Shared Interactive Reading

1. Shared Interactive Reading Core Knowledge Language Arts: New York Edition Day 2

2. We Heard You!

3. The Three Pillar Model of Instruction • Guided Accountable Independent Reading • Foundational Skills and Guided Reading • Shared Interactive Reading

4. 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

5. Addressing the Common Core Standards • What do we need to be intentional about during shared interactive reading to address the standards?

6. Debrief • How many of the standards can be addressed through shared interactive reading? • What elements of intentionality do we need to consider in planning and presenting shared interactive reading to address the standards?

7. Letter vs. Intent • The letter of the lawversus the intent of the lawis an idiomatic antithesis.

8. The Letter of the Standards

9. The Intent of the Standards 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

10. Making Shared Interactive Reading Intentional Knowledge Students hear a balance of informational and fictional texts READ ALOUD Students build coherent domain-specific knowledge through texts READ ALOUD Language 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

11. Choosing Texts: Complexity Knowledge/Content Language Knowledge/Content

12. Staircase of Complexity More Complex Less Complex

13. The Wolf in Sheep’s Clothing

14. 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

15. How Do We Build Knowledge?

16. 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

17. Building Knowledge

18. Range and Content of Student Reading • To 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)

19. 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

20. Building Knowledge with Coherence • 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. (NY Common Core Learning Standards, 2011, p.43)

21. 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.

22. How It Might Look: Deep and Wide

23. How It Might Look: Systematic

24. How It Might Look: Systematic

25. How It Might Look—Coherent

26. Questions?

27. The Language Shifts

28. Language Development Oral Written

29. Range and Content of Student Language Use • The 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)

30. 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

31. How does staying on topic support language acquisition?

32. 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

33. 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.

34. Consider Your Practice • Addressing 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 opportunity to engage in discussion (and later, writing); and • insuring increasing complexity in opportunities for both exposure and use of the vocabulary and language.

35. Key Takeaway • We 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.

36. Listening and Learning Let’s Check-In with Implementers

37. 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?

38. Break Back at 10:15a.m.

39. Planning and Design Considerations Leveraging Knowledge and Language in Shared Interactive Reading

40. Selection of Topics

41. Selection of Texts

42. Planning Considerations

43. What Do You Need to Consider?

44. What It Might Look Like…

45. What Do You Need to Consider?

46. What It Might Look Like…

47. What Do You Need to Consider?

48. What It Might Look Like…

49. 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.

50. Vocabulary Charts