Transcript CoreContentCoaching-Grade64th6weeks

Core Content Coaching
ELA Grade 6
4th 6 Weeks
Information, Argument,
and Persuasion
Middle School
Austin Independent School
District
What you may need:
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School Calendar/Yearly Itinerary (YI)
Curriculum Road Map (CRM)/Street View
TEKS/ELPS/CCRS
STAAR Released Sample Items
Adopted Text Book
A resource for quality texts
A resource for higher order question stems
Lesson plan template
AISD Gradual Release Model
Planning for Rigor Document
…and most especially, EACH OTHER!
Truly Beginning with the End In
Mind….
Grading Period 4 Desired Results:
Gathering Information to Make a Good Argument
Writing is the most important tool ever created for sharing information,
ideas, and opinions. But just like any tool, some people wield it more
effectively than others. Some authors learn how to organize
information effectively for their audience, choose words carefully to
form a convincing argument, and persuade their readers to change
their opinions, beliefs, or behavior. Students will learn the art of
research and informational and persuasive writing.
Students will develop an intellectual curiosity about issues relevant to
their lives. They will learn how to delve deeply into those topics,
researching information from a variety of sources. They will practice
synthesizing information and presenting it to an audience. And they
will learn tools of persuasion to convince others to change beliefs or
behaviors.
Before we look at the focus
TEKS for this grading period….
Please remember that although the focus has shifted from
story elements, to literary nonfiction, to writing personal
narratives, author’s craft, and now to research and
persuasion there are several things which should be
incorporated EVERY class period in order for students to
internalize these skills, daily practice of: Teacher Modeling
and Student Practice EVERY DAY!
1) Drawing Conclusions
2) Making Inferences
3) Creating Summaries
4) Independent Reading
5) Fluency Practice
*Daily Practice can be as
simples as informal verbal
discussions or exit tickets to
more formal written open
responses to explicit
questioning of these
standards.
Focus Reading TEK for 4th Grading Period
Focus Reading TEKS
st
for1
week:
Focus Writing TEK for 4th Grading
Period:
Teacher Note
about Writing
Focus
In the 3rd grading period, the writing focus was on author’s craft (metaphors, sensory and
figurative language, style, tone, voice). This is an excellent perspective from which to begin
the transition to expository writing and persuasive writing in this 4th grading period. These
elements of author’s craft are an excellent foundation for writing informational and adding
effective persuasive techniques to persuasive writing.
Vertical Alignment of Focus
Reading TEK…
Students understand, make inferences and draw conclusions about how an author's
sensory language creates imagery in literary text and provide evidence from text to support
their understanding.
Students are expected to……
5th Grade
6th Grade
7th Grade
8th Grade
9th Grade/Eng I
5.11C analyze how
the organizational
pattern of a text
(e.g., cause-effect,
compare-andcontrast, sequential
order, logical order,
classification
schemes) influences
the relationships
among the ideas.
Readiness
6.10C explain how
the different
organizational
patterns (e.g.,
preposition-andsupport, problemand-solution)
develop the main
idea and the
author’s viewpoint.
Readiness
7.10C use different
organizational
patterns as guides
for summarizing and
forming and
overview of different
kinds of expository
text.
Readiness
8.10C make subtle
inferences and draw
complex conclusions
about the ideas in
text and their
organization
patterns.
Readiness
E1.9C make subtle
inferences and draw
complex conclusions
about the ideas in
text and their
organization
patterns.
Readiness
Recurring TEKS
In EVERY text,
ALL the time!
Readiness for all grades in Fiction and Expository Supporting for Literary Nonfiction:
Fig 19D make inferences about text and use textual evidence to support understanding
Fig 19E summarize, paraphrase, and synthesize (new starting in 6th) in ways that maintain meaning
and logical order a text and across texts.
th
6
Grade Week 1
6.10 Students analyze, make inferences and draw
conclusions about expository text and provide
evidence from text to support their understanding.
Students are expected to……
(C) explain how different organizational patterns
(e.g., proposition-and-support, problem-andsolution) develop the main idea and the author's
viewpoint
Let’s deconstruct…..
Deconstruct the TEKS
Cognitive Demand
Find the verb(s) stated in the
Knowledge and Skill and the
SE.
