shifting to informational text: deepening our understanding professional development institute
DESCRIPTION
Shifting to Informational Text: Deepening Our Understanding Professional Development Institute. January 1 0 th , 2012 UFT 52 Broadway New York. Please make a foldable!. WELCOME!. Outcomes. 1. Explore Shift # 3: The Staircase of Complexit y What makes a text complex for our students? - PowerPoint PPT PresentationTRANSCRIPT
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Shifting to Informational Text: Deepening Our
Understanding
Professional Development Institute
January 10th, 2012UFT
52 Broadway New York
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Please make a foldable!
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WELCOME!
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Outcomes
1. Explore Shift # 3: The Staircase of Complexity What makes a text complex for our students?How do we scaffold up the staircase of
complexity to support comprehension of informational text?
2. Add to Our Toolbox for Scaffolding Academic Language and Comprehension of Informational Text
3. Apply our Learning
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Agenda
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TOOLBOX FROM DECEMBER
Word Of The DayMarzano SquareVocabulary Quilt/ Thematic Word WallText Structures For SequenceCollaborative Vocabulary GridGist StatementPersonal Vocabulary JournalSemantic MapI See, I Think, I WonderNarrative Input StoryUnison ReadingCollaborative Reading: Text Sequencing With Signal Words
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Share What We’ve TriedAt your table, share one strategy that you
tried withyour students.
What was the strategy?How did you adapt it?What was the outcome?Recommendations?
Decide at your table who will share.
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What did you tell us?Thumbs Up Would Like to SeeVocabulary strategies: especiallysemantic map, Marzano square, quilt
Time to plan lesson, unit
Narrative Input Story Text ComplexityText Structures Incorporating CCLS in class
lessonsStrategies for beginnersOnline resourcesBreaking down complex sentences
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Narrative Input Strategy: RevisitWhy do we revisit?
Today’s focus:Explicit language instruction: Past tenseReview and Reinforcement of Signal Words
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Break
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Stages of Language Acquisition and Learning
Without Scaffolding With Scaffolding: Frames, visuals, repetition, collaboration
Beginners•Pre-production
•early production
•speech emergence
Nods, yes, no, draws, points, uses present tense, key words, phrasesSimple sentences
Speak chorally, repeat, labelSimple sentences, use academic structuresForm questions, use further academic structures
Intermediate•Speech emergence•Intermediate fluency
Advanced
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Narrative Input Story How is the participation of each level of student addressed?
Beginners
Intermediate
Advanced
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RAN strategy: Tony Stead
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CCLS for ELA: A Study in Text Complexity
Shift 3 Staircase of Complexity
In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase”. Students read the central, grade appropriate text around which instruction is centered.
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 reading below grade level.
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Reading Standard 10: Range and Complexity of Text
Read and comprehend complex literacy and informational texts
independently and proficiently
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Measuring Text Complexity:Three-Part Model
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Let’s Look at the Target TextCompare the two texts:
How do the text structures for Sequence and Cause & Effect differ in the two texts?
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Qualitative Complexity: Informational
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Steps for ELL Lesson1. OVERVIEW of content.2. CONNECT to prior knowledge3. FRONTLOAD key vocabulary, concepts
4. READ and COLLABORATE5. TALK AND WRITE to consolidate
meaning.6. SHARE by publishing or presenting Adapted from CREATE: Center for Research on the Educational Achievement of English Language Learners
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Academic Language Frames for:Re-tellingSummarizing
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Sentence Generator