implementing common core: a focus on early literacy k-6 administrative module 7 – comprehension ii...
TRANSCRIPT
Implementing Common Core:
A Focus on Early Literacy
K-6 Administrative Module 7 – Comprehension II
Presenters:
LaRae Blomquist, Susie Lapachet, Arthetta Meeks, and Patty Tong
December 2013
Share Out
As a result of the last module, how did the information impact your thoughts and/or actions?
Topics covered:• Reading comprehension at
the sentence level• Introduction of close reading
Beyond Early Literacy CCSS
Outcomes:
Participants will explore:
• The K-6 continuum of close reading.
• Creating sets of text dependent
questions.• The connection between sets of text
dependent questions and close reading.
Close Reading Experience
PURPOSE:• Experience close
reading as a reader • Engage in collaborative
conversations• Debrief experience
from an instructional point of view
• Discuss impact on “next steps”
Close Reading Directions
• Determine who will be your designated partner/triad for collaborative conversations.
• Read chapter three from Notice & Note.
• Be prepared to share the gist of the article with your partner(s).
1st Read
Think – Pair - Share
• In 1-2 sentences identify the gist of the excerpt. Be prepared to share.
Close Reading Directions
• You will be given an opportunity to discuss with your designated partner(s) a series of questions.
• Be prepared to share either your response or that of your partner.
2nd Read
Close Reading
• In the section “Where Rigor Resides” what are two or more examples of wasted instructional time that Beers and Probst cite?
• From that same section summarize what is likely to happen according to Beers and Probst if one “simply” focuses on increasing rigor without having a clear understanding of the term? Support your answer with text evidence.
Close Reading
• How might “rigor” best be explained according to the authors? Use evidence from either “Where Rigor Resides” or elsewhere in the excerpt.
• Think about the teacher who chose the most difficult translation of Beowulf. What is likely to be her reasoning for choosing that edition for her students? What was the result of the choice related to the rigor she was able to achieve? Support your answers with text evidence.
Close Reading Directions
• Discuss the following questions with your table group.
• Be prepared to share aloud.3rd
Read
Close Reading
• On page 20 and 21 in the section titled “Where Rigor Resides,” Beers and Probst make three claims about rigor. What are their three claims, and which is the most effective claim? Support your answer with text evidence.
Close Reading
• What impact do the following sentences and specific word choice on p. 21 have on determining the author’s point of view regarding rigor? There was another version of the story, much more readable, much more enjoyable, much more likely to interest readers and invite them into a conversation about the tale, but she ignored that one. Her reason for rejecting it was that it was too readable, too enjoyable, too likely to be interesting. She selected the other one, she explained, because it was inaccessible and difficult…We doubt that she was motivated by malevolence and a simple, sadistic desire to inflict pain.
Close Reading
• What other evidence in the excerpt exists of selective choice of language which emphasizes the author’s point of view? What impact does that language/word choice have on the reader?
• What is Beers and Probst central argument regarding rigor? Is it well supported? Why or why not? Use text evidence to support your evaluation.
Debrief the Experience
• How has your understanding of “rigor” been either validated and/or impacted by this close reading of chapter three?
• How did structured student interaction play a role in “owning” the information presented about rigor versus “borrowing” it short term?
Examine the TDQs – Instructional Planning
DIRECTIONS:• Working with a
partner, determine the specific standard(s) to which each reread TDQ aligns.
• Use your 6th grade standards.
Examine the TDQs – Instructional Planning
1st Read: Info Text #1
#1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Examine the TDQs – Instructional Planning
2nd Read: Info Text #2,
#1#2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Examine the TDQs – Instructional Planning
3rd Read: In
fo Text #
6,
#8,#1
#6 Determine an author’s POV or purpose…
#8 Trace and evaluate the argument and specific claims…
Examine the TDQs – Instructional Planning
• How do the questions asked during the second read relate to the questions asked during the third read?
• How do the purposeful rereads with standards-aligned TDQs compare to the Open Court approach? What are the implications for site/district professional learning?
“Big Ideas”Close Reading
Close reading is an outcome, not a strategy.
Text-dependent questions are organized in “layers” aligned to specific standards with focused rereads.
TDQs build in complexity and connect to the most cognitively demanding standard(s).
Guided Planning Experience
PURPOSE:• Understanding a
pivotal piece to implementing CCSS
• Preparation for planning close reading for professional articles
Standards Alignment Guide
Should I use this standard with this text?
Sample Questions
Objectives
Planning Template
Planning Template
Step Guiding Questions
1. Read the selection and note what stands out.
What stands out as you read the text? (e.g., central message, text/sentence structure, word selection/figurative language, point of view, author’s message, connection to other texts)
The ChaseFirst Grade
• Review the standards for First Grade Reading Literature.
• Think about which standards stand out as you listen to the story.
Table Talk
Share with your table what stood out to you as you listened to the selection.
