instructional shifts of the common learning standards: science, ss, and technical subjects monroe 2...
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Instructional Shifts of the Common Learning Standards: Science, SS, and Technical Subjects
Monroe 2 –Orleans BOCES
Over-Arching Objectives:
Understand what makes a text complex
Develop text dependent questions
Identifying academic vocabulary (Tier II words)
Next Steps (June)… Tools and strategies for teaching academic
vocabulary Dissecting and understanding the standards
6 Shifts in Thinking:
1. Greater emphasis on informational text at all grade levels
Grade Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework
6 Shifts in Thinking:
2. Literacy in history, science, and other disciplines
“This division reflects the unique, time honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.”
6 Shifts in Thinking:3. Text complexity matters
o Exposure to text at and above grade level
4. Text dependent questionso Questions should require close attention to text
“Students should read like a detective and write like a conscientious investigative
reporter.”
6 Shifts in Thinking:
5. Constructing an argument with evidence in writing
Grade To Persuade To Explain To Convey Experiences
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework
6 Shifts in Thinking:
6. Academic Vocabulary = power Included in the development of the language
strand Greater emphasis on the language of
complex text (Tier 2 words) Not necessarily domain specific words or
literary terms Examples: product, relative, vary, formulate,
specificity, accumulate, calibrate, itemize, periphery, misfortune, dignified, faltered, unabashedly
Identifying Complex and Supplemental Texts… Text Complexity
Why is this now a focus? What makes a text complex? How can I determine if a text is complex?
Text-Dependent Questions What are text-dependent questions? What does a close read look like? How do I write questions that are text-
dependent? Strategies to help all students access complex
text
Text Complexity: Why is this now a focus?(Besides the CCLS are a state requirement)
The text complexity of K-12 textbooks has become increasingly "easier" over the last 50 years.
The text demands of college and careers have remained consistent or increased over the same time period.
As a result, there is a significant gap between students' reading abilities and the text demands of their postsecondary pursuits.
42% of freshman at community colleges and 20% of freshman at four-year institutions need at least one remedial course
(lexile.com, 2011)
ELA/Literacy Shift 3: Staircase of Complexity
What the Student Does… What the Teacher Does… What the Principal Does…
•Read to see what more they can find and learn as they re-read texts again and again•Read material at own level to build joy of reading and pleasure in the world•Be persistent despite challenges when reading; good readers tolerate frustration
•Ensure students are engaged in more complex texts at every grade level•Engage students in rigorous conversation•Provide experience with complex texts•Give students less to read, let them re-read•Use leveled texts carefully to build independence in struggling readers•More time on more complex texts•Provide scaffolding• Engage with texts w/ other adults•Get kids inspired and excited about the beauty of language
•Ensure that complexity of text builds from grade to grade. •Look at current scope and sequence to determine where/how to incorporate greater text complexity•Allow and encourage teachers to build a unit in a way that has students scaffold to more complex texts over time•Allow and encourage teachers the opportunity to share texts with students that may be at frustration level
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Text Complexity
http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/Literacy/default.htmhttp://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/Literacy/default.htm
Text Complexity
3-Part Model for Determining Text Complexity:
Quantitative measures best done by software/algorithm (readability formulas i.e.,Lexile Levels (lexile.com), Fleisch-Kincaid (Word), etc.)
Qualitative measures Best assessed by a human reader applying trained judgment Levels of meaning (single vs. multiple, literal vs. implied) Structure (simple vs. complex/sophisticated) Language conventionality (literal vs. figurative, familiar vs. archaic) Knowledge demands (common/familiar vs. abstract/unfamiliar)
Reader and task considerations Teacher employs professional judgment re: individual readers Motivation, knowledge , and experiences of the reader
Text Complexity Read the text…you may mark the text as you read…
Let’s see where our selected text (content specific) falls on the quantitative measures.
You will first use text we have brought then you may use a text that you have brought
First time read: familiarity
Text Complexity
What level did your text measure out to be?
Will you use your text as a complex text or supplemental text?
Fry’s Readability
Using multiple measures…Flesch-Kincaid
1. Spell-check document
2. Click on Options box
3. Click on:
Show readability statistics
1. Choose a 100 word selection
2. Count sentences
3. Count Syllables
4. Find reading level according to Fry’s graph
Lexiles
Or sign up for a free lexile account at www.lexile.com
Word 1.Click the File tab, and then click Options.2.Click Proofing.3.Under When correcting spelling and grammar in Word, make sure Check grammar with spelling is selected.4.Select Show readability statistics. After you enable this feature, open a file that you want to check, and check the spelling. When Outlook or Word finishes checking the spelling and grammar, it displays information about the reading level of the document.
Quantitative Measures
Text Complexity
Qualitative measures Let’s take a look at a rubric for evaluating
texts…
3-Part Model for Determining Text Complexity:
From examining the quantitative measures, we know:
Text Complexity
Fry’s readability:
Flesch-Kincaid:
But after reflecting upon the qualitative measures, we believed…
Lexile:
or
or
Text Complexity
3-Part Model for Determining Text Complexity:
Reader andTask and Considerations
(ksde, 2011)
Text-Dependent Questions
Cause the reader to pay careful attention to the text in order to draw evidence from the text
Often written at the word or phrase levelCan only be answered by close readingShould be worth asking
or exploring
Text-Dependent Questions
Let’s try…..
