Changing the Way Students Interact with Informational Text

1. Changing the Way Students Interact with Informational Text Stacy James Georgia Department of Education 2014 ELA Summer Academy

2. Who Am I? • 10 years of classroom experience (All Title I) • 4 years teaching in a single-gender classroom • Elementary & middle school certification • 2005-2006 & 2008-2009 TOTY • Husband of 3 ½ years & daddy to 17 month old

3. Essential Agreements • Be Respectful • Be Open-Minded • Be Attentive • Be Positive • Be Engaged

4. Why Are You Here? • To learn research-based strategies that are REALLY EASY to implement with Common Core. • To learn how to make reading informational text MOREINTERACTIVE for students.

5. Do You Agree? Successful readers are those who know and use a variety of reading strategies as they grapple with nonfiction text. They continuously think about and interact with text as they read and stop periodically to monitor their understanding. Students are more likely to remain on task when they are actively engaged with a text. Moehlman, J. (2013). Helping students navigate nonfiction text: Paving the way toward understanding. Retrieved fromhttp://learningcenter.nsta.org/files/ss1305_68.pdf

6. Meeting the needs of students, Common Core, & TKES IS IT POSSIBLE

7. 6th – 8thCommon Core Standards ELACC6RI1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC7RI1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

8. TKES 1.Professional Knowledge: The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences. • 1.1 Addresses appropriate curriculum standards and integrates key content elements. • 1.2 Facilitates students’ use of higher-level thinking skills in instruction. • 1.3 Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real-world experiences and applications. • 1.4 Demonstrates accurate, deep, and current knowledge of subject matter. • 1.5 Exhibits pedagogical skills relevant to the subject area(s) taught and best practice based on current research. • 1.6 Bases instruction on goals that reflect high expectations for all students and a clear understanding of the curriculum.

9. TKES 3. Instructional Strategies: The teacher promotes student learning by using research-based instructional strategies relevant to the content area to engage students in active learning and to promote key skills. • 3.1 Engages students in active learning and maintains interest. • 3.2 Builds upon students’ existing knowledge and skills. • 3.4 Uses a variety of research-based instructional strategies and resources.

10. TKES 5. Assessment Strategies: The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population. - 5.1 Aligns student assessment with the established curriculum and benchmarks. - 5.3 Varies and modifies assessments to determine individual student needs and progress. - 5.4 Uses formal and informal assessments for diagnostic, formative, and summative purposes. - 5.6 Uses assessment techniques that are appropriate for the developmental level of students.

11. TKES 6. Assessment Uses: The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents. - 6.1 Uses diagnostic assessment data to develop learning goals for students, to differentiate instruction, and to document learning. - 6.2 Plans a variety of formal and informal assessments aligned with instructional results to measure student mastery of learning objectives. - 6.3 Uses assessment tools for both formative and summative purposes to inform, guide, and adjust instruction. - 6.7 Teaches students how to self-assess and to use metacognitive strategies in support of lifelong learning.

12. TKES 8. Academically Challenging Environment: The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners. - 8.1 Maximizes instructional time. - 8.2 Conveys the message that mistakes should be embraced as a valuable part of learning. - 8.3 Encourages productivity by providing students with appropriately challenging and relevant material and assignments. - 8.6 Provides academic rigor, encourages critical and creative thinking, and pushes students to achieve goals. - 8.7 Encourages students to explore new ideas and take academic risks.

13. Before, During, & After Reading Strategies What’s the purpose? Does it even matter if we use them?

14. Before, During, & After Reading Strategies • Pre-reading strategies prepare students for learning by activating their prior knowledge • During-reading strategies teach comprehension by making connections, generating questions, and determining importance by guiding the reader to use proficient reader strategies. • After-reading activities connect the old and new knowledge and help students frame it in some way to their lives.

15. Getting Started To be effective, a reading strategy must be modeled and practiced repeatedly before it can be mastered. Moehlman, J. (2013). Helping students navigate nonfiction text: Paving the way toward understanding. Retrieved from http://learningcenter.nsta.org/files/ss1305_68.pdf

16. Before Reading… • Cause & Effect Remix • Accept or Reject • Possible Sentences • Possible Questions • Anticipation Guides • Word Splash

17. Let’s Predict! Supportive Administrators Use the following words to make a prediction about our featured text: Standardized Testing Hate Underappreciated Change Common Core positive Teachers Lounge Twittersphere

18. During Reading… • Sticky Summaries • Double-Entry Log • SOAPS

19. Double Entry Log

20. Your Turn! Read “Why I Don’t Hate Common Core” and complete the Double Entry Log. Afterwards, you will share your log with a partner and record your partner’s thoughts.

21. After Reading… • Reverse Word Splash • ABC Format • Four Corners • Acrostic Poem Summaries • One-Pager • 3-2-1 Strategy

22. ABC Format The ABC format should be used whenever students are answering a question with a written response (short answer, essay). A – Answer the question -      Should be at least one sentence long. -      Should include details from the question. -      Do not include any evidence. B – Back it Up with Evidence -      Include textual evidence that supports your answer. -      Include page number and correct punctuation. C – Comment or Connection -      Should be at least one sentence. -      Make a life connection or a relevant comment about the text.

23. ABC Format Example Why did the writer become a teacher? The writer became a teacher because she loves making kids better human beings. The text reads, “I chose it because I love kids, and I'm passionate about creating more curious, creative humans.” The writer and I are similar because I too am passionate about students and their education.

24. Your Turn! Answer the following questions using the ABC Format. • How does the writer feel about common core? • What is the author’s purpose of the text?

25. 3-2-1 Wrap-Up 3- Three things we discussed 2 – Two strategies you plan to implement in your class 1- One question or comment

26. Questions

27. Final Thoughts When teachers offer more nonfiction texts to students and use nonfiction in meaningful ways to enhance instruction, students will become better nonfiction readers and find more value in it. They'll build background knowledge, increase their confidence, and discover authors and topics that feed further reading. When our students read more, the world is open to them as an endless source of learning and inspiration. Miller, D. (2013). The dazzling world of nonfiction. Educational Leadership, 71(3). 22-27. Retrieved from http://www.educationalleadership-digital.com/educationalleadership/201311/?pg=25#article_id=350876