Reading for Informational Text and Reading for Literature Standards 3-5

1. Reading for Informational Text and Reading for Literature Standards3-5 Nicole Standing RISE Educational Services

2. Do you Common Core? • Do you watch two shows that you are constantly comparing that have similar patterns of events, such as CSI and NCIS? 4th grade RL 9 - Compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and tradition literature. • Did you read 2 articles or watch 2 newscasts about Flight 371 to help you form an opinion on what really happened? 5th grade RI 6 - Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

3. English Language Arts • More expository text • More short passages that teach students to apply skills on diverse subject matter • Students asked to make meaning from multiple texts and types of sources

4. English Language Arts • Emphasis on informational and argumentative writing • Speaking and listening are assessed • Use of academic language a must

5. A ritualized routine has been to teach reading comprehension or literary analysis by “discussing” while reading or focusing on program identified skills and strategies. This is quite different from teaching a clean lesson from a standards based learning objective.

10. Average Retention Rate After 24 hours Lower Retention Verbal Processing 5% Lecture 10% Reading 20% Audiovisual Higher Retention Verbal and Visual Processing 30% Demonstration 50% Discussion Group 75% Practice by Doing Doing 90% Teach Others / Immediate Use of Learning Adapted from D.Sousa – 2006: p95

11. LESSON TYPES “Do” DECLARATIVE PROCEDURAL ”Know” Emphasis on Skill Emphasis on Concept Describe the overall structure of ideas, events, concepts, or information in a text or part of a text ELA 4 RI5 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ELA 5 RI 1 Explain major differences between poems, drama, and prose, and refer to the structural elements. ELA 4 RL5 Describe characters in a story and explain how their actions contribute to the sequence of events. ELA 3 RL3

12. Excellent first instruction is of paramount importance, and additional instructional support is provided swiftly when needed. (CDE: Draft ELA/ELD Framework for second public review May-June 2014 Grade 2 through 3 p. 43)

13. Considerations for RL/RI Standards • Must explicitly teach the RI/RL skills. • Independent Practice needs to match the rigor of the standard • All students need to be help accountable for demonstrating the skill. • You will need multiple sources to effectively teach the standard (models, guided practice, independent practice) • RLs must be taught with literature and RIs must be taught with informational text (some of the standards are very similar across the two domains) • RI lessons can be taught with science and social studies text when the content has been previously taught. • Most standards/lessons will still be procedural and steps can be a challenge. Some steps may be thinking steps or questioning steps.

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16. Big Idea • Define attributes of what I am to know or do (example: Setting is when and where the story takes place…) • What is it? • Why it important/why do we do this? “Good readers ……..” • Example to create context • Non example if appropriate

17. Big Idea continued… Is there a graphic organizer that I can use to more clearly illustrate definition? (example: Use a multi-flow map to describe major events using key details or describe the connection between two individuals, events, ideas, or pieces of information)

18. Make Inferences

19. Says Leads me to believe the following about this character: Does Thinks Analyze a character based on what they say, do or think

20. How do I Model ? • Ask yourself, “How does my brain process this? How do I know what I know? How do I analyze a character when I am reading at home?” Think aloud process: • Clue words I find • Process/steps (thinking or processing steps “I ask myself ________”) • Explain how I knew this information was important • Connect to other examples • Is there a graphic organizer I can use to visually illustrate this process?

21. Resources Students need multiple, accessible examples; luckily, there are many examples that students are familiar with that can be used. RL Examples: • Stories read in class this year (reading book, novels) • Familiar stories they know (Cinderella, Red Riding Hood) • T.V. Shows/Movies (Shrek, Cars etc.) RI Examples: • Science/social studies text • Scholastic/time for kids • Leveled readers from curriculum

22. We can incorporate rigor into our lessons by embedding multiple levels of Depth of Knowledge questions. Depth of Knowledge questions should be pre-planned and added to appropriate elements during BBDI lessons. Depth of Knowledge Questions

24. DOK 1 – Basic recall • Identify ______. • What is the formula for________? • List the ___________ in order. • How would you describe _________? • Recall __________? • Describe_________. • Name the __________. DEPTH OF KNOWLEDGE SENTENCE STEMS DOK 2 – Limited Interpretation/Application Compare______ and __________. Explain how you found the solution. How would you summarize _________. Explain how _______ affected _______. Determine a strategy for__________. What is the relationship between______ and ______? DOK 4 – Extended Explain the problem, the different solution paths, solve the problem using at least two paths and report the results. Create a plan for ________ using this principle_________. Justify your method for solving this scenario, hypothesize how an expert in another field would approach the solution. What information can you gather to support your idea about_________? Devise a way to________________. Best used : Best used : • DOK 3 – Strategic Interpretation/Application • Explain why the solution given is wrong/right and why. • Describe a different method to come to the same conclusion. • What was the effectiveness of the ______? • Explain your reasoning using one other source. • What would happen if______? • Can you formulate a theory for__________? Best used : Best used :

25. DOK 2: What is the relationship between the character’s response and the next event in a story? DOK 3: What would happen to the story if the character did ______ instead of __________?

