Module 2- Early Release

1. Module 2- Early Release Vance County Schools 10/19/2011

2. Agenda/Topics to Be C overed • 6 Shifts of ELA • Reading Informational Texts • Math Practices

3. Please utilize Today’s Meet to ask questions as you complete the module. K-2:www.todaysmeet.com/VanceCountyK-2Module2 3-5: www.todaysmeet.com/VanceCounty3-5Module2 6-8: www.todaysmeet.com/VanceCounty6-8Module2 Please sign in now

4. Math Practices #7 & #8 Patterns and Structure… C an you find them?

5. Close Reading • Clasp your pencil • List, line and label • Observe patterns • Seek similarities and differences • Effectively question

6. Practice #7 Use the next 4 minutes to do a close read of practice #7. Students look closely to discern a _______or _________. They see ___________ things as single objects or as being composed of several objects. PATTERN STRU C TURE C OMPLI CATED

7. Group Activity • Divide into groups of 4 teachers. • Re-read your assigned sentences. • Divide the chart paper in half. • On the top half of the chart paper draw a non-linguistic representation of your assigned sentences. • On the bottom half list things that might happen in a classroom to encourage the given behavior. • Each group will share their chart.

8. Practice #8 Use the next 4 minutes to do a close read of practice # 8. Students notice if ____________ are repeated, and look for _______ methods and ________. They continually evaluate the _____________ of their __________ results. Calculations shortcuts general reasonableness intermediate

9. Group Activity Repeat the group activity from practice #7 with practice #8. Each group should have the opportunity to share their non-linguistic representation and list of strategies, etc.

10. Six Shifts in Literacy as NC Moves to Common CoreLiteracy Standards in Social Studies, Science and Technical Subjects in addition to Language Arts Shift 3 Staircase of Complexity Each grade level requires a “step” of growth on the “staircase”. Shift 1 PK-5 Balancing Informational & Literary Texts Students read a true balance of informational and literary texts. Shift 2 6-12 Building Knowledge in the Disciplines Content area teachers emphasize literacy experiences in their planning and instruction. Shift 4 Text-Based Answers Classroom experiences stay deeply connected to the text on the page and that students develop habits for making arguments referring to the text. Shift 5 Writing from Sources Writing emphasizes use of evidence to inform or make an argument Shift 6 Academic Vocabulary Addressed in Module 1 Students constantly build the vocabulary they need to access grade level complex texts.

11. Shifts 1 and 2 Learning to read informational text and learning by reading informational text

12. Spend a few minutes thinking about the following questions and discuss them with a partner. Self-contained classrooms- How much of your time do your spend teaching informational reading in your class now? Content-specific classrooms- How much of your class is spent on reading strategies in your content area now?

13. With your group, brainstorm a list of things students read in your classroom.

14. What is text structure? • Text structure refers to the internal organization of a text • As authors write a text to communicate an idea, they will use a structure that goes along with the idea (Meyer 1985)

15. What is text structure? • Suppose an author wanted to show how hawks and owls compare • The author would help the reader to understand the similarities and differences by using words and phrases such as similarity, difference, on the other hand, also, and as well • The author would be using the text structure of compare and contrast

16. What are the common text structures? Sequence/ Chronological order • Transition words such as first, next, later, and finally are included to help the reader understand how events relate to one another • Dates and times may also be used

17. What are the common text structures? Sequence/ Chronological order • This is one of the easiest text structures for students to understand, since it matches the way that they experience the world

18. What are the common text structures? Cause and effect • This text structure shows how one or more causes led to one or more effects • This text structure also has a strong time component, since causes come before effects

19. What are the common text structures? Cause and effect • Transition words such as cause, effect, as a result, consequently, and because are used • Time order transitions are also used, which can lead to some confusion for students

20. What are the common text structures? Problem and solution • This text structure presents a problem, and shows how it can be (or has been) solved • This text structure can be confused with cause and effect

21. What are the common text structures? Problem and solution • The key difference is that problem and solution always has a solution, while cause and effect does not • Transitions may include problem, solution, solve, effect, hopeful, and so forth

