Building Knowledge by Balancing Literary and informational Texts

1. California Common Core State Standards For English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Building Knowledge by Balancing Literary and informational Texts

2. Collaborative ConversationObjective: Describe the relationship between at least two of these data points (RI3) • Interrogatethis text Record at least two comments • Write Back To Me Exchange papers with a thinking partner, respond to your partner’s thinking, Swap back • Partner Talk: How is your point of view similar/ different from your partner’s? (RI6, SL1) Sentence Starters: • Our points of view were similar in that we both ______ (noted/perceived/agreed) that _____. • Our points of view (differed/diverged) because __________________________.

3. 294,000 Students Across 49 States Want More! Regular social learning exchanges Un–tethered learning Digitally–rich, real outcomes Speak-Up 2010: 30,000 K-12 schools, 50 States Prior knowledge impacts test results by 81% (Dochy, Segers & Buehl, 1999). 2011 National Association of Educational Progress Student Survey Classroom Literature Discussions 47% ….. once a week 11% ….. never or hardly ever The 2010 (NAEP) Civics Proficiency Grade 4… 27% Grade 12… 24% 70% of writing in K-12 does not require reading from text. ASCD, Sandra Alberti; CCSS, May 2, 2012 Age 3 Vocabulary Experience Low Socio-economic…. 525 words High Socio-economic….1,116 words D.A. Sousa, “How the brain learns to read” Over 70% of CA 4th-12th grade students are NP writers NAEP, CA, 2008 2011 Nation’s Report Card 46% of CA grade 4 students read for fun almost daily http://nationsreportcard.gov/reading_2011/context_2.asp Connect & Comment

4. College and Career Success

5. Objectives • We will explore the “Key Shifts” of the CCSS • We will examine the definition and role of Informational text as delineated in the CCSS • We will review some pre-reading strategies to demonstrate how an analysis of text structures and text features, both traditional & digital, aides the comprehension of informational text

6. STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS www.corestandards.org

7. Don’t start by looking at each tree – each standard…

8. Look at the BIG picture – the whole forest!

9. Shifts…

10. Instructional Shifts in the Common Core State Standardshttp://engageny.org/resource/common-core-shifts

12. Balancing Informational & Literary Texts Grades K-5 “Students read a true balance of informational & literary Texts” 50% Informational (Increased through reading in science & social studies) 50% Literature Grades 6-8 55% Informational 45% Literature Grades 9-12 70% Informational 30% Literature Knowledge in the Disciplines 6-12 Students build knowledge about the world (content areas) through TEXTS. Content area teachers teach the literacy skills of their discipline through instructional strategies.

13. What is Informational Text? Common Core State Standards K-5 Informational texts include biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms and information displayed in graphs, charts or maps; and digital sources on a range of topics written for a broad audience. Common Core State Standards 6-12Informational texts/literary nonfictioninclude the subgenres of exposition, argument, and functional text in the form of personal essays; speeches; opinion pieces; essays about art or literature; biographies; memoirs; journalism; and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience.

14. Understanding the Genre Balance P-5

15. Reading/Writing Connections

17. Why the Focus on Informational Text? • Harder for students to comprehend informational text than narrative text • Much of our knowledge base comes from info text • Academic vocabulary comes largely from info text • Makes up 80% of the required reading in college/ workplace • Yet students currently read 7-15% of it in elementary and middle school

18. Team Brainstorm What can your team do to put more of a focus on informational text? What are some specific examples? K-5 Resources Which informational selections are currently taught? Which are not? Are the main selections of HM enough to address the required balance? Is there a variety of informational text structures (expository and narrative)? 6-8 ELA Which informational selections in Pearson are strong examples of literary non-fiction? Which selections are examples of argumentation? What additional resources do you have at your site? 6-8 Social Studies/Science Identify chapters/lessons/resources where the author(s) present an argument that can be analyzed. Which text structures occur most frequently in your text?

