critical reading & writing around complex texts

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Critical Reading & Writing Around Complex Texts. Tiffany Abbott Fuller Cassie Parson Rome City Schools. Learning Objectives. Teachers will be able to select a complex text for their class (using the handout as a jumping off point). - PowerPoint PPT Presentation



Critical Reading & Writing Around Complex TextsTiffany Abbott FullerCassie ParsonRome City SchoolsLearning ObjectivesTeachers will be able to select a complex text for their class (using the handout as a jumping off point).Teachers will learn and practice the reading strategies to access a complex text (in order to teach their students).Teachers will be able to teach their students how to write an analytical essay in response to a Guiding Question associated with a complex text.CollaborationPartnership:Literacy Coach, Cassie Parson ( Teacher, Tiffany Abbott Fuller ( Studies Teacher, Brant Amerman ( We Collaborate:Selecting booksKnowing the standardsSharing the students and the work Cassie: Tell about how as a coach I was trying to get our feet wet with CCSS. In thinking of ways to implement CCSS, I thought of integration between literacy and content areas and using primary source documents as a complex text. I also wanted to integrate the reading and the writing as an end product and incorporate close reading of the complex text. I had tried this out during the 2011-2012 school year in 4th grade using P. Henrys Give Me Liberty speech and had great success. So I wanted to ramp it up with 5th grade. I approached the teachers and bounced around some ideas. Brant: I knew we were in the middle of our Civil War Unit and were nearing the close of it. We needed to cover Reconstruction quickly, so I thought having Cassie and Tiffany do this project during this historical time period would kill two birds with one stone. Tiffany: Knowing the reading level/interest of our students and Brants desire to study a primary source document during Reconstruction, I happened to come upon Lincolns Reconstruction Speech (also the last speech before his death). Cassie and I printed the speech and began to carefully study it to see how we could piece everything together. Specifically, we wanted to go through the process of reading a complex text ourselves before teaching it to our students. This speech, at first look, is very complex. Brant and I were concerned with the high level considering that one of our classes is an EIP / SpEd / ELL mix in addition to the other class having a variety of low to high achieving students. Cassie looked at the speech with us, considering our concerns, and together we found several moments of repetition and questions. Both aspects of reading that make this text more approachable for all levels of learners. At this point we began to brainstorm various strategies for the students to access this complex text.

3West End ElementaryRome City SchoolsSizeDemographicsClasses / RotationLiteracy Class ScheduleLaunching the Unit: What We Wanted Before We StartedTeaching ChannelTeaching StrategiesWriting an Analytical Essay-Beginning with the end in mind. We knew the analytical essay was the end goal. I had watched this video as I was preparing for a SS Content Literacy training in our system. It occurred to me that this would be an excellent way to ramp up this CCSS unit with 5th grade by adding in the close reading for literary devices and having students work in groups to create a one slide PPT presentation around the specific literary device their group was studying in the text.Lets look at close reading and analysis of text in action.* Points: Main Idea and important details; requires close reading; authors purpose; text evidence; analysis of literary devices used6Selection of Complex TextsThinking about the SS, ELA, & Reading standardsUse of Primary Source DocumentSS Teacher chose topic & literacy teacher chose textTeachers Must:Be PatientBe Mindful of Time/SpaceProvide Scaffolding

Tiffany: With the help of our Social Students teacher (Mr. Brant Amerman), we selected Lincolns Reconstruction Speech. Included in your handout is a paper with suggestions of speeches you could use in the classroom based on the Social Studies Standards for grades 3 through 5.At this point in the process, with a calendar in hand, I began to be nervous about the amount of time this could take. Reading the text alone could be a long process, in addition to writing an essay, and producing a PPT. However, when considering the amount of SS content we would be teaching during our Literacy Block and all the literacy standards we would teach, we felt confident that this would be a good use of our time. And to be honest, the kids really, really enjoyed the speech as well as the rigor involved. They felt like young college students.Cassie: Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students to read the complex text.

