IMPLEMENTING UBD-BASED MS READING UNITS

JUNE 14 & 15, 2010

The mission of the Parkway School District is to ensure all students are capable, curious and confident learners who understand and respond to the challenges of an ever-changing world.

Unit 1: Reading to Understand Self, Community, or World

EQ: How does our curriculum empower students to read critically and connect their reading to their lives? Who Am I as a Reader? Independent Reading (Fiction) Independent Reading (Non-fiction) Six Traits of an Effective Reader

Who Am I as a Reader?

Pre-assessment common assessment Student Survey Examine data Set trimester goals Self-reflect during unit End of Unit

Common Assessment Performance Assessment – Students reflect on

their learning from the unit. “I CAN” Evidence Portfolios

Independent Fiction & Non-Fiction Reading

There is a strong correlation between time spent reading and performance on standardized tests.

Chart taken from Readicide by Kelly Gallagher, page 35

Percentage Rank on Standardized Tests

Minutes of Per Day Estimated Number of Words Read per Year

98 90.7 4,733,000

90 40.4 2,357,000

70 21.7 1,168,000

50 12.9 601,000

20 3.1 134,000

10 1.6 51,000

Establish Independent Reading

Independent Reading (fiction)It is a valuable investment to provide students with

choicereading and a regularly scheduled time during the

block. Improves achievement scores Builds background knowledge Builds vocabulary Develops recreational reading habit Reinforces lesson skills of the unit

Reading Contract

Focus on: Realizing ContextResponse 1Range of Pages Read: __________________ Directions: Be sure to use examples and details from the text to support your response.

You must include page numbers/quotes to receive full credit. You may write your answers below, or type out your answers and attach them to this page. Please write in paragraph form.

 1. Write a five sentence summary of this section. (R1Hi)

 2. Focus on….ContextDescribe the setting (when/where the story takes place). Then, explain what affect the

setting has on the story thus far. Choose two of the following to answer in paragraph form: Does the setting encourage a certain mood? Is the setting essential for the plot? Is the setting easy to relate to? How does the time period of the novel affect the characters’ attitudes, thoughts, and actions? (R2Ca, R2Cb, R2Ch)

REMEMBER to include specific examples from the text. Include page numbers, please.

Reading ContractFocus on: Developing Interpretation: Response 3

 

Directions: Be sure to use examples and details from the text to support your response. You must include page numbers/quotes to receive full credit. You may write your answers below, or type out your answers and attach them to this page. Please write in paragraph form.

 1. Write a five sentence summary of this section. (R1Hi)       

2. Focus on…Interpretation Fill out the chart below based on the problems and conflicts you notice in your Independent Reading Book. Remember to

include page numbers for support!(R1Gb, R1Gc)

               

What questions did you have while reading this text? What information was missing that you felt you needed?(R1Gc, R1Gb)

What are the clues or evidence you have located that address your questions and help you fill in the missing information? Be sure to include text evidence. (R1Hf)

Using your own background knowledge, along with the clues that you found in the story, what predications can you make? (R1Hc, R1Hf)

How does this information change your predictions for the story? (R1He)

Independent Reading (Non-Fiction)

Independent Expository Reading (Article of the Week) Kelly Gallagher states, “Reading numerous real-world

articles builds our students’ knowledge capital so that when they graduate they will have a better chance of comprehending our world.”

Requires scaffolding before students become more independent. This section consists of article, word study, text analysis, and quiz.

Builds students’ understanding of the world around them, their vocabulary, their ability to read and mark text and use appropriate graphic organizers, as well as building their capacity in answering constructed response questions.

Article of the Week Analysis

Girl, 12, slugged back at Phillies sluggerAnalysis Name ________________________________________________________ Directions:Show evidence of a close reading. (You must have notes in the margin that show your thinking). Answer the following questions on a separate sheet of loose leaf paper. Your answers should be

approximately one-two pages long:Summarize the article in a one paragraph summary. Use some of the vocabulary words in your

summary. Create a graphic organizer to compare and contrast Ryan Howard and Jennifer Valdivia. Be sure to

label your graphic organizer. How might this article be different if it were written from Ryan Howard’s point of view? Use details

and examples from the text to support your answer. Evaluate the problem solving process that Jennifer and her family used to get the ball back.

Describe the steps she took, and discuss if you agree or if you think she should have solved the problem in a different way.

Six Traits of an Effective Reader

Learning Targets for Unit 1 Grade 6: Establishing Comprehension Grade 7: Developing Interpretation Grade 8: Integrating for Synthesis

Six Traits of an Effective Reader Framework for teaching and assessing critical

thinking skills of reading that build upon one another.

Traits are hierarchical, or increase in difficulty. Traits are cumulative, or each level builds on and

subsumes the ones below.

