Literacy in the Service of
Science
Day 2: Equity and Close Reading
Mary Kirby, ESD 123
Migrant Education Literacy Specialist
Georgia Boatman, ESD 123
Regional Science Coordinator
Welcome Back!
• Synectics!
Working with migrant students is like________
because….
– Share your response with your table group.
– Each table group will share one with the entire
group.
Goals
• Deepen understanding of the Common Core
Standards for English Language Arts
• Identify the connections between CCSS-ELA
and Next Generation Science Standards
• Develop awareness of academic language
• Deepen knowledge of Migrant Students
• Develop strategies deepening science
content understanding through CCSS-ELA
– Following procedures
– Reading science content for understanding
– Academic vocabulary
True or False
Migrant Education is a Federal program.
• 1965 Passage of Elementary and Secondary
Education Act (Title 1, Part A).
• 1966 act to include Title 1, Part C, to include
Migrant Education Program to address
special needs of mobile farm worker children.
• 2001 No Child Left Behind Act updated
Migrant Education laws.
True or False
A student qualifies as migrant if the family
newly moved to the state of Washington for
the purpose of agricultural or fishing work 40
months ago.
• The defining characteristic of a migrant worker
is mobility
-Move across district boundaries within or outside of the
state within the last 36 months
-Seek temporary or seasonal work in agriculture or
fishing industries
Multiple Choice
Migrant students whose education has been
interrupted during the regular school year
and who are failing, or most at risk of failing,
to meet the State’s academic content and
achievement standards are classified as:
A.
B.
C.
D.
English Language Learners
Tier 3 Student
504 Student
Priority for Service Student
Multiple Choice
• What was the average total family income
for migrant farmworkers in 2013?
A. $22,000 to $23,850
B. $17,500 to $19,999
C. $15,000 to $16,500
D. $24,000 to $25,499
True or False
The state Migrant Program funds school age
students from age 5 to 19.
• Federal funds are allocated by a formula
based on each state’s per pupil
expenditure for education and counts of
eligible migratory children, age 3 through
21, residing within the state.
Multiple Choice
• List the four largest migrant districts in the
state of WA in order from highest number
to lowest.
A.
B.
C.
D.
Pasco, Yakima, Wenatchee, Kennewick
Yakima, Pasco, Kennewick, Wenatchee
Pasco, Kennewick, Yakima, Wenatchee
Yakima, Kennewick, Wenatchee, Pasco
2013-2014 School Year
Yakima
Kennewick
Wenatchee
Pasco
5109
3370
2462
2154
Multiple Choice
• In 2010-2011 what percent of migrant
students within WA K-12 system were
classified as Limited English Proficient?
A. 51%
In WA state, 9% of our
student population is LEP.
B. 57%
C. 64%
75% of all K-5th grade ELLs
D. 70%
were born in the US.
True or False
WA has the fifth highest number of migrant
students.
California, Texas, Florida, Washington, Oregon
• May 2014, WA reported 21,433 migrant students
“Migrant” Does NOT Mean:
• Immigrant (legal or undocumented)
• He/she can’t speak English
• Hispanic (or any other race or ethnicity)
• Migrant forever: Eligibility lasts for 3 years
unless there is another qualifying move
Areas of Concern
• What do you predict are the areas of
concern related to migrant students?
• Try to come up with at least 5 in your table groups
Do you see the areas you
brainstormed in the video?
Seven Nationally Recognized Areas of
Concern for Migrant Students
School
Engagement
Educational
Support in the
Home
Migrant Lifestyle
Educational
Continuity
Richness
and
Opportunity:
Bicultural
Dual Language
Global Competency
English
Language
Development
Health
Instructional
Time
Access to
Services
Seven Nationally Recognized Areas of
Concern for Migrant Students
How do you see the Seven Areas of
Concern affecting…
your students?
your school?
your community?
