Robertson County Middle School Reading Jennie.justice@rcstn

1. Robertson County Middle School Reading Jennie.justice@rcstn.net twitter @jenniejjustice Pinterest: jenniejustice

2. Norms for today’s PD • Participate • Cell Phone: please place on silent or vibrate. • Side-bar conversations

3. My Family

5. Common Core http://expectmoretn.org/DOE

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

7. Shift #1: Building Knowledge through Content-Rich Nonfiction: Why? • Non-fiction makes up the vast majority of required reading in college/workplace. • Informational text is harder for students to comprehend than narrative text. • Supports students learning how to read different types of informational text. • Students are required to read very little informational text in elementary and middle school.

8. Shift 2#: Reading , Writing, and Speaking Grounded in Evidence from Text, both Literary and Informational: Why? • Most college and workplace writing requires evidence. • Evidence is a major emphasis of the ELA standards: Reading Standard 1, Writing Standard 9, Speaking and Listening standards 2, 3, and 4, all focus on gathering, evaluating and presenting of evidence from text. • Being able to locate and deploy evidence are hallmarks of strong readers and writers. • Read like a detective and write like a reporter!

9. Citing Textual Evidence RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Citing Textual Evidence Video

10. Shift #3: Regular Practice with Complex Text and its Academic Language: Why? • Gap between complexity of college and high school texts is huge. • What students can read, in terms of complexity is the greatest predictor of success in college (ACT study). • Too many students are reading at too low a level.(<50% of graduates can read sufficiently complex texts). • Standards include a staircase of increasing text complexity from elementary through high school. • Standards also focus on building general academic vocabulary so critical to comprehension.

11. Close Reading: What is it? • Requires prompting students with questions to unpack unique complexity of any text so students learn to read complex text independently and proficiently. • Text dependent questions require text-based answers – evidence. • Robertson County requires two close readings every nine weeks. Close Reading Video Close Reading Protocol for Robertson County

12. Structure of the Standards • Four Strands: Reading, Writing, Speaking and Listening, Language • There are Reading and Writing Strands for History/Social Studies, Science and Technical Subjects • Text complexity standards are listed by grade “bands”: K-1, 2-3, 4-5, 6-8, 9-10, 11-12, CCR – College and Career Ready)

13. Identify the Standard RI 6 2 Grade Standard Number Strand

14. Appendices A, B, and C • Appendix A • Supplementary material on reading, writing, speaking and listening, and language (Research and evidence) • Glossary of key terms • Appendix B • Reading text exemplars • Sample performance tasks • Appendix C • Annotated student writing samples at various grade levels • Link to Appendices: http://podcast.rcstn.net/groups/middleschoolreadingandlanguagearts/

15. Classroom Video Tour • Let’s take a 10 minute break! • www.choicelitercy.com 6th grade room tour Let’s talk about what you noticed!

16. Comprehension • 30 minutes daily • 1/3 Literature (basal, novel, book clubs), 2/3 Content area text (nonfiction material such as social studies or science materials, book clubs, poetry) • Teach Comprehension Strategies: Connecting, Predicting, Clarify/Monitor, Questioning, Summarizing, Inferring, Visualizing, Evaluating • Provide a variety of before, during and after reading strategies • Arrange flexible and purposeful groups especially for the “during-reading phase” of the block • Work to embed grammar SPI’s whenever possible

17. ComprehensionResearch Both NRP and Duke and Pearson (2002) agree that explicit teaching, including an explanation of what and how the strategy should be used, teacher modeling and thinking aloud about the strategy, guided practice with the strategy and support for students applying the strategy independently are the steps needed to effectively teach any comprehension strategy.

18. Three Segments of Comprehension • Before Reading Strategies • During Reading Strategies • After Reading Strategies

19. Before Reading Strategies • Before beginning a selection, students must: • access or build prior knowledge • make connections • make predictions • identify the purpose for reading

20. Before Reading Anchor Charts

21. During Reading Strategies • While reading, students must: • question and monitor what they are reading and thinking about • make inferences • visualize • continue to make connections • continue to set predictions

22. During Reading Anchor Charts

23. AfterReading Strategies • After reading, students must follow-up their predictions, connections, and purpose. They may need to: • summarize • identify important information • evaluate or apply the information from the text to a specific problem or situation • engage in conversations • createa written response to reflect their thinking

24. After Reading Anchor Charts

25. Tools to Consider • Bookmarks, Sticky Notes, and Highlighters • ERT – Everyone Read To…Find out / Figure out (Big Blocks p. 116) • Story Maps (Big Blocks p. 150) • T-Charts (Big Blocks p. 111) (graphic p. 149) • Students write an entry from the text in the left column and respond with their connections in the right column.(Two-Column Notes) • Predicting – Guess Yes or No/Anticipation Guide (Big Blocks p. 112) • GIST (Big Blocks p. 113) Use for Summarizing

26. Informational Text Graphic Organizers to Consider • KWL (Big Blocks p. 122) • Feature Matrix • Informational Web (Semantic Web) (BigBlocks p. 119) • Data Charts • Timelines • Venn diagram (Compare & Contrast) (Big Blocks p. 118 & 120) • Cause and Effect – Causal Chain (Big Blocks p. 121)

27. Comprehension Anchor Charts

28. Quick Write • A quick write is a brief activity, usually 3 minutes, that allows the students to stop and reflect in writing on what they are learning. • A quick write can also make use of word wall words to ensure students knowledge of words. • A quick write can also be used as a way for students to analyze their own metacognitive thinking process.

