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Shared Interactive Reading

Core Knowledge Language Arts:

New York Edition

Day 2

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We Heard You!

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The Three Pillar Model of Instruction

Foundational Skills and

Guided ReadingShared

Interactive Reading

Guided Accountable Independent

Reading

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Shared Interactive Reading

• Read-aloud with opportunity to question, discuss, and share ideas

• Academic language focus

• Background knowledge focus

• Diverse text• Builds a community of

readers and learners

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What do we need to be intentional about during shared interactive reading to address the standards?

Addressing the Common Core Standards

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Debrief

1. How many of the standards can be addressed through shared interactive reading?

2. What elements of intentionality do we need to consider in planning and presenting shared interactive reading to address the standards?

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Letter vs. Intent

The letter of the law versus the intent of the law is an idiomatic antithesis.

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The Letter of the Standards

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The Intent of the StandardsBalance of Informational and Literary Texts

Knowledge in the Disciplines

Staircase of Complexity

Text Based Answers

Writing from Sources

Academic Vocabulary

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Students hear a balance of informational and fictional texts READ ALOUD

Students build coherent domain-specific knowledge through texts READ ALOUD

Students gain exposure to complex language and ideas through texts READ ALOUD

Oral conversations around a common text that has been READ ALOUD

Drawing and dictating, and short written works with increasing details based on texts READ ALOUD

Oral exposure to academic and domain-specific vocabulary through texts READ ALOUD

PLUS Foundational Skills and Guided Reading

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Making Shared Interactive Reading Intentional

Balance of Informational and Literary Texts

Knowledge in the Disciplines

Staircase of Complexity

Text Based Answers

Writing from Sources

Academic Vocabulary

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Students hear a balance of informational and fictional texts READ ALOUD

Students build coherent domain-specific knowledge through texts READ ALOUD

Students gain exposure to complex language and ideas through texts READ ALOUD

Oral conversations around a common text that has been READ ALOUD

Drawing and dictating, and short written works with increasing details based on texts READ ALOUD

Oral exposure to academic and domain-specific vocabulary through texts READ ALOUD

Language

Knowledge

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Choosing Texts: Complexity

Language

Knowledge/Content

Knowledge/Content

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Staircase of Complexity

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Less Complex

More Complex

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The Wolf in Sheep’s Clothing

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Take a Closer Look!

Knowledge Demands of the Text:

• Levels of Meaning• Life Experiences• Cultural Knowledge

Language Demands of the Text:

• Structure• Conventionality and Clarity

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How Do We Build Knowledge?

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Shared Reading Builds Knowledge

Background knowledge, vocabulary’s close first cousin, is also best grown through read-alouds designed—as the standards clearly call for (CCSS for ELA, 33)—to develop wide and deep content knowledge.

– David & Meredith Liben,Student Achievement Partners

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Building Knowledge

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Range and Content of Student ReadingTo build a foundation for college and career readiness, students must read [HEAR] widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading [LISTENING to] of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading [HEARING] texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades.

(NY Common Core Learning Standards, 2011, p.16)

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Coherence Supports Equity

Jumping from topic to topic and landing briefly on each privileges children who know something about those topics from elsewhere.

– David & Meredith Liben,Student Achievement Partners

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The knowledge children have learned about particular topics in early grade levels should then be expanded and developed in subsequent grade levels to ensure an increasingly deeper understanding of these topics.

Building Knowledge with Coherence

(NY Common Core Learning Standards, 2011, p.43)

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Consider Your Practice

How would you organize your shared interactive reading practice to build:

• wide and deep knowledge?

Breadth and depth on topics.

• systematic knowledge?

“Pieces of the puzzle” provided

over time.

• coherence of knowledge?

In a meaningful order.

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How It Might Look: Deep and WideKindergarten Grade 1 Grade 2

Nursery Rhymes and Fables Different Lands, Similar Stories

Fighting for a Cause

The Human Body: Five Senses

Fables and Stories Fairy Tales and Tall Tales

Stories  

The Human Body: Body Systems, Germs, Diseases, and Preventing Illness

Cycles in Nature  

Plants Early World Civilizations  Insects

Farms Early American Civilizations  Ancient Greek Civilizations 

Kings and Queens  Astronomy Greek Myths  

Seasons and Weather  Animals and Habitats  Early Asian Civilizations  

Colonial Towns and Townspeople

Fairy Tales 

Charlotte’s Web I & II 

Taking Care of the Earth History of the Earth Immigration 

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How It Might Look: Systematic

