Secondary Pre-ServiceElk Grove Unified School District
English-Language Arts
Emily DiehlKristina Richardson
9th-12th Grade
Historical Reference
Trainings Preparing for The CCSS:
• Pre Service 2012
• January 2013 Release day
GRR is not always linear!
Pre Service 2012
ELA CCSS Release Days Winter 2013
• Speaking and Listening Standards as foundational for all instruction
• Reading literature and creating text dependent questions
• Reading informational text and defining close reading using Saying-Doing graphic organizer
• Connecting reading to writing…with a research layer
• Brief overview of the shifts in assessment (Smarter Balanced)
Implications for Diverse Learners
Pro-social Interactions and practiceAcademic Language practice
Synthesizing InformationCommunicating in a variety of contexts
English Language Learners
Students with Disabilities
Underperforming Groups
Implement close reading instruction with various text mediums
Infuse structured student interaction into instruction of close reading
Connect reading instruction, speaking and listening, and writing
New Evaluation Form
Your Role Today
Structure of the Day
• Active participant (as a “student” )
• Critical consumer of resources
• Consider diverse learners
• We will participate as students• We will debrief as teachers
o CCSS lenso GRR lens
• We will continue examining materials in “chunks”
CPL Accompanying Resources
Your gift with purchase!
• Odell teacher instructional materials• Student texts• CPL created prompts and graphic
organizers• Editable resources for optional use
But Wait! There’s More!
Order by August 28th and each student will receive
his/her OWN copy of Odell texts!
Odell Units
• Aligned to CCSS and teaches close reading
• Developed by New York Regents as free curriculum
• More curriculum is in development
Text Overview
CONTENTS:
•Text titles•Authors•Citation info•Lexile level•Odell writing task•Extended reading
Unit Overview
Each part of the unit is intended to explicitly and gradually teach how to approach, question, and analyze text.
In Reviewing Odell…we found…
• An excellent variety of grade-appropriate informational text.
• A good model of a close reading unit.
• An expanded definition of “text”.
• Opportunities for collaborative work
we did not find…• Detailed strategies
for instruction (e.g., SSI, annotation).
• Opportunities for more substantial writing tasks.
• Graphic organizer support for all close reading tasks.
“Close Reading”What is it?
• Reading for the gist/central idea
• Re-Reading
• Re-Reading
• Re-ReadingWhat does the text reveal to us?
Purpose for Close Reading
Deep understanding – getting to the heart of the text
–Content meaning–Organization/structure–Author’s purpose– Integration of ideas– Informed personal decisions
Implications for Diverse Learners
The lessons are targeted and specific:– vocabulary, syntax, and language – deepening understanding of the content– critical thinking skills for comprehending texts
English Language Learners
Students with Disabilities
Underperforming Groups
Where to Begin?Classroom Lesson One: What is
close reading?
Close reading is…1. Approaching texts2. Questioning texts3. Analyzing DetailsAnd throughout the process…Communicating what you learned
• Through written marginalia • Through partner and classroom discussions• Through graphic organizers• In formal written responses (on demand and process)
These are steps we take with each text.
Assessing Student Progress: Writing
– Approaching texts (meta-cognitive prompts)
– Questioning texts (student generated questions)
– Analyzing Details (using a graphic organizer and/or paragraph writing)
– Communicating what you learned • Look at student marginalia • Class discussions, Socratic Seminars• Collect and assess graphic organizers• CCSS writing rubric for standards 1, 2, and 3
Menu of Prompts
• The prompts provide direction for your lesson design (a compass!)
Read through these prompts to orient yourself.
Approaching Texts
Reading Purpose - Reading for the gist
Photo 1: –What is the text mainly about?–What stands out to me as I
examine the text?
Read for the Gist
Approaching Texts
Reading Purpose: reading for the gist
Photo 1Partner A: What is the text mainly
about?Partner B: What stands out to me as
I examine the text?
Pair-Share
Repeat!Photo 2
Read for the Gist
Questioning Texts
In partners, re
cord re-
reading observations.
Second Read
Photo 1:
Questioning
What is this photo communicating about education?
Questioning Texts
Share out.
Second Read
Photo 1:
Questioning
Repeat!Photo 2
Questioning Text
Table Share Protocol
• Your group is your grade level team
• Each of you gets a number (1,2,3,4…)
• We will call on your grade level team with our popsicle sticks.
• A different number will respond each time your school is called.
Third Read: Analyzing Photo 1
Analyzing based on text evidence.
NOTE: Opposing conclusions may be supported!
Third Read: Examining Photo 1
I Do/We Do
Repeat!Photo 2
Analyzing Text
Check for Understanding
What is the message conveyed in this photo?
Photo 1– You do it togetherPhoto 2 – You do it alone
Writing Task
Teacher Debrief
How were these common core standards reflected in the activity this morning?
Where was GRR evident?
Table Talk
Purposeful Reading
1. First read: explicit understanding
2. Next reads: inferential understanding for deeper learning
How Many Reads?