7Turn this into bullets and put the sentence in the comments. You don't want people listening to you and trying to read all of this text. Something like:

Be patientTime/SpaceScaffolding

Teaching Process for this ProjectLesson Hook- Read a related picture book1st Reading of Speech: Teacher Read Aloud2nd Reading of Speech: Independent and with Teacher Activity: Annotation3rd Reading: Small GroupsActivity: Jigsaw4th Reading: Small Groups and Whole ClassActivity: Summarizing the Main Idea of each paragraph5th Reading: IndividuallyAssessment Foldable6th Reading: Small GroupsRead for a literary device and Powerpoint

8The Hook

First we introduced the project and Lincolns reconstruction speech by showing the book trailer & reading this book to the students in order to develop a context for the assignment. As a literacy teacher, I am often looking at author websites to learn of their newest and upcoming books. Lane Smith is one of my favorite authors to teach to fifth graders, so I am always on his website. Out of the blue, and in a serendipitous moment his newest book (about to come out during that semester) was Abe Lincolns Dream. Regardless of what we were teaching, I would pause to read this text, but luckily for us, it was completely relevant. We began our unit by showing this book trailer, but before even that: we used this text to create our Guiding Question for the Unit. This would be the question that each of our lessons would center around and that the students would begin gathering evidence from this text as well as the speech to answer.9Guiding QuestionWhat is President Abraham Lincolns vision for the Unites States after the Civil War? Have we achieved that vision in our country today? Analyze Lincolns reconstruction speech to determine the main idea and key details. Which quotes best support Lincolns vision?Cassie: After having watched the video from the Teaching Channel, I noticed that the teacher used a guiding question which the students had to gather evidence from the text they were reading to answer and write about. I really wanted to use a guiding question for our project as well. Tiffany and I started brainstorming questions. I came up with the following questions and emailed them to Tiff. 1. What can we glean about Lincoln as a leader from the speech?2. What case is Lincoln making in this speech?3. Who is making the case to (audience)?4. Was Lincoln effective in making his case in his speech?Tiffany then refined the questions into these after reading the Abe Lincolns Dream book. And our guiding questions came to be.

10Teaching Process for this Project

Annotate TextCassie: Annotating the text is a strategy we have used in our system for at least four years. This strategy grew out of Stephanie Harveys Read, Write, and Talk Strategy which our system was trained on four years ago. Annotating text is a more scholarly way of coding the text. In our system, we also use the Lucy Calkins Units of Study for Reading. These units of study also incorporate annotation of text as a way to access and comprehend text.Tiffany: With my students, I first read the text aloud to my students. The students, at this time, were to underline interesting parts (generally they underlined phrases that were familiar to them from their Social Studies learning) as well as confusing parts. After I read a page or a few paragraphs, we discussed first what they noticed about the text and discussed it. Then I shared important parts of Lincolns Speech I wanted the kids to remember. At times I would ask questions, guiding them to discover what I noticed, and other times I was much more forthright in having them underline important lines of the speech. This process continued throughout the entire speech.

11Active Reading Annotation

Question (?): Develop a question in regards to something you dont understand or you would like to discuss further.Statement (!): Write down a sentence/phrase that you feel is a strong point regarding the purpose of the reading that should be discussed.Relate (R): Write down something that you can relate to, whether it is a belief, an experience, another text, etc. Connect the relevance of your experience back to the text.Summary (S): In your own words, summarize the main point of the selection focusing on important details.Teaching Process-Students Jigsawing Lincolns Speech

Cassie: After annotating a bit of the text together (the first few paragraphs), we decided that another great strategy we could incorporate in order to give the kids a little more independence would be to jigsaw the text. We divided the students into groups and had them work through that specific paragraph or part of the text (just a few sentences) by annotating and discussing to create meaning. Then we had the kids come back together and present their specific section to the rest of the class while the other studen


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