ELA SHIFT- 2 Reading &Writing Grounded in the TEXT

1. ELA SHIFT- 2Reading &Writing Grounded in the TEXT Adapted from presentations available at achievethecore.org and fisherandfrey.com Facilitated by: Shanita Anderson, DPI ELA Instructional Coach Heather Cameron,PSRC Curriculum Specialist March 20th, 2014 ELA TNT Explosion

2. Talk to the HAND! My Goal during today’s presentation is to model for you effective use of the 5 domains of literacy.

3. The CCSS Requires Three Shifts in ELA/Literacy • Building knowledge through content-rich nonfiction • Reading, writing and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language

4. Green Flags/ Red Flags • Students explore how specific words, details, and the structure and organization of text impact the meaning of the text as a whole. • Students do not have to make connections within the text in order to answer questions. • Writing is not routine and continuous. • Frequent, short, constructed-response to text-dependent questions. • All analytic writing requires the use of evidence as students paraphrase, infer and integrate ideas from text.

5. Green Flags/ Red Flags • Students explore how specific words, details, and the structure and organization of text impact the meaning of the text as a whole. • Students do not have to make connections within the text in order to answer questions. • Writing is not routine and continuous. • Frequent, short, constructed-response to text-dependent questions. • All analytic writing requires the use of evidence as students paraphrase, infer and integrate ideas from text.

6. What’s In and What’s Out

7. “Read like a detective, write like a reporter.”

8. Time – In and Out of the Text • More instructional time spent outside the text means less time inside the text. • Departing from the text in classroom discussion privileges only those who already have experience with the topic. • It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading. • The CCSS are College and Career Readiness Standards.

9. But… what does this look like in my classroom? Reading, writing, and speakinggrounded in evidence from text, both literary and informational

10. Vocabulary and Text Structure • Bridges literal and inferential meanings • Denotation • Connotation • Shades of meaning • Figurative language • How organization contributes to meaning

11. Strategy #1 – 10 Important words Plus + with a Word Splash Twist • Read the text “Leave Your Name at the Border” • Identify 10 most important words • Put one word per sticky note (Answer Garden – Digital Connection)

12. Strategy #1 – 10 Important words Plus + with a Word Splash Twist suspicion dominate incongruity erasure ethnicity assimilation segregated immigrant identity “American”

13. Strategy #1 –10 Important words Plus + with a Word Splash Twist Using the words from the word splash write an objective summary of the article “Leave your Name at the Border.” on the notecard provided

14. “Every book has a skeleton hidden between its covers. Your job as an analytic reader is to find it.” Adler and Van Doren, 1940/1972

15. Strategy #2 Elaborative Inference Stems for Think Like a PI A. Stems That Refer to the Author’s Assumptions or Beliefs 1. I infer that the author believes … 2. I infer that the author would support … 3. I would infer that the author would oppose … 4. I infer that the author feels strongly about … B. Stems That Refer to the Author’s Purpose(s) in Writing 5. I infer that the author wants readers to believe … 6. I infer that the author wants readers to support the idea that… 7. I infer that the author wants readers to take some action … C. Stems That Refer to the Author’s Assumption About the World 8. I infer that the author has an optimistic and positive worldview. 9. I infer that the author has a fairly pessimistic worldview.

16. Opinions, Arguments, and Intertextual Connections • Author’s opinion and reasoning (K-5) • Claims • Evidence • Counterclaims • Ethos, Pathos, Logos • Rhetoric Links to other texts throughout the grades

17. Strategy #3 Reading for Meaning Evidence – Claim – Evidence Judgment Statement: It isn’t just your name you leave as you immerse into being an American, it’s your identity. “ is/is not supported by the text. In the text, the author states “xxx,” as a result ….

18. Inferences Probe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole.

19. Strategy #3 Comparative Reasoning • “Leave Your Name at the Border”& Romeo and Juliet • Question Slips – Text Dependent Questions used CCSS Bookmarks to develop question stems. • Link: http://www.tcoe.org/ers/ccss/ela/resources.shtm

20. Strategy # 44-2-1 Free Write • Read: “Leave Your Name at the Border” or Romeo & Juliet • Complete: 4-2-1 Free Write

21. Reading Strategies & Text-Dependent Questions • Text-dependent questions generally call on students to employ reading strategies. • Strategies are no longer taught in isolation. • The text and readers’ need to comprehend it should determine what strategies are activated - not the other way around.

22. Final Thoughts • There is no one right way to have students work with text dependent questions. • Providing for the differing needs of students means providing and scaffolding supports differentially - not asking easier questions or substituting simpler text. • Listening and speaking should be built into any sequence of activities along with reading and writing: • “Re-read it, think it, talk it, write it” • The CCSS require ALL students to read and engage with grade appropriate complex text regularly. This requires new ways of working in our classrooms.

23. Green Flags/ Red Flags Reflection – Respond to the two open ended questions.

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