22. What are the common text structures? Compare and contrast • Transition words may include like, similar, unlike, on the other hand, also, and too • Compare and contrast paragraphs are often embedded in other text structures as an author needs to explain a similarity or difference

23. What are the common text structures? Compare and contrast • This text structure shows how two or more ideas or items are similar or different • This text structure is also fairly easy for students to understand • The text may use a clustered approach, with details about one topic followed by details about the other • The text may also show an alternating approach, with the author going back between the two topics

24. What are the common text structures? Description • This text structure shows what an item or place is like • Transitions in this structure might include spatial words, such as next to, on top of, beside, and so forth

25. With your group, discuss types of graphic organizers and activities you could use to teach different text structures. • Chronological • Comparison • Cause/effect • Problem/solution • Description

26. Authors also use text features to bring attention to important details. Students can use the following features to become more successful and efficient in their reading. Text Features Literature Information • Title • Chapter Index (for chapter books and novels) • Illustrations • Bold Print • Continuous Text • Paragraphing • Dialogue • Title • Table of Contents • Index • Photos • Captions • Diagrams • Glossary • Date line (periodicals) • Bold Print • Headings • Sub-titles

27. How does text structure help readers? • When readers do not have a strong knowledge of the topic of a text, they depend more on the structure. • Research shows that efficient readers use the structure of the text to help them find specific information • It is also an important component to summarizing • When readers summarize, they need to reflect the text structure in the summary

28. Suggestions for teaching text structure • Be certain that students understand the word “structure” • Without knowing this word, the metaphor of “text structure” will be meaningless

29. Suggestions for teaching text structure • Examples from students’ lives can be very effective. • Comparing and contrasting two rooms in the school can be easy for students to understand. • The picture book Word Builder by Ann Whitford Paul is a great resource to reinforce the concept that authors “build” with words.

30. Discuss with your group some examples in your school, class or content that you can use to model the ideas ofchronology,comparison,cause and effect,problem and solution, anddescription.

31. Suggestions for teaching text structure • Have students create a foldable flip book with all of the text structures listed • Each day, refer back to the books and add new information about new text structures

32. Suggestions for teaching text structure • To lend some continuity to your instruction, you may want to use texts that are centered on a given topic • It’s interesting to see how the same topic can be discussed in different text structures

33. With your group review the chart, T ext Structure: Signal Questions & Signal Words.Add ideas for books, readings and topics that you can use to teach the different text structures.

34. State of the SystemThe Vance County Reading Plan states “K-8 students will have a daily minimum of 10-15 minutes to read independently on their appropriate reading level.”To be effective, teachers should access the state of the class at least once a week. Teachers should talk with each student individually.Simple tally sheets can help teachers track discussions to assure all students are addressed weekly.

35. Sample questions may include:Literary / Fiction1. Do you like the character in the book? Why or why not? 2. What sort of person is (character)? (Explain why you think this.)3. What do you think will happen next?4. Would you have behaved like (character) did in the book? Why? 5. Would you like to read another book by this author? Why? Informational / Nonfiction 1. Why did you choose a book on (topic)? 2. Name two things you have learned about (topic) from this book. 3. Would you like to read another book about (topic)? Why? 4. What other topics would you like to read about? 5. If you could talk to (author) about this book, what would you tell him/her?

36. Discuss effective strategies to access the state of the class.

37. Exit Slip 1- One thing you will do differently in your classroom. 2- Two things with which you still have questions or challenges. 3- Three things you have learned.

38. References • Cataldo, Maria and Jane Oakhill. 2000. “Why Are Poor Comprehenders Inefficient Searchers? An Investigation into the Effects of Text Representation and Spatial Memory on the Ability to Locate Information in Text.” Journal of Educational Psychology 92 (4) 791-799. • Meyer, B.J.F. 1985. “Prose Analysis: Purpose, Procedures, and Problems.” In Understanding Expository Text, edited by B.K. Britton, and J.B. Black. Hillsdale, NJ: Lawrence Erlbaum Associates. • Teaching Informational Text PowerPoint by Emily Kissner