th th 7 -8 Grade Secondary Pre-Service Elk Grove Unified School District English-Language Arts LaRae Blomquist Jennifer Lawson Historical Reference Trainings Preparing for The CCSS: • Pre Service 2012 • January 2013 Release day GRR is not always linear! Pre Service 2012 ELA CCSS Release Days Winter 2013 • Speaking and Listening Standards as foundational for all instruction • Reading literature and creating text dependent questions • Reading informational text and defining close reading using Saying-Doing graphic organizer • Connecting reading to writing…with a research layer • Brief overview of the shifts in assessment (Smarter Balanced) Implications for Diverse Learners Students with Disabilities English Language Learners Underperforming Groups Pro-social Interactions and practice Academic Language practice Synthesizing Information Communicating in a variety of contexts Implement close reading instruction with various text mediums Infuse structured student interaction into instruction of close reading Connect reading instruction, speaking and listening, and writing New Evaluation Form Your Role Today • Active participant (as a “student” ) • Critical consumer of resources Structure of the Day • We will participate as students • We will debrief as teachers o CCSS lens o GRR lens • Consider diverse learners • We will continue examining materials in “chunks” CPL Accompanying Resources Your gift with purchase! • Odell teacher instructional materials • Student texts • CPL created prompts and graphic organizers • Editable resources for optional use But Wait! There’s More! Order by August 28th and each student will receive his/her OWN copy of Odell texts! Odell Units • Aligned to CCSS and teaches close reading • Developed by New York Regents as free curriculum • More curriculum is in development Text Overview CONTENTS: •Text titles •Authors •Citation info •Lexile level •Odell writing task •Extended reading Unit Overview Each part of the unit is intended to explicitly and gradually teach how to approach, question, and analyze text. In Reviewing Odell… we found… we did not find… • An excellent variety • Detailed strategies of grade-appropriate for instruction (e.g., informational text. SSI, annotation). • A good model of a • Opportunities for close reading unit. more substantial writing tasks. • An expanded definition of “text”. • Graphic organizer support for all close • Opportunities for reading tasks. collaborative work “Close Reading” What is it? • Reading for the gist/central idea • Re-Reading • Re-Reading • Re-Reading What does the text reveal to us? Purpose for Close Reading Deep understanding – getting to the heart of the text – Content meaning – Organization/structure – Author’s purpose – Integration of ideas – Informed personal decisions Implications for Diverse Learners Students with Disabilities English Language Learners Underperforming Groups The lessons are targeted and specific: – vocabulary, syntax, and language – deepening understanding of the content – critical thinking skills for comprehending texts Where to Begin? Classroom Lesson One: What is close reading? Close reading is… 1. Approaching texts These are steps we take with 2. Questioning texts each text. 3. Analyzing Details And throughout the process… Communicating what you learned • • • • Through written marginalia Through partner and classroom discussions Through graphic organizers In formal written responses (on demand and process) Assessing Student Progress: Writing – Approaching texts (meta-cognitive prompts) – Questioning texts (student generated questions) – Analyzing Details (using a graphic organizer and/or paragraph writing) – Communicating what you learned • • • • Look at student marginalia Class discussions, Socratic Seminars Collect and assess graphic organizers CCSS writing rubric for standards 1, 2, and 3 Menu of Prompts • The prompts provide direction for your lesson design (a compass!) Read through these prompts to orient yourself. Approaching Texts Reading Purpose - Reading for the gist Photo 1: – What is the text mainly about? – What stands out to me as I examine the text? Read for the Gist Approaching Texts Reading Purpose: reading for the gist Pair-Share Photo 1 Partner A: What is the text mainly about? Partner B: What stands out to me as I examine the text? Questioning Texts What is this photo communicating about immigration? Table Share Protocol • Your group is your grade level team • Each of you gets a number (1,2,3,4…) • We will call on your grade level team with our popsicle sticks. • A different number will respond each time your school is called. Questioning Texts Third Read: Analyzing Photo 1 Analyzing based on text evidence. NOTE: Opposing conclusions may be supported! Third Read: Examining Photo 1 I Do/We Do Repeat! Photo 2 Analyzing a Text Check for Understanding Writing Task What is the message conveyed in this photo? Photo 1– You do it together Photo 2 – You do it alone Teacher Debrief How were these common core standards reflected in the activity this morning? Where was GRR evident? Table Talk Purposeful How Many Reading Reads? 