ELA SHIFT- 2

READING &WRITING GROUNDED IN THE TEXT

Adapted from presentations available at achievethecore.org and

fisherandfrey.com

FA C I L I T A T E D B Y:S H A N I T A A N D E R S O N , D P I E L A I N S T R U C T I O N A L C O A C H

H E A T H E R C A M E R O N , P S R C C U R R I C U L U M S P E C I A L I S T M A R C H 2 0 T H , 2 0 1 4

E L A T N T E X P L O S I O N

Talk to the HAND!

My Goalduring today’s presentation is to model

for you effective use

of the 5 domains of

literacy.

The CCSS Requires Three Shifts in ELA/Literacy

O Building knowledge through content-rich nonfiction

O Reading, writing and speaking grounded in evidence from text, both literary and informational

O Regular practice with complex text and its academic language

Green Flags/ Red FlagsO Students explore how specific words, details,

and the structure and organization of text impact the meaning of the text as a whole.

O Students do not have to make connections within the text in order to answer questions.

O Writing is not routine and continuous.O Frequent, short, constructed-response to text-

dependent questions.O All analytic writing requires the use of

evidence as students paraphrase, infer and integrate ideas from text. 4

Green Flags/ Red FlagsO Students explore how specific words,

details, and the structure and organization of text impact the meaning of the text as a whole.

O Students do not have to make connections within the text in order to answer questions.

O Writing is not routine and continuous.

O Frequent, short, constructed-response to text-dependent questions.

O All analytic writing requires the use of evidence as students paraphrase, infer and integrate ideas from text.

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What’s In and What’s Out

IN OUT

1. Daily encounters w/complex texts 1. Leveled texts (only)

2. Texts worthy of close attention 2. Reading “any old text”

3. Balance of literary and Info texts 3. Solely literature

4. Coherent sequences of texts 4. Collection of unrelated texts

5. Mostly text-dependent questions 5. Mostly text-to-self questions

6. Mainly evidence-based analyses 6. Mainly writing without sources

7. Accent on academic vocabulary 7. Accent on literary terminology

8. Emphasis on reading & re-reading 8. Emphasis on pre-reading

9. Reading strategies (as means) 9. Reading strategies (as end goal)

10. Reading foundations (central and integrated)

10. Reading foundations (peripheral and detached)

“Read like a detective, write like a reporter.”

Time – In and Out of the Text

• More instructional time spent outside the text means less time inside the text.

• Departing from the text in classroom discussion privileges only those who already have experience with the topic.

• It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading.

• The CCSS are College and Career Readiness Standards.

But… what does this look like in my classroom?

• Reading, writing, and speaking grounded in evidence from text, both literary and informational

Vocabulary and Text StructureO Bridges literal and

inferential meaningsO DenotationO ConnotationO Shades of meaningO Figurative languageO How organization

contributes to meaning

Strategy #1 – 10 Important words Plus + with a

Word Splash Twist Read the text “Leave Your Name at the

Border”

Identify 10 most important words

Put one word per sticky note (Answer Garden – Digital Connection)

Strategy #1 – 10 Important words Plus + with a

Word Splash Twist

DOMINATE INCONGRUITYerasure

assimilation ethnicity

suspicion

immigrant

segregatedidentity

“American”

Using the words from the word splash write an

objective summary of the article

“Leave your Name at the Border.” on the notecard

provided

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Strategy #1 –10 Important words Plus + with a Word Splash Twist

“Every book has a skeleton

hidden between its covers. Your

job as an analytic reader

is to find it.”

Adler and Van Doren, 1940/1972

Strategy #2 Elaborative Inference Stems for Think

Like a PIA. Stems That Refer to the Author’s Assumptions or Beliefs1. I infer that the author believes …2. I infer that the author would support …3. I would infer that the author would oppose …4. I infer that the author feels strongly about …B. Stems That Refer to the Author’s Purpose(s) in Writing5. I infer that the author wants readers to believe …6. I infer that the author wants readers to support the idea that…7. I infer that the author wants readers to take some action …C. Stems That Refer to the Author’s Assumption About the World8. I infer that the author has an optimistic and positive worldview.9. I infer that the author has a fairly pessimistic worldview.

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Opinions, Arguments, and Intertextual Connections

O Author’s opinion and reasoning (K-5)O ClaimsO EvidenceO CounterclaimsO Ethos, Pathos, LogosO Rhetoric

Links to other texts throughout the grades

Strategy #3 Reading for Meaning

Evidence – Claim – Evidence

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Evidence Support

CLAIM Evidence Against

It isn’t just your name you leave as you immerse into

being an American, it’s your identity. Judgment Statement: It isn’t just your name you leave as you

immerse into being an American, it’s your identity. “ is/is not supported by the text. In the text, the author states “xxx,” as a result ….

Inferences

Probe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a

whole.

Strategy #3 Comparative ReasoningO “Leave Your Name at the Border” &

Romeo and JulietO Question Slips – Text Dependent

Questions used CCSS Bookmarks to develop question stems.

O Link: http://www.tcoe.org/ers/ccss/ela/resources.shtm

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Strategy # 44-2-1 Free Write

ORead:“Leave Your Name at the Border” or Romeo & Juliet

OComplete: 4-2-1 Free Write

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Reading Strategies & Text-Dependent Questions

• Text-dependent questions generally call on students to employ reading strategies.

• Strategies are no longer taught in isolation.

• The text and readers’ need to comprehend it should determine what strategies are activated - not the other way around.

Final Thoughts• There is no one right way to have students work

with text dependent questions.

• Providing for the differing needs of students means providing and scaffolding supports differentially - not asking easier questions or substituting simpler text.

• Listening and speaking should be built into any sequence of activities along with reading and writing:

O“Re-read it, think it, talk it, write it”

• The CCSS require ALL students to read and engage with grade appropriate complex text regularly. This requires new ways of working in our classrooms.

Green Flags/ Red Flags

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Reflection – Respond to the two

open ended questions.

Want more???Sign up for the district ELA List serve

as well as NC DPI List Serve.

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THANK YOU!!