Which question is a text-dependent question?Question A How did Frederick Douglass’ ability to read contribute to
his emotional struggle for freedom? Cite examples from the text to support your answer.
Question B In what ways does America represent the hope for
freedom that lived in the heart of Frederick Douglass?
Although question “b” would generate a rich conversation, the open-ended nature of this question does not require students to demonstrate specific text-dependent knowledge.
Text-Dependent Questions
Focus on author’s words, details, logic, argument
Make inferences based on evidence from text
Grounded understanding of topic
Evaluate and offer opinions
Text-Dependent Questions
How do I write questions that are text-dependent?
You have to first read the text closely yourself, and then think about what it is you want your students to gain from that text, keeping a particular standard in mind.
Text-Dependent Questions
Don’t wait!!!!!
“Don’t wait”: Ask questions frequently, and throughout the selection rather than waiting until the end of a selection. Don’t Wait questions are quick to maximize time actually spent reading.
(Uncommon Schools, 2011)
Text-Dependent Questions
Deepen the Level of Questions
Deepen the Level: Ask questions about a text at all four levels of meaning (word/phrase level, sentence level, passage level, text level) but pay particular attention to word, phrase and sentence level. These are often the root of larger misunderstandings and are asked too infrequently by many teachers.(Uncommon Schools, 2011)
Middle School ExampleMy Genome, Myself: Seeking Clues in DNANew York Times
Would you purchase genome testing? Why or why not?
How does the author feel about the new technology of seeking personal genome testing? Cite specific textual evidence to support your theory.
High School ExampleAbraham Lincoln’s “Gettysburg Address”
Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote?
Lincoln begins his speech with a reference to the birth of our nation. What founding principles does Lincoln outline in this paragraph? (This leads into a later discussion of what’s at stake in this civil war)
Lab Tech Examples
What do you think about studying bacteria in space?
Citing specific information from the presentation, how do you think studying bacteria is going to affect the lives of the non-scientific public?
What discoveries did the authors make?
How did the discoveries the authors made affect future and daily life?
Our Attempt at Complex Questions…Answer first individually, then discuss with your group…
1.Daggett’s inferred claim is that Eastern nations are posed to over-take us in the global marketplace. Cite examples from the text that support this position.
2.Daggett identifies State-supported initiatives for closing the growing gap in educational achievement. How will these initiatives enable us to compete in the global marketplace?
Text-Dependent QuestionsProtocols for close reading (as you plan)
Read, prepare to annotate Look for specific evidence Important details and facts Note first impressions Note Tier II vocabulary Note contradictions Type of writing Author’s intentions (may or
may not be present)
Tips for close reading (as you teach)
Let the text speak for
itself
Limit out-of-the-text discussion
Text-Dependent QuestionsPotential Question Stems: Where in the text did you see that? Where did the author say that? Why do you think the author believes that? Show
me the words. Tell me what your evidence is. What can you infer from what was said/ not said? How does the argument fit together? What does the author mean by ____? How does that resemble/ not resemble what I’ve
seen in other ____?
Text-Dependent Questions
Now you try…
Use the close read worksheet provided, along with the complex text you identified earlier, and read the text closely….
As you read, annotate on the worksheet. Think about word or phrase level questions that are critical to comprehension. From there, you will find patterns and be able to write strong text-dependent questions.
Text-Dependent Questions
Share out:
Share a few of your text-dependent questions, including why you asked the lower level questions where you did. As you listen to each other, think about:
How did the question(s) support students in reading closely?How did the question(s) require students to use evidence?What do you like about the question(s)?What suggestions might you give?
Ideas for scaffolding for Text Complexity
Reading and re-reading Gradual Release of Responsibility
Model -(I do, We do, You do…) Present some KEY vocabulary
before (avoid over-scaffolding) Creating motivation for the text Modeling and teaching resilience for
dealing with complex text Encourage lots of student discourse to
co-construct meaning Let your students become
“scholars of the text and not just witnesses” to text.
Appendices
Appendix A -Research Supporting Key Elements of the Standards; Glossary of Key Terms
Appendix B -Text Exemplars and Sample Performance Tasks
Appendix C -Examples of Student Writing
This afternoon
Go to the assigned room with your cluster group. Assignment (minimum of one per group) Choice to work with someone in your cluster or work
independently (print a copy of this for us)1. Choose a complex text (based on the 3 lenses)
2. Do a close reading of the complex text (use graphic organizer)
3. Write text-dependent questions Upload this on Atlas and integrate it within one of your
upcoming units (in technical literacy box)—send us an email/note (Joe, Deb & Shawna) to let us know where you put it.
Rooms for the PM
D101(Steve)
Health Rachael, Jim P, Cindy, Jason, Gail
Human Services
Laurie, Felicia, Brandi, Lisa
Food Tom, Kevin, Mike, Kari
D100A New Visions Paul, Pam, Todd, Marc, Candie
D103-A(Jeff)
Computer, Art, Engineering
Walt, Rich, Fil, Len
Construction Gerry, Karl, Pete, Bob, Dom, Paul, Kathy
Auto Matt, Dave, Brian, Dan