Transcript Day 2 – PM Session 1:00-4:00

Common Core State Standards
Session 4
K-2 English Language Arts
Day 2 – PM Session
1:30-4:00
Participants will increase their knowledge of:
• how the CCSS integrate reading, writing, listening
and speaking by experiencing text using all four
modes of language
• the benefits of the read-aloud approach used
with complex text
• text based questioning
• The importance of syntax and vocabulary as
elements of text complexity.
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Model for English Language Arts
Common Core State Standards
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Schedule
1:00-2:30
Reading Aloud, Interpretive
Discussion and Text Based
Questions
2:30-2:50
Break
2:50-4:00
Model Lessons
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READ ALOUD AND
COMPLEX TEXT
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Why read aloud to children using
complex text?
Please take a moment at your table to discuss:
• Why are well planned read-alouds part of daily
instruction?
• What do teachers have to plan for?
• What are the benefits identified in the article?
• What are the research-based effective practices related
to read-alouds?
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Interactive Literary Discussions during
Read-Alouds
HIGHER LEVEL LITERACY PRACTICES DURING READ-ALOUDS:
 Analyzing, interpreting and thinking critically about the text
 Focusing the discussion on interpretive meaning rather than
literal level comprehension
 Reading books aloud at least twice to allow interpretive meaning
making to develop over repeated readings of a text.
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The Empty Pot slides
Section 107 of Title 17, U.S. Code (commonly known as the
Copyright Law) contains a listing of the various ways in which the
use of a particular work may be considered “fair”. In practice recent
court decisions have focused on whether the use of a work is
transformative and if the amount required is appropriate for the
purpose. The use of copyrighted materials in this presentation is
considered fair because:
• The works are being used for an educational purpose in a closed
setting i.e. the presentation is not publically broadcast in a manner
to make the copyrighted works publically available.
• The creator of the presentation has purchased the materials
displayed.
• The use made of the copyrighted works is transformative.
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Text Based Questions
In groups of four, discuss the following questions. Gently remind
each other to cite evidence for your responses from the text.
 What did the emperor ask each child to do? Where in the text
do you find support for your answer?
 Integrity is often defined as doing the right thing, even when no
one is watching. How is that definition exemplified in this
story? Provide text evidence to support your answer.
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Text Based Questions
• What did the emperor ask
each child to do? Where in
the text do you find support
for your answer?
• Integrity is often defined as
doing the right thing, even
when no one is watching.
How is that definition
exemplified in this story?
Provide text evidence to
support your answer.
NON Text Based Questions
• Today’s tale is from China.
Who can locate China on the
map?
• Can you think of a time when
it would be hard to tell the
truth? Why is it still a good
idea to tell the truth in these
situations?
• Who has ever heard the
expression that honesty is the
best policy? What does that
mean?
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Writing in Response to Reading
Write in a few sentences to the following question:
Were the actions of the emperor honest or dishonest? Were the
actions of the emperor justified? What in the text supports your
stance?
Think, Write, Pair/Share, Strengthen
Share your response with the person sitting to
your left.
Select one response to improve.
Improve the response by adding text based
details (remember to use quotation marks for
direct quotes).
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First Impressions
• How far did your first impressions get you to
the truth?
• How does reading and reading to find text
evidence support deeper meaning?
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Self Assessment of Our Discussion
ENCOURAGE:
5 4 3 2 1
TRY TO AVOID:
Everyone participated and
contributed.
A few people do most of the talking.
I asked questions for clarification or
elaboration.
The teacher asked all the questions.
Our discussion stayed on topic.
Our discussion went off topic and
was not related to the text.
We listen and comment on one
another’s ideas.
We don’t pay much attention to
what others say.
We had a variety of ideas and we
explained our ideas to make them
clearer for others.
We all tend to say the same thing. It
is difficult for us to say more about
our ideas.
We supported each other and were
kind and friendly.
We were unfriendly and unkind and
not supportive of each other.
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BREAK
2:00-2:15
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What changes are made?
Traditional Read-Alouds
Interpretive Meaning based
Read-Alouds
IRE Pattern:
teacher initiation  student
response  teacher
evaluation
Interactive Discussion - focus on
Higher level interpretive meaning
Focus of Discussion primarily on literal-level
Why does Jack go up the beanstalk a
third time after he already has
endless riches?
ie. what were the names of
the characters in Jack and the
Beanstalk?
Provide evidence from the story to
support your answer.
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Oral Language
“Reading and writing float on a sea of talk.”
-James Britton
Handout: Interactive Discussion Routines
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Interpretive Questions and Factual
Questions
• Factual questions have only one correct answer that you can
support with evidence from the text. A factual question asks
you to recall something the author has written and you can
usually answer the question by pointing to one passage in the
selection.
