ELA SHIFT- 2
READING
&WRITING
GROUNDED IN THE
TEXT
FA C I L I TAT E D B Y:
S H A N I TA A N D E R S O N , D P I E L A I N S T R U C T I O N A L C O A C H
H E AT H E R C A M E R O N , P S R C C U R R I C U L U M S P E C I A L I S T
M A R C H 2 0 TH, 2 0 1 4
ELA TNT EXPLOSION
Adapted from presentations available at achievethecore.org and fisherandfrey.com
Talk to the HAND!
My Goal
during today’s
presentation
is to model for
you effective
use of the
5 domains of
literacy.
The CCSS Requires Three
Shifts in ELA/Literacy
O
Building knowledge through content-rich
nonfiction
O Reading, writing and speaking grounded
in evidence from text, both literary and
informational
O
Regular practice with complex text and its academic
language
Green Flags/ Red Flags
O Students explore how specific words, details, and the
O
O
O
O
structure and organization of text impact the meaning of
the text as a whole.
Students do not have to make connections within the
text in order to answer questions.
Writing is not routine and continuous.
Frequent, short, constructed-response to text-dependent
questions.
All analytic writing requires the use of evidence as
students paraphrase, infer and integrate ideas from
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text.
Green Flags/ Red Flags
O Students explore how specific words, details,
O
O
O
O
and the structure and organization of text
impact the meaning of the text as a whole.
Students do not have to make connections
within the text in order to answer questions.
Writing is not routine and continuous.
Frequent, short, constructed-response to
text-dependent questions.
All analytic writing requires the use of
evidence as students paraphrase, infer and
integrate ideas from text.
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What’s In and What’s Out
IN
OUT
1. Daily encounters w/complex texts
1. Leveled texts (only)
2. Texts worthy of close attention
2. Reading “any old text”
3. Balance of literary and Info texts
3. Solely literature
4. Coherent sequences of texts
4. Collection of unrelated texts
5. Mostly text-dependent questions
5. Mostly text-to-self questions
6. Mainly evidence-based analyses
6. Mainly writing without sources
7. Accent on academic vocabulary
7. Accent on literary terminology
8. Emphasis on reading & re-reading
8. Emphasis on pre-reading
9. Reading strategies (as means)
9. Reading strategies (as end goal)
10. Reading foundations (central and
integrated)
10. Reading foundations (peripheral and
detached)
“Read like a detective,
write like a reporter.”
Time – In and Out of the Text
• More instructional time spent outside the text means
less time inside the text.
• Departing from the text in classroom discussion
privileges only those who already have experience
with the topic.
• It is easier to talk about our experiences than to
analyze the text—especially for students reluctant to
engage with reading.
• The CCSS are College and Career Readiness
Standards.
But…
what does this look like
in my classroom?
•
Reading, writing, and speaking
grounded in evidence from text,
both literary and informational
Vocabulary and Text Structure
O Bridges literal and inferential
O
O
O
O
O
meanings
Denotation
Connotation
Shades of meaning
Figurative language
How organization contributes to
meaning
Strategy #1 –
10 Important words Plus + with a
Word Splash Twist

Read the text “Leave Your Name at the Border”

Identify 10 most important words

Put one word per sticky note (Answer Garden –
Digital Connection)
Strategy #1 –
10 Important words Plus + with a
Word Splash Twist
Strategy #1 –10 Important
words Plus + with a Word
Splash Twist
Using the words from the word
splash write an objective summary
of the article
“Leave your Name at the Border.”
on the notecard provided
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“Every book
has a skeleton
hidden
between its
covers. Your
job as an
analytic reader
is to find it.”
Adler and Van Doren, 1940/1972
Strategy #2
Elaborative Inference Stems for Think Like a PI
A. Stems That Refer to the Author’s Assumptions or Beliefs
1. I infer that the author believes …
2. I infer that the author would support …
3. I would infer that the author would oppose …
4. I infer that the author feels strongly about …
B. Stems That Refer to the Author’s Purpose(s) in Writing
5. I infer that the author wants readers to believe …
6. I infer that the author wants readers to support the idea that…
7. I infer that the author wants readers to take some action …
C. Stems That Refer to the Author’s Assumption About the World
8. I infer that the author has an optimistic and positive worldview.
9. I infer that the author has a fairly pessimistic worldview.
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Opinions, Arguments, and
Intertextual Connections
O
O
O
O
O
O
Author’s opinion and reasoning (K-5)
Claims
Evidence
Counterclaims
Ethos, Pathos, Logos
Rhetoric
Links to other texts throughout the
grades
Strategy #3
Reading for Meaning
Evidence – Claim – Evidence
Evidence
Support
CLAIM
Evidence
Against
It isn’t just your
name you leave as
you immerse into
being an American,
it’s your identity.
Judgment Statement: It isn’t just your name you leave as you
immerse into being an American, it’s your identity. “
is/is not supported by the text. In the text, the author states “xxx,”
as a result ….
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Inferences
argument in persuasive
text, each idea in informational text,
each key detail in literary text, and observe
how these build to a whole.
Probe each
Strategy #3
Comparative Reasoning
O “Leave Your Name at the Border” & Romeo
and Juliet
O Question Slips – Text Dependent Questions
used CCSS Bookmarks to develop question
stems.
O Link:
http://www.tcoe.org/ers/ccss/ela/resource
s.shtm
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Strategy # 4
4-2-1 Free Write
O Read:
“Leave Your Name at the Border” or
Romeo & Juliet
O Complete: 4-2-1 Free Write
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Reading Strategies &
Text-Dependent Questions
• Text-dependent questions generally call on
students to employ reading strategies.
• Strategies are no longer taught in isolation.
• The text and readers’ need to comprehend
it should determine what strategies are
activated - not the other way around.
Final Thoughts
•There is no one right way to have students work with
text dependent questions.
•Providing for the differing needs of students means
providing and scaffolding supports differentially - not
asking easier questions or substituting simpler text.
•Listening and speaking should be built into any
sequence of activities along with reading and writing:
O “Re-read it, think it, talk it, write it”
•The CCSS require ALL students to read and engage
with grade appropriate complex text regularly. This
requires new ways of working in our classrooms.
Green Flags/ Red Flags
Reflection –
Respond to the two
open ended
questions.
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Want more???
Sign up for the district ELA List
serve as well as NC DPI List Serve.
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