1. First read: explicit understanding 2. Next reads: inferential understanding for deeper learning Odell’s Guiding Questions for Good Readers Approaching Questioning Analyzing Communicating Throughout Annotation Guidelines What it is • Putting pencil to paper/active reading • Making meaning of text • Purpose-driven • Individual What it isn’t • Highlighting for highlighting’s sake • An obstacle • Random • Conformist SSI Jigsaw Read Split Table Groups Texts Text 6: Text 6 Text 7 H.G. Wells The Future in America Text 7: Mary Antin The Promised Land Approaching Texts Reading Purpose - Reading for the gist with annotation (RI 1) – What is the text mainly about? – What stands out to me as I examine the text? First Read: Approaching Text 6 & 7 Some Quick Ways to Check for Student Understanding • Whip Around (with a select group) • Pair-Share • Whiteboards • Ticket in/out the door • Numbered Heads Together • Jigsaw Gist Summary(by paragraph) • Pieces of a Pie Between a First and Second read… Communicating Throughout Questioning Texts Reading Purpose: Annotate considering the following questions (RI 4) Texts 6 (Wells) & 7 (Antin) Second Read: Questioning Texts 6 & 7 • What words or phrases stand out to me as I read? • What words or phrases are powerful to me or unique? • What do the author’s words cause me to see or feel? Analyzing Texts Reading Purpose: Analyze text to examine how the author uses language to convey meaning (RI 1,4; L5). Third Read: Analyzing Texts 6 & 7 Model Continue to analyze the text by completing one row of this graphic organizer. You may work alone or in partners Synthesizing Texts Reading Purpose: Synthesize texts to examine how the author’s differ in their points of view (R9). Fourth Read: Synthesizing Texts 6 & 7 Let’s share your analysis Debrief Teacher Debrief As a teacher, what challenges with vocabulary do you anticipate for your students? How were these common core standards reflected in the activity this morning? Table Talk break Getting Your Student Consumables: Ordering date: Aug. 28 via 7-12 ELA Steering Rep Take time to review student texts. Notify your site’s Steering rep. if you wish copies. Site rep. will complete order form (hard copy or electronically) and bring/send to LaRae Blomquist on Aug. 28. Any alternative site without Steering rep should designate one person from site to complete order form and submit to LaRae by Aug. 28. Text 3: Deconstructing History: Ellis Island Reading Purpose – Reading for the gist with annotation (RI 1) Text 3: Deconstructing History: Ellis Island Viewing Options: 1. Just watch with guiding questions in mind 2. Take notes (words and phrases or ideas that stand out) Remind students that they WILL view it again. Questioning Texts Reading Purpose: Analyze film to examine how the author uses images with language to convey meaning (RI 1,7). Guiding Question: How does the use of the graphics, colors, images, etc. along with the written word deepen your understanding of the overall meaning? Analyzing Texts Reading Purpose: Analyze film to examine how the author uses images with language to convey meaning (RI 1,7). Think-Pair-Share: What purpose does selecting the pictures, statistics, music, etc. serve to impact the reader’s understanding of immigration? Teacher Debrief What strategies would you use for this type of medium in your classroom? Table Talk Approaching Texts Students can use metacognitive reflections to communicate to their teacher (and to themselves) how they approached a text. • What strategies did they use? • What questions did they ask? • To what extent did they apply effective effort? Teacher Debrief In what way is this prompt different from or similar to prompts we have used in the past? Student Lesson Jacob Riis: Description of Immigrants … First Read: RI 1 gist (consider providing chunks) Second Read: RI 2 annotate and summarize the chunks Third Read: RI 4 graphic organizer with analysis of text Chunking the Text We chunk texts to… Teacher prep required… • make the information more accessible for students • Selection of standard(s) to address based on text • ease students anxiety • Close reading of text to about challenging texts determine best place to chunk (remember your • allow for students to diverse learners) make meaning of partto-whole. Chunking Strategies • Natural breaks in texts (like paragraphs and subtitles) • Rhetorical choices • Shifts in tone • Saying-Doing Chart • Say-Do-Mean Chunking the Text Text 2: Riis Purpose: Read for the gist (RI 1) First Read In anticipating your students needs, where would you chunk the text? why? Second Read Consider your diverse learners Third Read: Analyzing Text What details about the “newcomers” are revealed throughout the reading? How does word choice impact the overall meaning? RI 4 Teacher Debrief Put on your diverse learner ‘hat.’ How would the chunks you selected support diverse learners? The BIG Picture Menu of Prompts • The prompts provide direction for your lesson design (a compass!) Read through these prompts to orient yourself What strategies did we use to help students closely read? • • • • • • • Annotation Graphic organizer Collaborative work Checks for Understanding Sentence frames Writing tasks/Assessments Chunked texts • • • • Student consumables Midyear training coming up Odell website EGUSD Blog Resources for You Closure – This hasn’t been our experience as past learner Based on what you learned today, how will you incorporate these materials in your instruction? Table Talk C/PL Evaluation Please take some time to respond to the evaluation and survey provided. Getting Your Student Consumables: Ordering date: Aug. 28 via 7-12 ELA Steering Rep Take time to review student texts. Notify your site’s Steering rep. if you wish copies. Site rep. will complete order form (hard copy or electronically) and bring/send to LaRae Blomquist on Aug. 28. Any alternative site without Steering rep should designate one person from site to complete order form and submit to LaRae by Aug. 28.