26. What DOK question could you ask the students? What level is it and what stem/frame would you use?

27. Steps for Checking for Understanding at Key Points in a Lesson • Pose the question to make all students accountable • Pause to allow time for all students to develop an answer • Process to build language and develop soft skills • Pick a non-volunteer

28. When do I use close reading? “Explicitly teaching students to use strategies that good readers use, such as drawing on background knowledge and creating graphic organizers to gain control of the macrostructure of a text, improves comprehension” (Biancarosa and Snow 2006; Underwood and Pearson 2004) ELA/ELD Framework May-June 2014 pg 52

29. The skill to access the text The skill you are going to be able to do after reading Reading for Information and Reading for Literature Standards Close Reading Strategies to support literacy Should be taught the first time utilizing BBDI Should be incorporated into layered activities Can be used as a step in a standards based lesson • Skills that students need to be successful in real world scenarios as represented on the SBAC • Should be taught through BBDI • Includes multiple text examples for guided and independent practice

33. Objective Analyze the similarities and differences in multiple accounts of the same event or topic.

34. Review • Boston Massacre • Boston Tea Party • Trail of Tears/Indian Removal • Slavery

35. Big Idea Good readers pay attention to the point of view that is being portrayed in a report on an event or topic. This helps us to analyze the information in order to make informed decisions about our opinion regarding the event or topic.

36. Trail of Tears Article I: President Jackson’s Message to Congress ‘On Indian Removal’ (1830) “It gives me pleasure to announce to Congress that the benevolent policy of the Government, steadily pursued for nearly thirty years, in relation to the removal of the Indians beyond the white settlements is approaching to a happy consummation. It will separate the Indians from immediate contacts with settlements of whites; free them from the power of the States; enable them to pursue happiness in their own way and under their own rude institutions; will slow the progress of decay which is lessening their numbers, and perhaps cause them gradually, under the protection of the Government and through the influence of good counsels, to cast off their savage habits and become an interesting, civilized, and Christian community.” Article II: Cherokee Chief John Ross in a protest letter to the U.S. Congress, 1836 “Little did [the American Indians] anticipate, that when taught to think and feel as the American citizen, and to have with him a common interest, they were to be despoiled [stripped of their possessions] by their guardian, to become strangers and wanderers in the land of their fathers, forced to return to the savage life, and to seek a new home in the wilds of the far west, and that without their consent.”

37. Topic: Indian Removal • President Andrew Jackson • Persuade Congress of the benefits of the policy • Participant; policy-maker • Protest to Congress • Cherokee Chief John Ross • Participant – directly affected by policy they refer to the same policy The viewpoints in these articles are similar because______________________. The viewpoints in these articles are different because______________________. they have completely different perspectives on the outcomes of the policy.

38. Steps • Read the first article and map out point of view thinking questions: • Who wrote it? • What was their affiliation? (observer/participant) • Reason for writing it • Read the second article and map out point of view thinking questions • Ask yourself, “How are their viewpoints the same?” • Ask yourself, “How are their viewpoints different?”

39. Event: Boston Tea Party • Samuel Cooper • Give an account of the events of the Boston Tea Party • Eyewitness • Provide an account of the events of the Boston Tea Party • Thomas & John Fleet • Observer; journalist they both claim to be unbiased observers but hint at their approval of the event. The viewpoints in these articles are similar because______________________. The viewpoints in these articles are different because______________________. Fleet concludes with a clear opinion in favor of the event.

40. Event: Boston Massacre • Journalist from the Boston Gazette • Inform the public • Observer (possibly secondhand) • Tell his side; provide a justification for his actions • Captain Preston • Participant

41. The viewpoints in these articles are similar because _____________________. The viewpoints in these articles are different because ______________________.

42. Topic: Slavery • Describe the treatment of slaves • Participant (slave) • OlaudahEquiano • Protest slavery • Samuel Sewall • Participant (English Colonist)

43. The viewpoints in these articles are similar because _____________________. The viewpoints in these articles are different because ______________________.

44. Closure • What did we learn in this lesson? • Why do good readers analyze viewpoint? • What are the steps to analyze viewpoint when looking at articles about the same event or topic?

46. I came to work this morning and realized Katie had forgotten to bring her coffee. I wonder if she was in a hurry. Katie got to work this morning and realized that she had forgotten her coffee. Then she realized she must have packed it in Jake’s lunch!

47. Objective Determine the point of view from which different stories are narrated.

48. Review Point of View – a position (perspective) from which something is observed Pronoun – a word that takes the place of a noun (I, my, his, her, she, he)

49. Big Idea Different stories are narrated from different points of view. This allows the author to give the reader a look at the thoughts and feelings of just one character, or many of the characters. 1st Person One character’s perspective Reader only sees what that character sees 3rd Person Outsider’s perspective Reader knows what’s going on with all characters 3rd Person Clue Words (excluding dialogue) He She They 1st Person Clue Words (excluding dialogue) I Me My Tells perspective

50. 1st Person One character’s perspective Reader only sees what that character sees 3rd Person Outsider’s perspective Reader knows what’s going on with all characters Tells perspective Perspective: 3rd Person Lunch Money is narrated in 3rd Person because it gives the perspectives of all of the characters.