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COMMON CORE READING COMPREHENSION STRATEGIES TO ADDRESS H.O.T.S. (HIGHER ORDER THINKING SKILLS) Presented by: Gail Brazile Response to Intervention Teacher West St. John Elementary School Agenda Story Starter: Ice Breaker/Meet & Greet Objective: To expose professionals to various techniques and strategies that will help improve student’s higher order thinking levels. General Housekeeping Overview of PowerPoint Hands on Strategies Pair/Share Exit Ticket/Evaluation Mrs. Gail Brazile: B.A. Elementary ED./M.ED. Administration & Supervision M.ED. Curriculum & Instruction/Reading Specialist Louisiana Trainer of Trainer for Dibels Next Compass Evaluator Trained Text Dependent Questions: What are they? The Common Core State Standards for reading strongly focus on students gathering evidence, knowledge, and insight from what they read. Indeed, eighty to ninety of the reading standards in each grade require text dependent questions. Good text specific questions will often linger over specific phrases and sentences to ensure careful comprehension of the text. Typical text dependent questions ask students to perform one or more of the following task: Analyze paragraphs Investigate how meaning can be altered by changing key words and why an author may have chosen one word over another Probe each argument in persuasive text, each idea in informational text, each key detail in literacy text, and observe how these build to a whole Examine how shifts in the direction of an argument or explanation are achieved and the impact of those shifts. Question why authors choose to begin and end when they do Note and assess patterns of writing and what they achieve Consider what the text leaves uncertain or unstated A Guide to Generate a Core Series of Questions for any given Text. Step 1: Identify the Core Understandings and Key Ideas of the Text Step 2: Start Small to Build Confidence Step 3: Target Vocabulary and Text Structure Step 4: Tackle Tough Sections Head-On Step 5: Create Coherent Sequences of Text Dependent Questions Step 6: Identify the Standards that are being addressed Step 7: Create the Culminating Assessment The National Reading Panel stated: Common Core State Standards offer a very different view of literacy, in which fluency and comprehension skills evolve together throughout every grade and subject in a student’s academic life. Guidelines for Expository Text: 1. Expository text differs greatly from narrative text in tone, style, structure, and features. The assessment should focus on clear and focused language. Additionally, the responses should move from facts that are general to specific and abstract to concrete. 2. Expository text utilizes specific structures to present and explain information. The five most common structures utilized in informational text are: cause-effect, comparison-contrast, definition example, problem-solving, and proposition support or sequential listing. 3. When selecting information resources for children, text quality should be judged for its accuracy, the expertise and credibility of the writer and the currency of the information presented. The developmentally appropriateness of the writing, clarity, and directness of the language should also be considered. Guidelines for Expository Text Continued: 4. The criteria for CCSS ELA assessments need to include : An intense focus on the close examination of the text. Mastery of complex literacy and informational reading The ability to infer meaning from what is read. The ability to both answer text dependent questions and build arguments using evidence from text. 5. Assessment formats must include performance task and technology items. In addition, writing about the text is required to improve overall comprehension and meaning behind the text. 6. The CCSS expect students to use evidence from texts to present careful analysis, well-defended claims, and clear information. A central task tool to help students develop these skills are text-dependent questions; questions that can only be answered by referring back to the text. 7. Include stimulus materials, diagrams, maps, charts, or pictures. Well designed nonfiction text utilizes stimulus materials to enrich the test with additional information from the text and the nonfiction test features to answer the question. Guidelines for Narrative Text: 1. The questions must align to a learning standard, the skills and content being taught. 2. Introduce novelty, this means that you do not want to use the same text or questions discussed in class. 3. Use extended prompts, two or three sentences of contextual information. 4. Focus on complex, not simple content. The complexity of the text is examined by three equally important standards, quantitative, qualitative, and reading and task dimension. 5. Include writing for various purposes and for a variety of audiences 6. Teachers should become familiar with the types of open-ended assessment methods by which student’s mastery will be measured. 7. Both implicit and explicit questions should be utilized to increase comprehension skills. Narrative Guidelines Continued: When students read literacy text, these selections should cross a wide variety of genres and cover topics from multiple curriculum areas. Although this type of text lends itself to the retelling of a story in sequential order, it is crucial that scaffolding is adjusted to promote critical reading skills. Reading Comprehension Strategies Before Reading / During Reading After Reading Strategies Story Starters Story Impressions(Story Chains) Guided Imagery (PreP) IEPC( Imagine ,Elaborate, Predict, Confirm) Re-Quest( Reciprocal Teaching) Think-A-Loud QARs (Question-AnswerRelationship) QtA(Question The Author) KWL & KWHL Discussion Webs Intra Act Response GRP(Guided Reading Procedures DR-TA Three Level Comprehension Guide List-Group-Label Word Sorts References Vacca Richard T., Vacca JoAnne L., Mraz M. Content Area Reading. Literacy and Learning Across the Curriculum. www.readingrockets.org › Teaching Reading › Classroom Strategies www.nationalreadingpanel.org/NRPAbout/Biographies.htm www.corestandards.org Contact Information: Mrs. Gail Brazile 2555 Highway 18 Edgard, Louisiana 70049 [email protected] Work # 985-497-3347 Cell # 504-214-5166 Evaluation of Coaching Sessions or Presentations Rating scale: 1-5 (1being the lowest and 5 being the highest) Circle your response 1. The coach was well prepared for the session. 1 2 3 4 5 2. The coach used professional ethics when presenting. 1 2 3 4 5 3. The coach was knowledgeable and explained the strategy with simplicity. 1 2 3 4 5 4. The strategy meets the needs of my students. 1 2 3 4 5 5. Time allowed for questions, comments, and concerns were reasonable? 1 2 3 4 5 6. How would you rate your overall ability in implementing literacy skills? 1 2 3 4 5 7. Will you incorporate this strategy into your lesson? Yes No Maybe 8. How would you rate the overall delivery of the strategies presented? 1 2 3 4 5 Evaluation Continue: Please answer the following: How can this strategy help improve your students academically? How would you implement this strategy into your instructional practices? What other resources/strategies could the coach provide that will help you meet the needs of your students?