Common Core State Standards
Session 5
3-5 English Language Arts
Day 2 – PM Session
1:45-4:15
OUTCOMES
Participants will increase their knowledge of:
• how to support and challenge student comprehension of
complex text.
• how to effectively integrate reading, writing, listening, and
speaking.
• how to actively engage students in reading and writing
tasks.
2
Demonstration Lesson
3
Comprehension Instructional Sequence Timeline
Topic
Question
and
Strategic
Use of
Afferent
Discussion
Grasp the
students’
interest
Vocabulary
Instruction:
•Morphemic
analysis
•Contextual
analysis
•Both
Text-Marking
during
Reading #1:
use a coding
system that
engages
students in
critical thinking
Follow-up TextBased
Discussion
(Efferent
discussion)
Directed NoteTaking during
Reading #2:
students
identify relevant
& significant
text information
Follow-up
Text-Based
Discussion
(Efferent)
STEP ONE
Predictive Writing
Before reading the article, or
having text based discussion
with their classmates, the
students write briefly; this writing
reveals the level of prior
knowledge students regarding
the topic. When they share their
writing with each other,
background knowledge for the
topic will be developed.
Model
Question
Generation
– one of the
most potent
strategies
Student
Question
Generation
during
Reading #3
All students
generate
relevant
questions on
post-it notes to
place on poster
STEP TWO
Written Response to
Reading
Final Written
Response to
the Reading of
the Text
Students
compare their
final written
response to their
previous written
responses to see
their growth in
thinking across
time.
STEP THREE
Whole Group Categorizing
of Questions
Engage in Collaborative Inquiry to:
•search/locate answers to multiple significant
questions generated by students
•evaluate source/text information:
identify bias
determine credibility & validity
corroboration across sources
•post answers on Question/Answer Concept Board –
ongoing process over time
Ongoing
Students use what they
have learned from their
first and second textreading, text-based
discussions, & note-taking
to write a response to the
question:
•Students use text
information to justify
claims/positions in their
response
Text-Based
Discussion on
Essential
Question
(Efferent
Discussion)
Collaborative
Inquiry
Ongoing
Question & Answer
Concept Board
4
Comprehension Instructional Sequence Timeline
Topic
Question
and
Strategic
Use of
Afferent
Discussion
Grasp the
students’
interest
Vocabulary
Instruction:
•Morphemic
analysis
•Contextual
analysis
•Both
Text-Marking
during
Reading #1:
use a coding
system that
engages
students in
critical thinking
Follow-up TextBased
Discussion
(Efferent
discussion)
Directed NoteTaking during
Reading #2:
students
identify relevant
& significant
text information
Follow-up
Text-Based
Discussion
(Efferent)
STEP ONE
Predictive Writing
Before reading the article, or
having text based discussion
with their classmates, the
students write briefly; this writing
reveals the level of prior
knowledge students regarding
the topic. When they share their
writing with each other,
background knowledge for the
topic will be developed.
Model
Question
Generation
– one of the
most potent
strategies
Student
Question
Generation
during
Reading #3
All students
generate
relevant
questions on
post-it notes to
place on poster
STEP TWO
Written Response to
Reading
Final Written
Response to
the Reading of
the Text
Students
compare their
final written
response to their
previous written
responses to see
their growth in
thinking across
time.
STEP THREE
Whole Group Categorizing
of Questions
Engage in Collaborative Inquiry to:
•search/locate answers to multiple significant
questions generated by students
•evaluate source/text information:
identify bias
determine credibility & validity
corroboration across sources
•post answers on Question/Answer Concept Board –
ongoing process over time
Ongoing
Students use what they
have learned from their
first and second textreading, text-based
discussions, & note-taking
to write a response to the
question:
•Students use text
information to justify
claims/positions in their
response
Text-Based
Discussion on
Essential
Question
(Efferent
Discussion)
Collaborative
Inquiry
Ongoing
Question & Answer
Concept Board
5
Topic Question
Sacrifice What is the progress of Mankind worth:
• Much sacrifice?
• Some sacrifice?
• Little or no sacrifice?
6
Predictive Writing
On your handout, record your answer
to this question:
To what extent is Man’s progress
worth personal sacrifice?
7
Prometheus
8
Vocabulary
Place words on interactive
vocabulary word wall.
