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Educator Enhancement AcademyELA, Grades 2

Day 2

Ashley Gunnoe – Title 1, Wirt CountyCarrie Cronin – 2nd Grade Teacher, Ritchie County

Charles Thomas – Academic Coach, Calhoun County

Session Objectives

• Understand the need for various type of reading within a school day

• Experience and assess integrated learning that is building toward mastery of a standard

• Understand the role of text complexity in the Next Generation CSOs

• Analyze an informational and literary text using the qualitative rubric

• Zero in on Close Reading

Predominate Focus

Prior Standards Next Generation Standards

K 1st 2nd 3rd 4th 5th

Students will……quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

…refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

…ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

…ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

…ask and answer questions about key details in a text.

…with prompting and support, ask and answer questions about key details in a text.

Standards-Based Lesson DesignExample:

• Standards, Standards, Standards

• “Performance” as evidence

• Tool for evaluation• Student personalization• Checkpoints

Non-Example:• Go to the next text chapter• Teacher idea and then map

to standards• Cute• The kids will like it!

• Standards as a to-do list, to be checked off

Comprehension

Fluency

Vocabulary

Syntax

Language Standard in Context

What we know:

• Students must have more than surface-level exposure to words. (Most weekly word lists are surface-level.)

• We must plan for direct and incidental vocabulary instruction. (Are we purposeful with all of our time?)

Text Sets

• Open “Wonders of Nature 2-3” from Day 1 folder.

• With partner, use text evidence to determine what a text set is and how it might be used.

• http://www.youtube.com/watch?v=k7yQk6a501s

Informational vs. Literary TextInformational Text Literary Text

Biographies and autobiographies Stories – folktales, legends, fables, fantasy, realistic fiction and myth

History/social studies books Dramas

Science and the arts Poetry – nursery rhymes, limericks, etc.

Technical texts (directions, forms)

Digital sources on a range of topics

Commoncore.org - English Language Arts standards page 31 of pg 66.

Text Complexity

14Source:

Overview of Text ComplexityText complexity is defined by:

2. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

1. Quantitative measures – readability and other scores of text complexity often best measured by computer software.

3. Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

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Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion

Step 1: Quantitative Measures

Quantitative Data

Grade Level: Lexile Range:

K-1 N/A

2-3 420-820

4-5 740-1010

6-8 925-1185

9-10 1050-1335

11-CCR 1185-1385

See Appendix A in Day 1, Session 2 folder.

http://www.lexile.com/

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Step 2: Qualitative Measures

Measures such as:• Layers of meaning• Levels of purpose• Structure• Organization• Language conventionality• Language clarity• Prior knowledge demands• Cultural demands• Vocabulary

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Close Reading Steps

1. Students read story to self 2. Teacher reads story aloud3. Teacher asks text dependent questions• Students defend their answers by finding

evidence to support their answers from the text (tell page number and restate where it was found)

4. End with a text dependent writing prompt.

What was my target?

Identify 2nd grade Standards

to which we have been teaching.