planning Chart Partner Work: Read and discuss the handout entitled Efferent Discussion. Use the handout information as a guide to plan interactive discussion. Record your plans in the Discussion Planning Chart. Group Work: Deliver the interactive discussion you have planned to your group. Handout 17

18. READING TASK CARD & Planning Chart Partner Work: Read and discuss the following handouts: (choose 1) – Efferent Reading Instruction: Text-Marking – Question Generation Instruction Use the handout information as a guide to plan the reading task for the lesson. Record your plans in the appropriate planning chart. Group Work: Deliver the reading task you have planned to your group. Handout 18

19. WRITING TASK CARD & Planning Chart Partner Work: Read and discuss the handout entitled Efferent Writing Instruction. Use the handout information as a guide to plan the writing lesson. Record your plans in the planning chart. Group Work: Deliver the writing task you have planned to your group. Handout 19

20. DIRECTIONS: 1. Divide into groups of 10-12 members. 2. Within your group, divide into partners (2- 4 people) 3. Partners decide which task to work on: Vocabulary Task Discussion Task Reading Task Writing Task EXAMPLE: Jim, Cindy, & Donna EXAMPLE: Barbara & Joel EXAMPLE: Susan & Karen (text-marking) Monica & Linda (question generation) EXAMPLE: Holly & Patricia 20

21. 21 STEP ONE STEP ONE DELIVERING COMPREHENSION LESSON WRITING TASK: Predictive Writing WRITING TASK: First Written Response to Reading STEP TWO STEP THREE DISCUSSION TASK Opening Discussion VOCABULARY TASK READING TASK Text-Marking READING TASK Question Generation DISCUSSION TASK Efferent Discussion WRITING TASK Final Written Response

22. 22 STEP ONE STEP ONE DELIVERING COMPREHENSION LESSON WRITING TASK: Predictive Writing WRITING TASK: First Written Response to Reading DISCUSSION TASK Opening Discussion VOCABULARY TASK READING TASK Text-Marking

23. 23 DELIVERING COMPREHENSION LESSON STEP TWO READING TASK Student Question Generation

24. 24 DELIVERING COMPREHENSION LESSON STEP THREE DISCUSSION TASK Efferent Discussion WRITING TASK Final Written Response

25. DEBRIEFING So how did it go? Are we there yet? 25

26. Comprehension: Journey & Destination We wish you the best as you continue this journey in your classroom, school, and district. destination CONGRATULATIONS! You have completed this journey with us. 26