Concept
Find the noun of the TEKS
and SE
Analyze
Expository Text
Make Inferences
Organizational Patterns
Draw Conclusions
Proposition-and-Support
Provide Evidence
Problem-and-Solution
Support Understanding
Main Idea
Explain
Author’s Viewpoint
Develop
Context
In what context do the TEKS
and SE require the concept
be taught?
In a Variety of Expository
Texts
Within Research and Critical
Reading of Text
Provide Evidence to Support
Understanding
Distinguishing between Fiction
and Expository
Narrative
Expository
*Events that move through time
*Answers the questions How and Why
*About the speaker
*About the subject
Dialogue
Conflict
Characters
Events
Reflections
Feelings
Imagery
Setting
Details
Compare/contrast
Cause/effect
Definition
Lists
Classifies information
Examples
Explains
Explores
Examines
Experience
Exposes
Expands
Guiding Questions….
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Guiding Questions are: derived from Enduring Understandings and
Essential Questions in CRM, include language of the TEK,
are narrowed to address specific lesson objectives,
and are open ended and conceptual.
For example:
Enduring Understanding: Informational texts
help readers comprehend facts, world issues,
and meaningful ideas, while understanding
persuasive texts and techniques enable reader
to think critically.
Essential Questions: What are the various types
of informational texts, and how can you use
information to solve problems, support
arguments, or deliver instructions? How do
authors organize informational text to achieve
different goals?
6.10C Sample 6th Grade Guiding Questions: Which organizational structure/s did the
author choose in this piece and why? What sentence best summarized the controlling
idea? Justify your choice. How did the author’s choice of organizational pattern help
develop the main idea or support the content? What is the most important thing the
author is trying to convey/explain? What text evidence can you find to support your idea?
Text Selection for Expository
Organizational Structures
In addition to the rich collection of expository texts in the HM
textbook, there are some other very useful and effective
resources for teaching expository text structure:
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Nonfiction and Persuasive Texts (leveled by grade level)
SERP Word Generation-High Interest Nonfiction texts
National Geographic Kids
Time for Kids
Scholastic News
Exploring Cause and Effect Using Expository Texts About Natural
Disasters (Lesson from ReadWriteThink.org)
• Exploring Compare and Contrast Structure in Expository Texts
(Lesson from ReadWriteThink.org)
Building Teacher Background
Knowledge
• Here are some resources which you can use to build
your own knowledge base or perhaps choose to
share with students as you explore expository text
structures.
• PowerPoint on Common Text Structures
• Exploring Cause and Effect Using Expository Texts
About Natural Disasters (Lesson from
ReadWriteThink.org)
• Exploring Compare and Contrast Structure in
Expository Texts (Lesson from ReadWriteThink.org)
Instruction and Assessment
have a reciprocal relationship…
Our goal this grading period is that:
Students will develop an intellectual curiosity about
issues relevant to their lives. They will learn how to
delve deeply into those topics, researching
information from a variety of sources. They will
practice synthesizing information and presenting it
to an audience. And they will learn tools of
persuasion to convince others to change beliefs or
behaviors.
• This is the END we have in mind…..
How are we going to TEACH it and how
are we going to ASSESS it?
Expository Text Structures:
Ideas for Anchor Charts
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Anchor
Charts
created
with
students
confirm
baseline
background
knowledge
for unit of
study
Descriptive Text Structures: Focus on the attributes of something
– Sequence-organize events in a chronological way.
– Listing-Organize actions, events, or specific points with
bullets, commas, or numbers.
– Classification-Organize a subject into categories or explain
the category into which an item falls.
– Compare/Contrast-Organize information by highlighting similarities and differences.
Sequential Text Structures: present a series of events from first to last
– Procedural-organize a process so another may follow and either do or understand the
process.
– Cause and Effect-Trace the results of an event or the reasons an event happened.
Problem/Solution-Organize information by defining a
problem and then suggesting possible solutions.
Graphics-use graphs, charts, diagrams, photos, and icons to aid readers’ understanding. Titles
and captions when necessary
Argument/Persuasion-Make a claim and then provide arguments to support or oppose the
claim.
Descriptive Text Organizers
Web
Matrix
for information about one thing
For comparing and contrasting multiple things
List
Simple series of items
Sequential Text Organizers
Procedural
Similar to list except that elements are linked by time
Cause-Effect: Falling Dominoes
A chain of cause and effect episodes
Cause-Effect:
Branching Tree
When one event
has several
consequences
Problem Solution and
Persuasive Text Organizers
Problem-Solution
Describe a problem and suggest one or more possible solutions.