Rigor and Reading Critically

Rigor: Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging. Rigor is a curriculum goal. By making it a goal, we are asserting that the ability to manage difficult content is a fundamental skill all students need, in school and out. (Teaching What Matters Most by Strong, Silver, and Perini, 2001)

Complex Reading critically requires a student to interact with overlapping ideas.

Provocative When students read they are conceptually challenged; they deal with dilemmas

and are engaged to indentify problems; they conduct inquiry, and take a position Ambiguous

Students’ reading often compels them to deal with information that is packed with multiple meanings that must be examined and sorted into patterns of significance.

Personally or emotionally challenging Students can be personally challenged by examining their sense of how the world

works each time they are asked to read.

Six Traits of an Effective Reader

Examine Six Traits of an Effective Reader in relation to cognitive and affective domains.

What do you notice?

Do you see the rigor build?

Examine “The American Slurp” lesson plan and Interactive Reading Response

Six Traits of ReadingHow does this look in a lesson?

Grade 6 – Establishing Comprehension Text – “The American Slurp” Story deals with culture shock as a

Chinese teenage girl deals with the differences between her culture and the American culture that is new to her.

Purpose of text choice: 6th graders can relate as they are experiencing the culture shock of middle school.

Six Traits of ReadingHow does this look in a lesson?

Learning Target GLEs: R2Gb: I can aid my comprehension by marking

text. R2Hh: I can paraphrase

As part of the reading process, teacher build critical thinking as students think more deeply about the story. R1Gd: I can infer. R2He: I can respond personally explaining the

relevance the text plays in understanding myself R2Cd:I can identify cause and effect. R2Cf: I can identify point of view

Examining the Interactive Reading Response

What do you notice about the integration of cognitive and affective domain through the Six Traits of an Effective Reader?

How do the Enduring Understanding and Essential Question tie to the cognitive and affective domain? EU: The way I choose to think about the

inevitable ups and downs in life affect the way I respond to new experiences.

EQ: How is being a member of the learning community an important part of my growth, both as a reader and as a person?

Transfer of Learning The goal of teaching should be to provide

students the ability to use the stuff of the subject, not just learning the stuff.

The targeted learning of the lesson is marking text and paraphrasing.

Using higher level critical thinking skills along with awareness and growth in attitudes, emotion, and feeling help students better define their values and beliefs.

That is using the stuff of the subject not just learning the stuff. This ties back to the EU and EQ.

Six Traits of an Effective Reader

Interactive Reading Response is intended to guide learning through the traits. It is NOT a packet for students to complete at the end of a story. As noted in lessons, student interaction and class discussion are critical to student understanding. Student ‘s reflect on the day’s learning through a few questions and teacher use of this formative feedback will guide next steps based on students’ levels of understanding.

By integrating assessment with instruction teachers are provided with a continual diagnosis of student strengths and challenge areas. Students are challenged to become active participants and examine their own belief systems and values through the learning.

How do we develop students’ critical thinking skills through the Six Traits?

Overview of Traits – Designed to give teachers a “Six Traits in a Nutshell” understanding. Reading the Lines

Decoding Conventions Establishing Comprehension

Reading Between the Lines Realizing Context Developing Interpretation

Reading Beyond the Lines Critiquing for Evaluation Integrating for Synthesis

Explore Individual Six Traits

What did you learn? What questions do you still have? How do the Six Traits connect to the

essential question: How does our curriculum empower students to

read critically and connect their reading to their lives?

Six Traits Posters

The work continues. . . Can the Six Traits Posters for teachers be

turned into Posters for student use? Please share with me any ideas you

develop. Share ideas on the forum in Moodle. As these are developed, they will be

posted on the OCG Reflect: Should the posters be the same

for 6th, 7th, and 8th or different?

Six Trait Links to all Reading Units

Unit 1: Introduction and exploration – more teacher directed

Unit 3: Developing critical thinking skills through Shared Inquiry

Unit 4: Developing critical thinking skills through non-fiction reading

Unit 7: Critical Literacy: Focusing on Reading Beyond the Lines – Evaluation and Synthesis and writing a critical response to literature This unit is currently being written. Look for it late

this summer.

Parkway Mission Statement

The mission of the Parkway School District is to ensure all students are capable, curious and confident learners who understand and respond to the challenges of an ever-changing world.

How does our curriculum empower students to read critically and connect reading to their lives?

VisionWe succeed when all our students and graduates

are:

Which of these do we develop through this first unit?

• able to transfer their prior learning to new demands, in and out of school• fully prepared for their next educational challenges• creative, thoughtful and effective problem solvers• increasingly self-directed, skilled and persistent as learners• literate and critical consumers of information and ideas• articulate speakers and effective listeners• acting out of a strong sense of personal, social and civic responsibility• always seeking to understand the views, values and cultures of others• working skillfully with others to achieve common goals• pursuing a personal direction based on an understanding of their talents and interests