RL 1, 2, 7, L 41st read- getting the gist RL1 (ask and answer questions) and RL2 (retell)
2nd read -examine more closely the patterns in the text on pages 30-33; Word Choice RL4
3rd read- Shifts in the story; Vocabulary RL 4, L 4
4th read - closely reread page 32 “Did the animals jump to conclusions?” What can we learn about jumping to conclusions with no evidence? RL2
The Chase
Planning Template
Step1. Read the selection and note what
stands out.2. Identify the standards addressed in Step 1.3. Identify the “Big Idea.”4. Determine how many rereads are needed and the order for addressing the standards during instruction. Chunk the text if necessary.
Considerations for Chunking the Text
• How long is the text?• What is the grade level of the
students?• What is the text structure?• Are there natural breaks in the text
such as shifts in setting, time, topic, event, etc.? (Breaks do not necessarily happen at the end of a page.)
Chunking the Text
Decision: Divide text by events in her life
Rationale: This allows the readers to see the goals she set throughout her life in order to reach her dream
• Childhood
• Education/Doctor
• Selected by NASA/Training/Space “Endeavour”
• Formed her company: The Jemison Group
Chunking the Text
Childhood Education Doctor Astronaut Company
Pages 83-85 Pages 86 Pages 87 Pages 88-93 Pages 94-95
Consider Author’s Pattern
Mae Jemison: Space Scientist4th Grade
Review the 4th grade Reading Standards for Informational Texts.
Mae Jemison: Space Scientist4th Grade
Read pages 84-85On your white board list:• the standards you
selected.• indicate which is the big
idea• the order in which you will
address the standards
Select Standards
RI-1 (getting the “gist”) RI-4 (vocabulary)
RI-2 (main idea)
RI-5 (text structure)
Th
ird R
ead
Firs
t R
ead
Seco
nd
Read
What
activities
did Mae
participa
te in
when
she was
in
school?
What was
Mae’s dream?
What is the gist?
Vocabulary RI-4
What are the best clues for the meaning of the underlined word?
Main
Idea RI-
2What evidence reveals Mae’s
fascination with space
travel? Explain why
you selected
this evidence.
Text
Structure
RI-5
Main Idea Topic Sentence
Main Idea
RI-2Key
Details
Based on the information in this biography, determine the main idea and support your answer with key details from the text.
What evidence
reveals Mae’s fascination with space
travel? Explain why you selected this evidence.
Mae didn’t let success
go to her head. What
does that mean?
What clues from the
text supports
your answer?
Throughout her life, Mae Jemison demonstrated perseverance in the pursuit of her childhood dream of
becoming a space scientist.
.
Text Structure RI-
5
Select the overall text structure that the author used in this biography. Explain how this structure helps the reader understand the main idea of the text.
ChronologyComparisonCause/effectProblem/solution
Childhood
Education Doctor
Astronaut
Company
Planning Template
Step
1. Read the selection and note what stands out.
2. Identify the standards addressed in Step 1.
3. Identify the “Big Idea.”4. . Determine how many rereads are needed and
the order for addressing the standards during instruction. Chunk the text if necessary.
5. Create a set of text dependent questions for the selected standards.
6. Organize TDQs based on the number of reads necessary.
7. Create a culminating task or writing prompt based on your “Big Idea.”
The People on the Beach6th Grade
Review the 6th Grade
Reading Standards for Informational
Text.
The People on the Beach6th Grade
Read pages 181-183On your poster list:• the standards you selected.• the order you would teach them.• one question for each standard.
Lesson Objectives
Students will be able to:• Tell the gist of the selection (RI1)• Use context clues to determine the
meaning of unknown words (RI4)• Tell the author’s perspective at
different points in the text (RI6)
Read pp. 181-183
What is the gist of this section?
The gist of this section is…
plundered p. 183
“The prince plundered the building of its bronze and stone statues and vases. Marble was ripped off the walls and pillars, and the treasures were carted off to the prince’s own house or those of his rich friends.
More raiding expeditions followed…”
What words or phrases would help you determine the meaning of the word plundered?
plundered p. 183Definition: To steal goods from a place or a person. Usually involves force of some kind.
ExampleNon-example
Topic: The Austrian prince (p.183)
What words or actions let you know what the author is feeling right now? Explain your answer.
Read p. 183
Culminating Task Examples
• Writing prompt based on a reading and writing standard
• Create a PowerPoint• Create a brochure• Complete a series of constructed
responses• Prepare and deliver a speech
“Big Ideas”Guided Planning
Sets of text dependent questions are a key component of a close read.
The standards alignment guides and the Users’ Guide for Creating Sets of Text Dependent Questions are useful tools for planning.There is more than one way to chunk a text.
Possible “Wonderings”
• DBQ vs. TDQ• Should I focus on
lexile?• The benefits of
open book tests
“Next Steps”
At your tables, discuss the information presented and what “next steps” might be taken.• Where is your staff in terms of
implementing CCSS, in particular close reading?
• What resources do you need to move your staff forward with regard to implementing standards effectively?
Evaluations
•Please fill out the evaluation forms provided.
•Specific feedback is greatly appreciated in the comment section.