creating deep readers through read alouds nc dpi english language arts
TRANSCRIPT
Creating Deep Readers Through
Read AloudsNC DPI English Language Arts
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.
CriteriaConstructing 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.
Strong vs. WeakStrong text sets Weak 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
Choosing a Text
Meaning Structure
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
Text Sets in K-12 Classrooms
Elementary: Across Genres / Integrated approach
Middle Grades: Across Genres / Team Approach
High School: Across Genres
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
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.
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.
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.
Speaking and Listening: Comprehension and Collaboration
SL.CCR.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
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.
Read Aloud!!!
Traditional Read Alouds
Teacher reads once
Students sit and JUST listen
Time filler
Teacher favorites
No connection to classroom learning
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
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!
Seeing It In Action
www.commoncore.americaachieves.org
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 B – Text Exemplars and Sample Performance Tasks
Common Core and Essential Standards
How do I fit it all in?!
GRAIRGuided Reading with Accountable and Independent
Reading
o Connected to read aloud and shared readingo Allows for teacher and student choiceo Builds reading volumeo Develops reading stamina and persistenceo Strengthens community of readers and learners
Guided Reading (GR)
Small group with the teacher Formative assessments Additional supports of read aloud and shared reading
texts Reinforce and deepen Targeted instruction
Accountable Independent Reading (AIR)
Opportunities for interest Independent reading SSR Accountable (book talks, response journal, etc.) Choice from text set/related readings Vocabulary Fluency
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
Edmodo Group Codes for:
• RAP (Read Aloud Project)
pkx52i
• BAP (Basal Alignment Project)
f4q6nm
• AAP (Anthology Alignment Project)
jsv4r7
Reflection
ELA PD Menu Resources
ELA Professional Development Menu LiveBinder:
http://tinyurl.com/od6rlnx
ELA Professional Development Menu Wiki:
http://tinyurl.com/mp5e9at
Contact Information
Julie Joslin, Ed.D. Kristi Day, M.EdSection Chief K-5 ELAEnglish Language Arts Consultant919-807-3935 [email protected] [email protected]
Lisa McIntosh, MSA Anna Lea Frost, M.EdK-5 ELA 6-8 ELAConsultant Consultant919-807-3895 [email protected] [email protected]
Angie Stephenson, M.Ed 9-12 ELA
Consultant919-807- 3833