• Interpretive questions do not have just one correct answer.
For interpretive questions, correct answers are any answers
that you can support with text evidence. There may be a
preponderance of text evidence across the story to support a
response.
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Now it’s your turn….
Take the text The Singing Crow, and plan as a
table:
• text-based questions you would use to
develop students’ thinking
• vocabulary you might teach and how you
would teach it.
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Writing: Text types, responding to reading, and
research
The Standards acknowledge the fact that whereas some writing skills, such as
the ability to plan, revise, edit, and publish, are applicable to many types of
writing, other skills are more properly defined in terms of specific writing
types: arguments, informative/explanatory texts, and narratives. Standard 9
stresses the importance of the writing-reading connection by requiring
students to draw upon and write about evidence from literary and
informational texts.
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TEXT MARKING USING
MANIPULATIVES
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Text Marking Using Manipulatives
• Explicit and systematic
• Engaging instructional strategy for students
• Promotes critical thinking, formative
assessment to inform teachers’ ongoing
decisions
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Kindergarten
Let’s look through the book and together we
will place post its on the:
characters,
A major event in the story,
words/phrases that indicate the setting.
A long time ago in China there was a boy
named Ping who loved flowers.
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Text Marking: Major Events in the Story
1st Grade:
Let’s go back through the story and find the major events, we will
place a chip on each one.
The next day a proclamation was issued: All children in the land
were to come to the palace. There they would be given special
flower seeds by the Emperor. “Whoever can show me their best in a
year’s time,” he said, “will succeed me to the throne.” This news
created great excitement throughout the land! Children from all
over the country swarmed into the palace to get their flower seeds.
All the parents wanted their children to be chosen Emperor, and all
the children hoped they would be chosen too!
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Second Grade:
Authors move readers through texts by showing us the passage of
time. Let’s find the places in this narrative where the writer does
that. We will place our chips on the word or phrases that show the
passage of time.
A long time ago in China there was a boy named Ping
who loved flowers.
Phrases Showing
The next day a proclamation was issued.
The Passage of Time
A long time ago
The next day
Day after day
Day after day passed, but nothing grew in his pot.
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Handout: Text-Marking: Elementary
Please take time to read the hand out.
After reading the hand out, discuss with the people around
you:
how text marking could be used in your classroom
the value of using manipulatives and teacher think-alouds
What other features within a text could students mark?
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STAND AND
STRETCH
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Exploring Syntax
Select a juicy, rich sentence(s) to
explore and post on chart paper or
the interactive smartboard.
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SYNTAX & VOCABULARY
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Practice with a Partner….
On the next slide, look at the posted
sentence and the questions.
Deconstruct the sentence using the
probes to guide your thinking.
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Syntax- analyzing a sentence
What does this sentence mean?
“I admire Ping’s great
courage to appear
before me with the
empty truth, and now
I reward him with my
entire kingdom and
make him emperor of
all the land!”
Count the number of words.
Identify/underline the important
nouns. Circle the important
verbs. Tell us WHY you marked
the noun or verb as important.
What is the purpose of the “”
marks? What does the
apostrophe in Ping’s signal?
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Suffix: /or/ - a person or thing who
does the aforementioned
Success + or = successor
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Word Study – “successor”
Suffix: /or/ - a person or thing who does the aforementioned
inspector
navigator
editor
debtor
creditor
counselor
decorator
governor
emperor
actor
aggressor
generator
successor
connector
escalator
propellor
conveyor
Discuss with the
students the word
meanings, then
provide opportunities
for students to sort a
collection of words.
People Who Do
Things That Do
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Possible Steps – Exploring Syntax
Write a long sentence on the board or chart paper.
• Ask students, what do you think these sentences mean?
• Count the number of words.
• Compare the longer sentence versus the shorter sentence
– discuss the differences. Ask why?
• Find the “juicy words” in the sentences.
• Discuss grammar – is it written in present tense? past
tense?
• Examine the punctuation. Why did the author use this
comma?
• Examine parts of speech within the sentence.
• Add a short sentence and compare and contrast the two
sentences.
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School Wide Approach to Vocabulary
and Syntax
• Our school articulates essential vocabulary across the grades.
• Students learn words relevant to important content areas;
words they will encounter frequently in curriculum and
instructional materials in the future.
• Our school/district articulates the prefixes, suffixes and root
words students will learn in each grade level.
• Our school promotes wide reading and word consciousness.
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Model for English Language Arts
Common Core State Standards
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Closure
• Please take a moment to write down in your
Reflective Journal what you have learned
during this session….what you value.
• Thank you for coming. Have questions?
Call or write:
Katie Moeller – Florida Department of Education
[email protected]; 850-245-5160
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