Words introduced in the text:
– fortify/fortified
– plummet
– revolt
– immortal
– competitor
– afflict
– gaunt
– liberate
fort = strong
plumb = vertical line to measure
re = against
vol = to turn
im = not
mort = death
com = with/together
or = one who
af = toward
flict= to beat/knock
liber = free
9
Text Marking
Codes to mark the text:
N – Need
S – Sacrifice
P – Progress for Mankind
Directions:
• Teacher models use of the codes to mark the text.
• Students read and mark their text.
10
Text Marking
NEXT: Partner Discussion
Compare and discuss differences in your text-marking:
How did you code/mark your text differently than your
partner?
11
Directed Note-taking
Directed Note Taking: Prometheus
Guiding Question:
Who had the greatest impact, and what was that character’s motive?
Paragraph #
NOTES
Insert a relevant word under appropriate category .
Action
Page 3,
paragraph 17
Character Quality
Motive
Determination
To help man
EXAMPLE:
Prometheus said, “Mankind shall have fire.”
12
Directed Note-taking
NEXT: Prioritize your notes
• Place a star next to your most significant note
THEN: Partner Discussion
• Compare and discuss differences in your notes:
 How do your notes differ from those of your partner?
 Do you think your partner’s most significant note has
been identified correctly?
13
Writing in Response to Reading
Answer the following questions on your
handout:
Which characters made a personal sacrifice,
and what did they sacrifice?
Which sacrifices brought progress to
Mankind?
14
Comprehension Instructional Sequence Timeline
Topic
Question
and
Strategic
Use of
Afferent
Discussion
Grasp the
students’
interest
Vocabulary
Instruction:
•Morphemic
analysis
•Contextual
analysis
•Both
Text-Marking
during
Reading #1:
use a coding
system that
engages
students in
critical thinking
Follow-up TextBased
Discussion
(Efferent
discussion)
Directed NoteTaking during
Reading #2:
students
identify relevant
& significant
text information
Follow-up
Text-Based
Discussion
(Efferent)
STEP ONE
Predictive Writing
Before reading the article, or
having text based discussion
with their classmates, the
students write briefly; this writing
reveals the level of prior
knowledge students regarding
the topic. When they share their
writing with each other,
background knowledge for the
topic will be developed.
Model
Question
Generation
– one of the
most potent
strategies
Student
Question
Generation
during
Reading #3
All students
generate
relevant
questions on
post-it notes to
place on poster
STEP TWO
Written Response to
Reading
Final Written
Response to
the Reading of
the Text
Students
compare their
final written
response to their
previous written
responses to see
their growth in
thinking across
time.
STEP THREE
Whole Group Categorizing
of Questions
Engage in Collaborative Inquiry to:
•search/locate answers to multiple significant
questions generated by students
•evaluate source/text information:
identify bias
determine credibility & validity
corroboration across sources
•post answers on Question/Answer Concept Board –
ongoing process over time
Ongoing
Students use what they
have learned from their
first and second textreading, text-based
discussions, & note-taking
to write a response to the
question:
•Students use text
information to justify
claims/positions in their
response
Text-Based
Discussion on
Essential
Question
(Efferent
Discussion)
Collaborative
Inquiry
Ongoing
Question & Answer
Concept Board
15
Question Generation
Generate questions yet unanswered from your
previous reading and rereading of the text:
What questions are you still wondering about?
Paragraph #
Question Generation: Prometheus
Check the relevant category.
QUESTIONS
Action
P 2, par 12
Character Quality
Motive
EXAMPLE: What are zephyrs?
Record your questions on the Question Generation handout.
16
Question Generation
NEXT: Prioritize your questions
• Place a star next to your most significant question that is most
relevant to the topic of the text.
THEN: Small Group Discussion
• Compare and discuss differences in your questions:
 How do your questions differ?
 Do you think your group members have accurately
identified their most significant and relevant question?
17
Comprehension Instructional Sequence Timeline
Topic
Question
and
Strategic
Use of
Afferent
Discussion
Grasp the
students’
interest
Vocabulary
Instruction:
•Morphemic
analysis
•Contextual
analysis
•Both
Text-Marking
during
Reading #1:
use a coding
system that
engages
students in
critical thinking
Follow-up TextBased
Discussion
(Efferent
discussion)
Directed NoteTaking during
Reading #2:
students
identify relevant
& significant
text information
Follow-up
Text-Based
Discussion
(Efferent)
STEP ONE
Predictive Writing
Before reading the article, or
having text based discussion
with their classmates, the
students write briefly; this writing
reveals the level of prior
knowledge students regarding
the topic. When they share their
writing with each other,
background knowledge for the
topic will be developed.