19. What Makes Informational Text Informational Text? Structures and Features “Text structures and features define the organization and elements within the text. The organization and elements refer to the way ideas are arranged and connected to one another. Features refer to visual and structural elements that support and enhance the reader’s ability to understand the text.” National Assessment Governing Board (2011) Reading Framework for the 2009 National Assessment of Educational Progress

20. CCR Standards for Reading Organized in four key areas: 1. Key Ideas and Details 2. Craft and Structure 3. Integration of Knowledge and Ideas 4. Range of Reading and Level of Text Complexity

21. CCR Standards for Reading Craft and Structure 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

22. Organizational Text Structures Text structure refers to the ways that authors organize and connect information in text. • Description • Cause/Effect • Problem/Solution • Definition • Classification • Chronological • Compare/Contrast

23. Resourceshttp://www.scboces.org/Page/683

24. Text www.austinschools.org/.../la/.../LA_res_TxtStruc_ORS_Module.pdf

26. Text Features of a Website- Quiz (fill in the blanks) ___________: The opening page of a web site. This is kind of like the “cover” of the website combined with the “preface.” It gives a general overview of the contents. • _____________: Short for uniform resource locator. It is the address of a World Wide Web page. Depending on who created the website, it can have special three letter endings which may tell you something about the point of view of the website: • .com (commercial) • .edu (educational) • .gov (government) • .mil (millitary) • .org (non-profit organization) __________: Small pictures that represent objects or programs. Usually they are hyperlinks. _________________:The links and information at the bottom of a webpage. This is usually where you will find information about the organization or person who made the website and how to contact them. ________________:Clickable pictures, buttons or text which will take you to another part of the website or to a related website. Links are like headings, subheadings and bold print. They help direct you to the information you are searching for.

27. Text Features of a Website Quiz (page 2) _______________: A box where you can type in terms to search for them on the website. It is usually in the upper right corner. _______________: The top bar of the website. It’s purpose is often to promote the company or organization who created the website. It should tell you right away if you landed at the right place. ________________:A list across the top part of the webpage where the larger general categories are listed. These are somewhat like chapter headings in a text. ______________: A menu of topics, similar to a table of contents. It is a list of subheadings that are linked to other parts of the website where you will find additional information. ______________: This is a more specific menu that appears when you click on a topic in the main menu bar. It gives the subheadings for that section of the website. Each item on the dropdown menu is linked to another part of the website. _______________: This is the center area of the website where most of the information will appear. Often it contains the main text or graphics on the topic. Sometimes it contains more headings and subheadings that are hyperlinked to additional text.

28. Text Features of a Website Home Page: The opening page of a web site. This is kind of like the “cover” of the website combined with the “preface.” It gives a general overview of the contents. • URL: Short for uniform resource locator. It is the address of a World Wide Web page. Depending on who created the website, it can have special three letter endings which may tell you something about the point of view of the website: • .com (commercial) • .edu (educational) • .gov (government) • .mil (millitary) • .org (non-profit organization) Icons: Small pictures that represent objects or programs. Usually they are hyperlinks. Footer:The links and information at the bottom of a webpage. This is usually where you will find information about the organization or person who made the website and how to contact them. Hyperlinks:Clickable pictures, buttons or text which will take you to another part of the website or to a related website. Links are like headings, subheadings and bold print. They help direct you to the information you are searching for.

29. Text Features of a Website Search box: A box where you can type in terms to search for them on the website. It is usually in the upper right corner. Header: The top bar of the website. It’s purpose is often to promote the company or organization who created the website. It should tell you right away if you landed at the right place. Menu bar: A list across the top part of the webpage where the larger general categories are listed. These are somewhat like chapter headings in a text. Sidebar Menu: A menu of topics, similar to a table of contents. It is a list of subheadings that are linked to other parts of the website where you will find additional information Dropdown Menu: This is a more specific menu that appears when you click on a topic in the main menu bar. It gives the subheadings for that section of the website. Each item on the dropdown menu is linked to another part of the website. Body of the website: This is the center area of the website where most of the information will appear. Often it contains the main text or graphics on the topic. Sometimes it contains more headings and subheadings that are hyperlinked to additional text.

30. A Text Structure/Text Feature Pre-reading Strategy to Support Comprehension – The Topic Survey T O P/I C Titles, subtitles, headings, subheadings Organization: MI/detail, Cause/Effect, Compare/Contrast, Sequence/Chronological, Parts to whole Pictures and illustrations, charts, graphs, images Cornerstone words: captions, highlights, bold/italicized words, clever or curious words

31. Green Flags / Red Flags ELA / Literacy Mathematics

32. GREEN FLAGS AND RED FLAGS FOR IMPLEMENTATION Building Knowledge by Balancing Informational and Literary Texts

33. GREEN FLAGS AND RED FLAGS FOR IMPLEMENTATION Content Area Literacy Grades 6-12