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How It Might Look: Systematic

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Kindergarten Grade 1 Grade 2Nursery Rhymes and Fables

Different Lands, Similar Stories

Fighting for a Cause

The Human Body: Five Senses

Fables and Stories Fairy Tales and Tall Tales

Stories  

The Human Body: Body Systems, Germs, Diseases, and Preventing Illness

Cycles in Nature  

Plants Early World Civilizations  Insects

Farms Early American Civilizations 

Ancient Greek Civilizations 

Kings and Queens  Astronomy Greek Myths  

Seasons and Weather  Animals and Habitats  Early Asian Civilizations  

Colonial Towns and Townspeople

Fairy Tales 

Charlotte’s Web I & II 

Taking Care of the Earth History of the Earth Immigration 

How It Might Look—Coherent

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Questions?

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The Language Shifts

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Language Development

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Oral Written

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Range and Content of Student Language UseThe inclusion of language standards in their own strand should not be taken as an indication that skills related to conventions, knowledge of language, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.

(NY Common Core Learning Standards, 2011, p.65)

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Exposure

Exposure to varied and sophisticated syntax—the other ingredient of academic language—must also come from excellent works heard read aloud until students can access them for themselves.

– David & Meredith Liben,Student Achievement Partners

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How does staying on topic support language

acquisition?

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Opportunities for Use

Though both syntax and word work can and should also be addressed in other ways, high-quality and diverse texts, read aloud, enjoyed, discussed and analyzed, are the richest pathway to develop robust language capacity in all students.

– David & Meredith Liben,Student Achievement Partners

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Spiraling Content Supports Complexity

One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school.

+Exposure to varied and sophisticated syntax…must also come from excellent works heard read aloud until students can access them for themselves.

= Increasingly complex language heard through read-alouds.

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Consider Your PracticeAddressing the intent of practices related to language (text-based conversations, writing/dictating, and vocabulary) requires thinking about:• providing children systematic,

repeated exposure to complex language and vocabulary;

• ensuring children have opportunityto engage in discussion (and later, writing); and

• insuring increasing complexity in opportunities for both exposure and use of the vocabulary and language.

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Key TakeawayWe need to be intentional about building knowledge:• systematically,• coherently, and• deeply.

We need to be intentional about building language through:• repeated exposure,• opportunities for use, and• increasing complexity.

Both require careful, time-consuming consideration of texts.

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Listening and LearningLet’s Check-In with Implementers

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How Is It Going?

• Who is using Listening and Learning?

• How far along are you in the program?• What challenges have you encountered?• What benefits have you noticed? • What is your most critical question?

• For those who haven’t used the materials, what questions do you have for those who have used them?

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BreakBack at 10:15a.m.

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Planning and Design Considerations

Leveraging Knowledge and Language in Shared Interactive Reading

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Selection of Topics

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Selection of Texts

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Planning Considerations

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What Do You Need to Consider?

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What It Might Look Like…

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What Do You Need to Consider?

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What It Might Look Like…

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What Do You Need to Consider?

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What It Might Look Like…

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Selecting Vocabulary

Select words that are:• domain-specific,• might not be encountered in conversational

language (speech),• have high-utility (multiple contexts),

these are connected to other word webs / families,

• vital to understanding the lesson(s),• have multiple meanings, or• span multiple grade-levels and content areas.

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Vocabulary Charts

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You Try!

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What Do You Need to Consider?

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What It Might Look Like…

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Supplemental Guide

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Modified Read-Alouds

• Same core content as the Tell It Again! Read-Aloud Anthologies

• More accessible vocabulary• Shorter in length• Less dense in peripheral information• Spread over 2 days

• Day 1: Scaffolded Presentation of Core Content • Day 2: Dialogic and Interactive Presentation

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Vocabulary Charts

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Activities

• Multiple Meaning Word Activities• Syntactic Awareness Activities• Vocabulary Instructional Activities

appears in the Tell It Again! Read-Aloud Anthology to indicate that there is a Multiple Meaning Word Activity, Syntactic Awareness Activity, or Vocabulary Instructional Activity from the Supplemental Guide.

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Reinforcing and Extending

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Your Turn!

Use the anthologies available and your planning sheet to plan one of the domains listed below.

Kindergarten Domain: Plants

First Grade Domain: Astronomy

Second Grade Domain: Insects

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Debrief

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Questions/Comments

Who is willing to share some of their observations about planning?

What questions do you have?