Transcript Extended Text Discussion NG CAR-PD

Common Core State Standards
Session 6
6-12 English Language Arts
CIS Demonstration Lesson Admetus and Alcestis
2
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
Students use what they have
learned from their first and
second text-reading, textbased discussions, & notetaking 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)
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
Collaborative
Inquiry
Ongoing
Question & Answer
Concept Board
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
Step One
5
Topic Question
Before reading:
What does the phrase, “Nice guys finish
last” mean? Do you think it is true?
6
Predictive Writing
Before text reading:
Use the Handout to record your answer
to this question:
Describe the characteristics of a selfish
person versus a selfless person. Who do you
think would be more successful and why?
7
Vocabulary Front Loading
Words for Vocabulary Word Wall:
• Words introduced in this text: Fleetfooted, kindred, lyre, thicket
8
Text Marking
The following codes will be used to mark the text:
S – Statements in the text that represent selfishness
L – Statements in the text that represent
selflessness
N – Information provided – no connection to
selfishness or selflessness
Listen as the facilitator reads a portion of the story of
Admetus and Alcestis and models how the text will
be marked.
9
Text Marking
After text marking:
• In small groups, compare and discuss
differences in text coding.
• Support your suggested answers from
the text.
10
First Writing Response After Reading
After the initial reading, answer the
following question on your
handout:
According to the text, what are the
characteristics of selflessness and the
results of exhibiting these
characteristics?
11
Directed Note-taking
• Guiding Question: What examples of
selflessness are exhibited by the following
characters in the text?
• Admetus
• Alcestis
• Apollo
• Proserpine
• Be sure to utilize the text features such as
charts, graphs, photographs, and illustrations
as you take notes.
12
After Directed Note-taking
• Compare notes in pairs or small groups.
• Place a star next to the most significant
note for each character:
• Admetus
• Alcestis
• Apollo
• Proserpine
13
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
14
Step Two
Question Generation
Generate questions unanswered from your first text
reading. Record your questions on your Student
Question Generation paper as you work in pairs or
small groups.
Example: Why did Apollo’s father demand that he
not return home until he served for a year as
someone’s slave?
Handout 5
16
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
Admits and Alcestis
Admetis
Alcestis
Apollo
Proserpine
Other
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
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?
19
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
20
Step Three
Extended Text Discussion
• Discuss the following question: According to the text,
which character was the most selfless? Use text to
justify all positions.
•
•
•
•
Admetus
Alcestis
Apollo
Proserpine
• Share answers in small groups.
• As part of whole class discussion, record responses to the
question in multiple choice format.
• Groups take positions and justify their response to the
whole class.
22
Final Writing: Complex Text-Based
Question
According to the text, which character was the most
selfless and what was the result?
Use information from notes to help write final response on
the Essential Question Handout.
Share answers in small groups.
As part of whole class discussion, record responses to the
essential question in multiple choice format.
23
The Comprehension Instructional Sequence
Facilitates Students:
• Using background knowledge, i.e., predicting, inferring
• Identifying key ideas from text
• Learning and using text structures
• Monitoring comprehension and employing fix-up strategies
• Using a variety of reading strategies effectively
• Paraphrasing, explaining, and summarizing information to
construct conclusions
• Engaging in question generation
• Extended text discussion and writing
24