Go to the paper for your letter…
•
•
•
•
•
•
•
A – Educational Continuity
B – Time for Instruction
C – School Engagement
D – English Language Development
E –Education Support in the Home
F –Health
G – Access to Services
7 Non-dominant subgroups
• Four accountability groups from NCLB
–
–
–
–
Economically disadvantaged
Major racial and ethnic groups
Students with disabilities
Limited English language proficiency
• Additional student diversity subgroups in
NGSS
– Gender: Girls
– Alternative education students
– Gifted and Talented
All Standards’ All Students
• Read Next Generation
Science Standards
Appendix D pages 3-12
• Work with your
partner to research your
subgroup
• Note strategies for your
subgroup on post-its (one
per post-it)
All Standards’ All Students
A – Economically disadvantaged
B – Major racial and ethnic groups
C – Students with disabilities
D – Limited English language proficiency
E – Gender: girls
Girls
F – Alternative education students
G – Gifted and talented
Migrant
Silent Gallery Walk Reflection
Close Reading
• Read closely to determine what the text
says explicitly and to make logical
inferences from it: Cite Specific textual
evidence when writing or speaking to
support conclusions drawn from the text.
» CCR Anchor Standard #1
Characteristics
Operational Definition
What Is
Close
Reading
Examples
Close
Reading
Non-Examples
Your Turn
• Read the chapter What is Close Reading? Answer
the following questions:
– On page 36 the authors state that “we should not imply that we ignore
the reader’s experience and attend closely to text and nothing else”,
explain their reasons for this statement using examples from the text.
– How does your experience with Close Reading compare with the authors
description? Don’t forget to cite examples from the text to support your
answer.
• Use sticky notes to capture key ideas and
evidence that help you answer the questions
Reading Strategies
• These strategies do…
– Engage students in close analysis of content area texts
– Support comprehension and critical thinking skills
through active reading
• These strategies do NOT…
– Take away from content instructional time
– Require teachers to focus solely on reading instruction
Close Reading Strategy
• Three-Two-One
– 3 key ideas in the text
– 2 things that connect to my experiment and
how
– 1 thing I need more information about
Sticky Notes in Margins
• Record Key
ideas/evidence in
each paragraph or on
each page
• Use to speak
about/summarize the
text before writing
• Organize to create a
flow for writing
Box T Chart
• Compare/contras two
pieces of text
• Compare/contrast two
sources of information:
experiment and text
• Compare two
competing arguments
with evidence
Text Dependent Questions
• As a strategy to focus student reading
• As a reason to take notes in text
Reading Strategies
• These and many other reading strategies are
merely written accounts of the things strong
readers do in their heads.
• Thinking aloud, reading with students, giving
students time and different ways to process,
and modeling the behaviors of a critical reader
is most powerful.
Text Dependent Questions Drive
Close Reading
• Less time spent front-loading texts means
more time in the text itself
• Close reading requires a purpose for
students, especially for reluctant readers
• Well-crafted questions foster investigation
and further inquiry in students
• It is easier to talk about personal
experiences than analyze the text
Text-Dependent Questions...
•
•
Can only be answered with evidence from the text.
•
Focus on word, sentence, and paragraph, as well
as larger ideas, themes, or events.
•
Focus on difficult portions of text in order to
enhance reading proficiency.
•
Can also include prompts for writing and discussion
questions.
Can be literal (checking for understanding) but must
also involve analysis, synthesis, evaluation.
Text-Dependent Questions are
not…
 Low-level, literal, or recall questions
 Focused on comprehension strategies
 Just questions…
Creating Text Dependent Questions
• Read your “student text” noting key
vocabulary, elements of structure and
language, and meaning in the text.
• Using your guide and examples, try to
write some text dependent questions of
your own.
• Try for one of each category!
Why Questions?
Questions are the Swiss army knife of an active,
disciplined mind trying to understand texts or
concepts and communicate that understanding
to others.
Some questions, like the biggest blade, do most
of the work; other questions, similar to the
corkscrew or leather punch, are more specialized,
used only on rare occasions but essential when
needed.
It would be nice if we could just give each student
such a set of cognitive tools and send them into
the world; the truth, however, is that they need
not only the questions themselves but the
knowledge of which ones to ask and how and
when to ask them.
~Jim Burke
Be Prepared to Summarize your
article and share your TDQ
Homework
• Administer the Argument from Evidence preassessment item to your students PRIOR to
any additional instruction on engineering
design.
• Bring your student pre-assessments to the
next session for scoring
• Bring a student roster for recording student
scores
• Engage students in strategies for academic
vocabulary and close reading
• Note successes and challenges and be
prepared to debrief the experience at Session
2.
Wrap-Up