Model
Question
Generation
– one of the
most potent
strategies
Student
Question
Generation
during
Reading #3
All students
generate
relevant
questions on
post-it notes to
place on poster
STEP TWO
Written Response to
Reading
Final Written
Response to
the Reading of
the Text
Students
compare their
final written
response to their
previous written
responses to see
their growth in
thinking across
time.
STEP THREE
Whole Group Categorizing
of Questions
Engage in Collaborative Inquiry to:
•search/locate answers to multiple significant
questions generated by students
•evaluate source/text information:
identify bias
determine credibility & validity
corroboration across sources
•post answers on Question/Answer Concept Board –
ongoing process over time
Ongoing
Students use what they
have learned from their
first and second textreading, text-based
discussions, & note-taking
to write a response to the
question:
•Students use text
information to justify
claims/positions in their
response
Text-Based
Discussion on
Essential
Question
(Efferent
Discussion)
Collaborative
Inquiry
Ongoing
Question & Answer
Concept Board
18
Question Generation
NEXT: Classify and post your questions
Place the most significant and relevant questions in the
appropriate column on the Class Question Generation Poster.
CLASS QUESTION GENERATION POSTER
Prometheus
Action/Event
Character Quality
Motive
Other
19
Question Generation
REORGANIZE QUESTIONS: Sort questions by resources
needed
 Which questions will require additional resources to
locate their answers?
CLASS QUESTION GENERATION POSTER
Prometheus
Additional
Resources
Class
Text
Action/Event
Character Quality
Motive
Other
What other qualities does Zeus
display in other Greek myths?
What role did zephyrs
play in Greek mythology?
20
From Question Generation to Research
OVER TIME: Refer to Question Generation Poster
to engage in collaborative inquiry
 CLASS TEXT: Which sections of text contain answers to
posted questions?
 ADDITIONAL RESOURCES:
 Do the resources we have located answer the
questions partially or fully?
 Is a diverse collection of media resources needed to
locate information sufficient for developing answers
that are more complete?
21
Comprehension Instructional Sequence Timeline
Topic
Question
and
Strategic
Use of
Afferent
Discussion
Grasp the
students’
interest
Vocabulary
Instruction:
•Morphemic
analysis
•Contextual
analysis
•Both
Text-Marking
during
Reading #1:
use a coding
system that
engages
students in
critical thinking
Follow-up TextBased
Discussion
(Efferent
discussion)
Directed NoteTaking during
Reading #2:
students
identify relevant
& significant
text information
Follow-up
Text-Based
Discussion
(Efferent)
STEP ONE
Predictive Writing
Before reading the article, or
having text based discussion
with their classmates, the
students write briefly; this writing
reveals the level of prior
knowledge students regarding
the topic. When they share their
writing with each other,
background knowledge for the
topic will be developed.
Model
Question
Generation
– one of the
most potent
strategies
Student
Question
Generation
during
Reading #3
All students
generate
relevant
questions on
post-it notes to
place on poster
STEP TWO
Written Response to
Reading
Final Written
Response to
the Reading of
the Text
Students
compare their
final written
response to their
previous written
responses to see
their growth in
thinking across
time.
STEP THREE
Whole Group Categorizing
of Questions
Engage in Collaborative Inquiry to:
•search/locate answers to multiple significant
questions generated by students
•evaluate source/text information:
identify bias
determine credibility & validity
corroboration across sources
•post answers on Question/Answer Concept Board –
ongoing process over time
Ongoing
Students use what they
have learned from their
first and second textreading, text-based
discussions, & note-taking
to write a response to the
question:
•Students use text
information to justify
claims/positions in their
response
Text-Based
Discussion on
Essential
Question
(Efferent
Discussion)
Collaborative
Inquiry
Ongoing
Question & Answer
Concept Board
22
Extended Text Discussion
Think about the following questions:
Which characters made a personal sacrifice, and what
did they sacrifice?
Which personal sacrifices brought progress to Mankind?
Was this progress to Mankind worth these personal
sacrifices, and why was it worth it?
Share your response with a partner, using evidence
from text to support your answer.
23
Final Writing in Response to Reading
According to the text, what progress for
Mankind was worth personal sacrifice,
and why?
Use evidence from text to support your
answer.
24