May also offer possible outcomes to the solved problems.
Solution
Problem
Problem
1.
2.
3.
Solution
1.
2.
3.
Use of cell phones in School
Argument/Persuasion
Make a claim and then
provide arguments to
support or oppose
Outcomes
1.
2.
3.
FOR
AGAINST
Arc 1 Sample lesson Cycle for Studying Text Structures
I do…..
1)Choose a several short articles of each of the types of text structures listed on slide #17
and then choose a corresponding graphic organizer for that text structure (a large chart size
one and student copies). Plan to share one of a descriptive nature first with students in this
introduction of the unit.
2) Provide the students each with a copy and conduct a read aloud of the text and after
reading it, ask students to notice specific things about the text. Focusing on how the author
organized the information?
3) Then put up the graphic organizer for Descriptive Text Structure, such as the Web,
Matrix, or List (from slide 18) and use the content in the article to complete the web with
the students providing text evidence from the piece. So you are modeling and coconstructing the anchor chart together.
Example:
Click on
title to
read
article
This article lends itself nicely
also to when you get to
persuasive text structure.
Have students re-read to
complete a FOR/AGAINST
organizer.
Some schools
and districts are
considering
alternatives to
physical
punishment
U.S.
Supreme
Court
Rules YES
Some states
have banned it
while others
have notparents have
lawsuits
Corporal
Punishment
Parents
claim
violation of
privacy
Sample Anchor Charts for this Grading Period
to create with your students…..
Text Structures
1) Then read another short article with the same structure and
this time allow pairs to work together to complete their own
organizer and then report out to you and the class to complete
a second “class” organizer as you scribe their evidence.
2) Consider providing pairs with two different articles to read
and complete organizers for…by doing so, you provide more
opportunities for a variety of pairs and individual to report out
the text evidence they chose to support the organizational task.
This provides more practice and more class discussion
opportunities.
3) After the modeling, and practice has come to a close, begin
to explain to students that this particular type of organizational
structure (web, matrix, or list) whichever you chose to begin
with has a particular purpose. Web is for one topic and the
Matrix is for compare/contrast. Explain that Author’s choose
specific structures for specific purposes and that we will be
learning about a new one each day this week. (students should
start notebook or flipbook as guide for organizational
structures…this will help them when they begin their
compositions)
We do….
Text Structures
You do…
1) Provide individual students with a new descriptive article and a blank web organizer (or
have student draw their own using anchor chart as guide).
2) Have students read article and complete the graphic organizer.
3) At this time as students to create a summary, which you have been practicing all year, of
the article and to comment on what they think the most important thing to know or most
interesting fact about the article is. This will provide multiple perspectives from which to
assess this lesson and culminating information from past lessons on summarizing and
determining importance.
Here is an article
students can use for
independent practice
Click on graphic
As a culminating activity each
day or block…..
• Consider providing students with a stack of
expository texts of all different structures and
have them work in pairs to sort according to
structure.
• Then have pairs choose one for which to
complete and organizer.
You will repeat this process
each day or block…
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Compare/Contrast text and organizer
Cause/Effect text and organizer
Problem/Solution text and organizer
Procedural text and organizer
Argument/persuasion text and organizer
This will take you beyond Arc 1 but should be an
ongoing conversation throughout the grading period
where you continually add to your anchor charts about
text structures.
Let’s check:
• By the end of this grading period….we should be
able to answer YES to the following questions:
1) Are students able to identify the organizational
pattern that an author has used to present information
in expository text.
2) Are students able to make inferences and draw
conclusions about expository text and provide
evidence to support their understanding?
3) Purposefully and effectively use organizational
patterns in their own writing to achieve their goals as
writers.
Clear Expectations
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Knowledge and Skill Statement and Student Expectations posted and referenced in the
classroom.
What models or anchors of support will we use?
How will students be held accountable for their learning and make their thinking public?
How will discussion and collaboration be encouraged and expected?
How will students be grouped for rigorous thinking and problem solving?
Gradual Release
I Do: Teacher begins with a question, problem to solve, or hook.