Odell’s Guiding Questions for Good Readers
Communicating Throughout
Approaching
Questioning
Analyzing
Annotation GuidelinesWhat it is• Putting pencil to
paper/active reading
• Making meaning of text
• Purpose-driven• Individual
What it isn’t• Highlighting for
highlighting’s sake• An obstacle• Random• Conformist
Approaching Texts
Reading Purpose - Reading for the gist with annotation (RI 1)
Text 2: Hellen Keller– What is the text mainly about?– What stands out to me as I examine the
text?
First Read: Approaching Text 2
Between a First and Second Read…
Some Quick Ways to Check for Student Understanding
• Whip Around (with a select group)• Pair-Share• Ticket in/out the door• Numbered Heads Together• Jigsaw Gist Summary(by paragraph)• Pieces of a Pie
Communicating Throughout
Reading Purpose: Annotate considering the
following questions (RI 4)
Text 2: Hellen Keller
• What words or phrases stand out to me as I read? • What words or phrases are powerful to me or unique• What do the author’s words cause me to see or feel?
Questioning Texts
Second Read: Questioning Text 2
Analyzing Texts
Reading Purpose: Analyze text to examine how the author uses language to convey meaning (RI 1,4; L5).
Third Read: Analyzing Text 2, Hellen
Keller
Continue to analyze the text by completing one row of this graphic organizer.You may work alone or in partners
Model
Debrief
Let’s share your analysis
Teacher Debrief
As a teacher, what challenges with vocabulary do you anticipate for your students?
How were these common core standards reflected in the activity this morning?
Table Talk
Getting Your Student Consumables:
Ordering date: Aug. 28 via 7-12 ELA Steering Rep
Take time to review student texts.Notify your site’s Steering rep. if you wish
copies.Site rep. will complete order form (hard copy or
electronically) and bring/send to LaRae Blomquist on Aug. 28.
Any alternative site without Steering rep should designate one person from site to complete order form and submit to LaRae by Aug. 28.
ELA Steering Rep!
break
Text 3: Ted Talk
Listening Purpose – Listening for the gist with annotation (RI 1)
Text 3: Ted Talk
Viewing Options:1.Just watch with guiding
questions in mind2.Take notes (words and
phrases or ideas that stand out)
Remind students that they WILL view it again.
TED Talk Lesson
Listen One: Debrief (RI 1, 2)
Listen Two: 2 column chart
(RI 6)
Listen (or transcript) Three:
(RI 2,5)
• What were their initial observations?
Communicating Throughout
• What is the central idea? How does the speaker develop his ideas?
Teacher Debrief
What strategies would you use for using this type of medium in
your classroom?
Table Talk
Texts 5 and 6
• Colin Powell• Maria
Montessori
CCSS RI 1,2, 4, 6
Approaching Texts
Students can use metacognitive reflections to communicate to their teacher (and to themselves) how they approached a text.
• What strategies did they use?• What questions did they ask?• To what extent did they apply effective effort?
Teacher Debrief
In what way is this prompt different from or similar to
prompts we have used in the past?
Texts 7-9
• Continue to gradually release the close reading tasks
• These texts are more complex
• Teachers will want to anticipate possible reader needs or challenges.
Lesson Plan
Thomas Jefferson• First Read: RI 1 and 4 gist (consider providing chunks)• Second Read: RI 1 annotate and summarize the chunks• Third Read: RI 9Graphic organizer with analysis of
text
Chunking the Text
We chunk texts to make the information more accessible for students.
Not only does it ease students anxiety about challenging texts, but it also allows for students to make meaning of part-to-whole.
Chunking Strategies
• Natural breaks in texts (like paragraphs and subtitles)
• Rhetorical choices• Shifts in tone• Saying-Doing Chart• Say-Do-Mean
Chunking the Text
Text 8: JeffersonPurpose: Read for the gist (RI 1)
First Read
In anticipating your students needs, where would you chunk the text? why? About lines 1-30.
Second ReadConsider your diverse learners
Third Read: Analyzing Text
• What is Jefferson’s argument for stating “an amendment to our constitution must here come in aid of the public education?”
• What is the ultimate purpose for education according to him?
RI 9Cite
Evidence!
Teacher Debrief
Put on your diverse learner ‘hat.’ How would the chunks you selected support diverse learners?
The BIG Picture
Menu of Prompts
• The prompts provide direction for your lesson design (a compass!)
Read through these prompts to orient yourself
What strategies did we use to help students
closely read?• Annotation• Graphic organizer• Collaborative work• Checks for Understanding• Sentence frames• Writing tasks/Assessments• Chunked texts
Resources for You
• Student consumables• Midyear training coming up• Odell website• EGUSD Blog
Closure – This hasn’t been our experience as
past learner
Based on what you learned today, how will you incorporate these materials in your instruction?
Table Talk
C/PL Evaluation
Please take some time to respond to the evaluation and survey
provided.
Getting Your Student Consumables:
Ordering date: Aug. 28 via 7-12 ELA Steering Rep
Take time to review student texts.Notify your site’s Steering rep. if you wish
copies.Site rep. will complete order form (hard copy or
electronically) and bring/send to LaRae Blomquist on Aug. 28.
Any alternative site without Steering rep should designate one person from site to complete order form and submit to LaRae by Aug. 28.
ELA Steering Rep!