Middle School PowerPoint - EGUSD Blogging Central

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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Historical Reference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.
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