– Read Aloud/Think Aloud/Questioning/Text Evidence
– Teacher models performance task (Charted Characteristics of each subgenre/Venn
Diagram)
We Do: Shared Reading/Partner Reading
– Shared construction of task Develop criteria/rubric for task (Venn Diagram)
You Do: Students complete task independently
– Judge task based on criteria or rubric (Venn Diagram)
Includes: Small group instruction (literature circles, targeted intervention)
Student Engagement/
Formative Assessment
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Shared Reading of Texts with focus on Author’s Craft
– Teacher High-Level Questioning
– Turn and Talk at pre-planned stopping points to discuss literary elements and
devices, figurative language, meaning of phrases, theme, mood, tone.
– Expectation for Justification of Thinking
– Students Provide/Locate Text Evidence
Student Performance Tasks
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Respond to texts with questions regarding various aspects of author’s craft as prompt.
Write and revise own writing based on literary devices and elements analyzed in
mentor texts.
Students create summary frames for each text they read (nonfiction frame works best
for nonfiction/biography and fiction frame works best for fiction and memoir.)
Student complete writing response to higher order STAAR aligned and critical thinking
open-ended questions related to content of the texts.
Reader Response Journals
Students might:
• Identify literary language and literary devices
• Summarize the significance/meaning of the piece.
• Explain the influence of historical or cultural setting
on piece being analyzed.
• Analyze and compare structural patterns of each
poem, narrative, or expository text and provide text
evidence samples to support ideas.
Use Guiding Questions from earlier slide to make
them specific to the text that students are reading!
Vocabulary Routine
Six Steps for Explicit Vocabulary Instruction:
1) Have students say the word.
2) Provide a definition of the word using student-friendly
explanations and visuals.
3) Have students discuss what is known about the word.
4) Provide examples and nonexamples of the word.
5) *Engage in deep-processing activities by asking questions,
using graphic organizers, or having students act out the word.
6) Scaffold students to create powerful sentences with the new
word.
*Teacher Tip: Choose a deep-processing word from this list and plan questions and/or activities that
incorporate the word: (compare, contrast, categorize, design, rate, recommend, decide, justify,
create, verify, imagine, predict) –TEA/University of Texas 2010
Vocabulary Instruction
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Find Tier 2 Words
– Is this word related to a critical concept in the text?
– Will this word come up repeatedly in this text?
– Will this word come up again in other texts?
– Will this word have high utility in the students’ lives?
– Can include academic vocabulary and rich vocabulary from the stories read.
Now I have the Tier 2 words,
what do I do with them?
Four Components of
High-Quality
Vocabulary
Instruction
Active Use Repetition
Definition Elaboration
1) Definition
The teacher helps the student to find a definition each student understands.
NOTE: Dictionary definitions are rarely useful:
*Provide student friendly definition in the context of the text first. And later, use the words
in other contexts.
2) Elaboration
The teacher uses a system to help
the students to make connections
between the new vocabulary and
their prior knowledge.
2) Elaboration (continued)
2) Elaboration (continued)
3) Repetition
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The teacher ensures that the new vocabulary comes up many, many, many, many times.
Partner Practice/Quizzes
Games
Tier 2 Activities
4) Active Use
• The teacher finds ways to encourage the
students to actively use the new vocabulary.
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Praise
Rewards
Expect – use in
speaking and
writing
Word Walls/Banks
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Correct the
Teacher
“Give” the word to
the student
Use vocabulary in
writing tasks
Don’t Forget Independent
Reading and Fluency
• By the end of this week, students should have
selected a book to read (literary nonfiction), and
should have created a calendar of milestones to
ensure they finish the book by the 5th week of class)
e.g., there are 260 pages in the book; I will be on
page 60 by this Friday, page 120 by next Friday, etc.
• Fry Sight Words and Phrases (for students who do
not read most common sight words with
automaticity).
• Repeated readings for fluency
Reading/Writing Connection
6.25B develops a topic sentence, summarizes findings, and
uses evidence to support conclusions
6.18A write persuasive essays for appropriate audiences
that establish a position and include sound reasoning,
detailed and relevant evidence, and consideration of
alternatives.
Be sure to provide ample mentor expository and
persuasive texts and to MODEL how to dissect texts into
their appropriate structure. Students can refer to these
models when they begin their own writing of expository
and persuasive pieces during the grading period.
Next Steps
• This concludes your planning overview for ELA
for TEKS/SE for Grading Period 4. Now, you can
begin flushing out the specific lessons
differentiated for your students based on these
considerations.
• Please also refer to The AISD Comprehensive
Literacy Handbook for planning instruction.