Transcript Slide 1

Common Core State Standards
Session 4
K-2 English Language Arts
Day 2 – AM Session
10:45-12:00
OUTCOMES
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 most powerful strategies for literacy and how
to integrate those strategies into any complex
text;
• the intricacies of reading and extracting meaning
from complex text.
Integrated Model for English Language Arts
Common Core State Standards
3
Reflective Journal
Please take a moment to think about:
How do we teach students to think as they read?
After writing your response, share with the
person sitting on your left.
George George Washington
Washington …
the man who
refused to be King
of America
Text Directions
• Please listen as I read aloud the first
paragraph of George Washington’s letter to
you.
• After I read, you will be asked to write a brief
response with some guidance.
Written Response
Take a moment and write down what
you are thinking about what I just read aloud to you.
You may:
(1) paraphrase it in your own words, or
(2) write a question you have about this paragraph, or,
(3) write about something you want to know more about.
Responding to Writing
•
•
•
•
Turn to the person behind you.
Read aloud your responses to each other.
Now, select ONE response to strengthen.
Use some text details to support the response.
Remember to use quotation marks to set off
any direct quotes from the text you may chose
to use.
Groups of 4
• You and your partner work with another
group to form a group of 4.
• Together, examine both the first responses
and the strengthened responses and discuss:
– What is the evidence of improvement?
– How did that happen?
– How does this relate to classroom instruction?
Practice
Please read the second paragraph of
the letter silently.
Practicing
• Write down in your own words
(paraphrase) the second paragraph, or
• Write a question you have about this
paragraph, or
• Write down something you want to know
more about having read this paragraph.
1. Read your response to your NEW partner – the person
sitting in front of you.
2. Select a response to strengthen.
Strengthening A Response
• Reading aloud (hear your own words)
• Use text details to support the strengthened
response.
• Remember to use quotation marks to set off
direct quotes taken from the text.
Teaching Students to Think As They
Read
• Read/Think/ Write/Read Aloud & Share/Strengthen
• Teacher Thinks Aloud – what are the students doing?
smiling and nodding; we are asking students to write down what
they are thinking.
• How do you teach someone to think as they read?
• Writing your thoughts down as you go forces you to think and
understand as you read.
• It is important to cognitively challenge students through cognitive
group work; we are teaching habits of the mind!
Review of the Steps – Teaching Students to Think As
They Read
a.
Teacher posts and reads aloud brief complex passage/paragraph(s).
b.
Students write down a paraphrase, summary, question they have, what
they are wondering about, or what they want to know more about.
a.
Students share that written response with a partner.
b.
The partners then select one response to strengthen.
c.
Teacher directs students to use text evidence, direct quotes and quotation
marks to help strengthen the response. Teacher asks students to articulate
how their responses are improved.
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Background Information
Following Lord Cornwallis’s surrender at Yorktown, Virginia, in October 1781,
General George Washington and the bulk of the Continental army returned north
to face the remaining British forces in and around New York City. For the remainder
of the Revolutionary War, Washington’s main task was to hold his army together
while the tortuous peace negotiations at Paris moved slowly toward completion.
This was, unfortunately, much more difficult than it sounds. As the British military
threat receded, the former colonies became increasingly reluctant to provide the
Continental Congress with the means to supply and pay the army properly and in a
timely fashion. Furthermore, because of the weakness of the central government
enshrined in the Articles of Confederation, Congress found it difficult to enforce its
will upon the states. Not surprisingly, during the final years of the conflict
Washington on several occasions received petitions from his officers complaining
of the Continental Congress’s inability to meet the army’s needs.
Cognitively Challenging:
Text Based Questions
• Why did the letter Colonel Nicola sent to George
Washington anger George Washington so? Provide
text based details to support your answer.
• Forced with the prospect of the military slipping out of
his control, based upon the two texts, how did George
Washington keep a complaining and suffering army
within bounds? Cite text evidence to support your
answer.
How much complex text is enough?
FALL
WINTER
SPRING
1/3
Complex text
1/2
Complex text
2/3
Complex text
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Deep Understanding of Complex Text
How do we deepen students’ understanding
of text without just asking questions?
Portioning the text for a close read at first (small
doses of brief text)
Teacher reads aloud
Students reread or read on and paraphrase
Students share, revise, strengthen
Pairing text around a common or related topic,
theme.
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Reading Strategies
Comprehension Monitoring:
Being aware of how well you
understand what you are
reading.
Paraphrasing: Stating the
sentences in your own words.
Prediction: Predicting what will
come next in the text.
Elaboration: Linking
information in the sentence to
information you already know.
Bridging: Linking different parts
of a text together.
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Teaching Students to Think as They
Read
• Use one question a period that will be written rather than verbal. Select the
most cognitively challenging question planned that day for instruction.
• Write the question down (teacher posts, students write).
• Turn to your neighbor and tell them what the question means—what is it
asking? Write this down.
• Introduce the subsequent reading with “as we read, we will gather evidence
across time and the text to answer this question.”
• As the students read, we ask, “is there anything in this section of the text that
supports answering this question?
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Deepening Teaching and Learning
How do I teach students to think?
We have to work collaboratively in cognitively
challenging tasks. We have to teach using text
that is cognitively challenging enough. Not
frustrating –but challenging.
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USING RUBRICS
Conventions
1
EXPERIMENTAL
2
EMERGING
3
DEVELOPING
4
CAPABLE
5
EXPERIENCED
Nearly every
convention
requires editing
Some
conventions are
correct, most
are not
Half of
conventions are
correct and half
need editing
More
conventions are
correct than not
Conventions
require little
editing to be
published
Spelling is not
evident, only
strings of letters
Semi-phonetic
spelling is
attempted
(R U KM)
Phonetic
spelling is used;
high-frequency
words are still
spotty
Spelling is
usually accurate
for grade-level
words
High-frequency
words are
spelled
correctly;
spelling is very
close on others
End punctuation
is usually
correct;
experiments
with other
punctuation
End punctuation
is correct; some
other
punctuation is
correct
Punctuation is
usually correct
and/or
sometimes even
creative
Are you coming?
No sense of
punctuation
Random
punctuation
Conventions (continued)
1
2
EXPERIMENTAL EMERGING
3
DEVELOPING
4
CAPABLE
5
EXPERIENCED
Print sense is
still emerging
Upper and
lowercase
letters are
randomly used
Capitals are
inconsistent
but begin most
sentences and
some proper
nouns
Capitals are
more
consistent and
begin
sentences and
most proper
nouns
Capitals are
consistently
accurate for
sentence
beginnings,
proper nouns,
and titles
No awareness
of grammar
and/or usage
exists
Part of a
grammatical
construction is
present
A grammatical
construction is
present
Subject/verb
agreement,
proper tense
are present but
the rest is still
spotty
Some control is
shown over
basic gradelevel grammar
http://educationnorthwest.org/resource/464 Education Northwest
Self Assessment
Using the rubrics listed below (from your
handouts), assess your writing and your
participation in the discussions. Feel free to share
your self assessment with your partner.
1) Extended Text Discussion Self Assessment Rubric
2) Rubric: Writing in Response to Reading
3) Rubric for Student Writing
DISCUSS: How might these rubrics help students self
assess?
Reflective Journal
How do we teach students to think as
they read?
What might you add to your answer from
the beginning of this session?