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Creating Deep Readers Through Read Alouds NC DPI English Language Arts

Creating Deep Readers Through Read Alouds NC DPI English Language Arts. Defining.

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Creating Deep Readers Through Read Alouds NC DPI English Language Arts

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  1. Creating Deep Readers Through Read AloudsNC DPI English Language Arts

  2. Defining What is Text?: The term “text” refers to anything that a teacher can use to center instruction, anything that students can read, view, listen to, or explore, including books, photographs, films, articles, music, art, and more. What is a Text Set?: A text set is a collection of related texts organized around a topic or line of inquiry. A text set includes information in many modalities, including print, audio, visual. Examples could be podcasts, news footage, photographs, drawings, artifacts, sculptures, and paintings, including primary sources.

  3. Criteria Constructing a text set requires considering three criteria: • A variety based on text complexity considerations. • Various cultural perspectives may be appropriate for some concepts. • Differences that offer various approaches to the “big idea” or conceptual understanding that unifies the conceptual text set. Donham, J. (2013). Text Sets, Deep Learning, and the Common Core. School Library Monthly, 29(6), 5-7.

  4. Strong vs. Weak

  5. Choosing a Text • Text features • Genre • Organization • Layers of meaning • Purpose • Concept complexity • Vocabulary • Sentence length and structure • Figurative language • Regional/historical usage (dialects) • Background • Experiences From Student Achievement Partners

  6. Text Sets in K-12 Classrooms • Elementary: Across Genres / Integrated approach • Middle Grades: Across Genres /Team Approach • High School: Across Genres

  7. Shifts Building knowledge through content-rich nonfiction and informational texts Reading and writing grounded in evidence from the text Regular practice with complex text and its academic vocabulary

  8. Text Sets and the Standards • The Standardsfocus on building student ability to read and understand grade-level complex text and express that understanding clearly through writing and speaking. • The Standards emphasize the role of close engagement with text in students building knowledge about the world. • A coherent sequence of texts around a clear topic or line of inquiry will support students in building vocabulary and background knowledge. • Text sets are one tool for educators in planning units of instruction to help students meet the demands of the Standards.

  9. Where does using multiple texts appear in the Standards? Reading: Integration of Knowledge and Ideas • R.CCR.7Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. • R.CCR.9Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

  10. Writing: Research to Build and Present Knowledge • W.CCR.7Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. • W.CCR.8Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

  11. Speaking and Listening: Comprehension and Collaboration • SL.CCR.2Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

  12. Standard 10 in K-2 Range of Reading and Level of Text Complexity • RL.CCR.10 Read and comprehend complex literary and informational texts independently and proficiency. • RL.K.10 Actively engage in group reading activities with purpose and understanding • RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. • RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 complexity band proficiency, with scaffolding as needed at the high end of the range.

  13. Read Aloud!!!

  14. Traditional Read Alouds • Teacher reads once • Students sit and JUST listen • Time filler • Teacher favorites • No connection to classroom learning

  15. Rich Read Alouds • Purposeful • Worth re-reading • Connection and integration across disciplines • 50/50 • Coherent • 2 to 3 grade levels ABOVE • Students are active in the learning

  16. Why Read Aloud? • Vocabulary • Comprehension • Knowledge of the world (Content) • Speaking and Listening • Model of good reading – “See it in action!” • Fluency • Love of reading!

  17. Why Read Aloud? Appendix A

  18. Seeing It In Action www.commoncore.americaachieves.org

  19. Turning a Read Aloud Into a Text Set Staying on Topic Within a Grade & Across Grades • Charlotte’s Web • Spiders • Spider and the Fly Appendix B – Text Exemplars and Sample Performance Tasks Common Core and Essential Standards

  20. How do I fit it all in?! GRAIR Guided Reading with Accountable and Independent Reading • Connected to read aloud and shared reading • Allows for teacher and student choice • Builds reading volume • Develops reading stamina and persistence • Strengthens community of readers and learners

  21. Guided Reading (GR) • Small group with the teacher • Formative assessments • Additional supports of read aloud and shared reading texts • Reinforce and deepen • Targeted instruction

  22. Accountable Independent Reading (AIR) • Opportunities for interest • Independent reading • SSR • Accountable (book talks, response journal, etc.) • Choice from text set/related readings • Vocabulary • Fluency

  23. Purpose and Goals of the Read Aloud Project (RAP) • Creating deep readers while achieving the standards through listening to books read aloud. • Building knowledge of the world and the words that describe it from the very beginning days of school • Allow every child equal access to meaningful learning Edmodo.com

  24. Edmodo Group Codes for: • RAP (Read Aloud Project) pkx52i • BAP (Basal Alignment Project) f4q6nm • AAP (Anthology Alignment Project) jsv4r7

  25. Reflection

  26. ELA PD Menu Resources ELA Professional Development Menu LiveBinder: http://tinyurl.com/od6rlnx ELA Professional Development Menu Wiki: http://tinyurl.com/mp5e9at

  27. Contact Information Julie Joslin, Ed.D. Kristi Day, M.Ed Section Chief K-5 ELA English Language Arts Consultant 919-807-3935 919-807-3928 Julie.Joslin@dpi.nc.govKristi.Day@dpi.nc.gov Lisa McIntosh, MSA Anna Lea Frost, M.Ed K-5 ELA 6-8 ELA Consultant Consultant 919-807-3895 919-807-3952 Lisa.Llewellyn@dpi.nc.gov Anna.Frost@dpi.nc.gov Angie Stephenson, M.Ed 9-12 ELA Consultant 919-807- 3833 Angela.Stephenson@dpi.nc.gov

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