29. Working with Words • 15 minutes daily • Word Walls • Greek-Latin Words http://quizlet.com/ • Prefixes-Suffixes (Big Blocks p. 195) Pacing Guide • Spelling patterns, high frequency words (Big Blocks p. 192-194) • Tennessee Academic Vocabulary http://jc-schools.net/tutorials/vocab/ • 12 Powerful Words http://sbcusd.k12.ca.us/index.aspx?nid=4652 • http://podcast.rcstn.net/groups/middleschoolreadingandlanguagearts/

30. Why Direct Instruction? • Direct instruction offers our students a powerful, comprehensive approach to learning. • Direct instruction creates or buildson schema. Frontloading is important! • Vocabulary strength is strongly related to reading proficiency in particular and to school achievement in general.

31. What Words to Teach? • K-2 vocabulary growth comes more through oral language and books that are read to the children. • As kids progress in school, emphasis turns to academic vocabulary, that is, to vocabulary words that pertain to specific disciplines or domains – but they still need that enriching vocabulary, too! Beck and Marzano

32. Which Words to Teach?

33. Criteria for Identifying Tier Two Words: Go for Milage! • Importance and utility: words of mature language users that appear across domains. (Ex: dread vs. brackish) • Instructional potential: Words that can be used in a variety of ways and build connections to other words and concepts. (sad – sorrow – grief) • Conceptional understanding: Words for which students understand the general concept but which provide more precision. • (Ex: distracting, annoying, bothering vs. Go away! Stop!) Beck, I., McKeown, M.G., & Kucan, L. (2002)

34. Marzano’s Six Step Vocabulary Process • YOU provide a description, explanation or example of the word. • Ask students to re-state or re-explain meaning in their own words. (write it in a journal, turn and talk to your neighbor, etc.) • Ask students to construct a picture, graphic, or symbol for each word. (give a couple of minutes and not all class period) • Engage students in activities to expand their word knowledge (add other words it reminds them of, other words made from this word (adv, adj, etc) • Ask students to discuss vocabulary word with one another. (collaborate) • Have students play games with the words ( Bingo, Wordo, Word Sorts, etc)

35. Words, Words, Words….which ones to teach? • Words, Words, Words Article • Graphic Organizer for words to teach.

36. Let’s try it! • With partner, look at the first story in the Literature book. • Find two words that are likely to be unfamiliar to students or that are possible Tier 2 words. • Analyze: which are Tier 2 words? Which are needed for story comprehension? • Which words will you teach? Which need brief attention, and which need more elaborate attention?

37. Word Walls • AmazingWords/Word Wizard wall (or whatever you want to call it) for the enriching words. • Rotate the words! A good wall is in constant motion! Kids can reach it and touch it. Use it to establish weekly review, enliven writing, and promote conversation. • You decide how your walls will look. Key: for kids to love words and to participate actively in the creation and maintenance of the walls!

38. Word Sort Video Break??? Word Sort Video of a 6th grade class…… • http://www.choiceliteracy.com/articles-detail-view.php?id=606 Discussion/Comments?

39. Word Walls

40. Writing • 25 minutes daily • **Teach grammar SPI’s • Refer to the Writing Workshop referenced in the pacing guide. • Examples of mini-lessons (Big Block p. 90-96) 1. Writing as part of the Interactive Notebook (Big Block p. 61-62) State Writing Information Video on Writing from Choice Literacy

41. Student Writing/Conferencing • Writing Narratives, Informative/Explanatory, Arguments W.1 Write arguments to support claims with clear reasons and relevant evidence. W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W. 3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. • Conferencing regarding writing (during SSR) (Big Block p. 72-75) • Sharing of writing (optional) (Big Block p. 81-82) • Student Choice (Journal Writing)

42. SSR/Data • 15 to 20 minutes daily • READ ALOUDS from different genres, topics, authors (5-8min.) • Student-selected reading • Goal Setting for books?? • Reading log (Big Block p.37-41) • Conferencing-REQUIRED (Big Block p. 35-36) • DATA SHARING • Data folders • STAR, common assessments, TCAP scores. Middle School Conference

43. SSR/DATA Pictures Genre List Response Log

44. Classroom Conferences

45. SSR/DATA

46. Interactive Notebooks Interactive Notebooks Video

47. STAR Enterprise Reading • Website: https://hosted333.renlearn.com/81854 • Locating class/student usernames/passwords • How to group students using Record Book • How to use the data for conferencing/small group instruction, etc.

48. Classroom Libraries http://classroom.booksource.com/

49. Classroom Libraries Plastic Gutters

50. District Assessments/Pacing • STAR Reading testing: August 18-September 3 Review STAR Protocol • STAR Matrix and it’s uses • The “Yellow Card” • Pacing Guides: The Why and How?