Module 3 Teaching the Common Core through an Integrated Planning Approach

1. Module 3Teaching the Common Core through an Integrated Planning Approach

2. Objectives • Become more familiar with the CCSS Reading Standards for Literature & Informational Texts • Understand how the close reading of informational text supports deeper comprehension • Understand the skills a reader needs to process informational texts • Become familiar with scaffolds to further develop academic conversations

3. Norms • Respect for all perspectives • Active listening and participation • Maintain a positive outlook and attitude • Proactive problem solving • Assumption of positive intent

4. Whittier City School District’s Instructional Focus Developing deep comprehension and interpretive skills using literature and informational text, with an implicit focus on informational textand expository writing Instructional Shifts Building knowledge through content-rich nonfiction, informational texts and literature Rich and rigorous conversations, dependent on common text • Reading and writing grounded in evidence Instructional Strategies Text based discussions Constructed Response/Text Dependent Questions Close Reading

5. Examining Standards Sort the Reading Literature & Informational Text Standards • Closed Sort: Resort the standards into two categories: Reading Literature and Reading Informational • Within each of the above categories, sort into clusters: Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, Range of Reading and Text Complexity Discussion: What stood out to you after examining the Reading Informational Standards? How do the Reading Literature Standards support the Reading Information Standards?

6. Essentials of Reading Instruction

8. Informational Reading • Malcolm Gladwell, in Outliers, reminds us that one of our jobs is to teach students to work hard—that is the key to extraordinary success. So here, you’ll begin by showing students how to approach a text in a serious, intellectual manner.

9. Boxes and Bullets (informational)

10. Story Structure (Literature) • Beginning, Middle and End • Scenes and plots

11. Informational Text Tool

15. Informational Reading Unit of Study Before Reading Strategies Previewing the Text • What text features do I notice? (pictures, headings, charts, captions ) • What do they tell me? • What do I think this text will be about? Activating Background Knowledge & Setting a purpose • What do I already know about the topic? • What might I read to find out? Activating Knowledge of Text Structure (Boxes and Bullets) • What do I know about how informational texts are structured? • How is this text organized? Making a plan for reading • Where will I start reading?

16. Informational Reading Unit of Study During Reading Strategies Self-Monitoring for Meaning: • Coding the text • Summarizing • What did I just read? • Questioning • What is confusing? • What am I wondering? • Envision • What am I envisioning? (see, hear, touch, smell, feel) • Main Idea/topic & Supporting Details: • What is the main idea/topic? • What details support the main idea/topic?

17. Informational Reading Unit of Study After Reading Strategies • Determining Important Details (Throughout Reading) • What is this whole text mostly about? • What is important to remember after reading this text? • Synthesizing • What do I think now after reading this text? • I used to think ______ but now I think__________ • Do I agree with the author? • What is the Big/Central Idea? • How does this fit with other information on the same topic?

18. Professional Reading Points of Entry By Nancy Frey and Douglas Fisher

19. Interactive Structures Interactive Structure Options • Whip Around • Heads Together • Talking Stick/ Talking Chips • Think, Pair, Share • Think, Write, Pair, Share • Partner work • Quick Write What structures have you used? How have they increased student engagement and allowed you to check for understanding?

20. Accountable Talk

21. Accountable Talk

22. Examine A Text As a Team: • Read the selection • Summarize the selection • What is the text mainly about? • What are the main ideas?

23. First Read The GOAL of the first read is for students to have a general understanding of what the text is about

24. Planning For The First Read Decide what information must be frontloaded • If informational text is not connected to prior learning, provide limited background information Decide what vocabulary needs to be clarified • Informational text will have academic vocabulary that students should be allowed to struggle through Decide how the text will be read • Read Aloud, Whisper Read, Choral Read, Partner Read, Independent Read *This will depend on the complexity of the text and time of year and grade level.

25. Before First Read of Informational Text Preview the text • Notice the headings, captions and pictures • What do you think this text is about? Set a Purpose for Reading • Establish why they are reading the text • What will I learn? Students share • This text will be about…… • I think I will learn about….

26. Practicing the First Read Read the entire selection • Frontload information if necessary • Stop only to define key vocabulary words that cannot be defined in context and may interfere with meaning • Students Annotate: What was confusing? What do you wonder about? Students Summarize the text • This text is mainly about…. Students share • I’m confused about _______ because….. • I wonder about …….

27. Planning For The First Read Determine the Central Ideas after reading the Text • Kids can make a difference and take a stand • Laws and beliefs are different around other parts of the world • All kids deserve an education

28. Examining the Standards What standards seem to be most suited for this text?

29. Planning For Close Reading Chunk the text into Pivotal Passages • What sections merit a second read? • Important and interesting sections or parts • Sections that include different ideas or information • Complex information; various structures within a paragraph • Lengthy and substantial information

30. Planning For Close Reading Determine Understanding to be Developed • What do we want students to understand after reading this section of the text? • What idea is essential for them to understand? • Test your Understanding to be developed • Does it capture the main idea? • Can it be supported with details from the Pivotal Passage? • Does issupport the Central Idea/s? Understanding To Be Developed Taliban is an oppressive group but Malala stood up to them

31. Planning For Close Reading Develop Text Based Questions • Draft questions that will help students get to the understanding that needs to be developed • Ensure questions lead students back to the text and support discussion

32. Pivotal Passage #1 Understanding To Be Developed: Taliban is an oppressive group but Malala stood up to them Text Based Questions • What are we learning about the Taliban? • What are we learning about Malala? • Why does the author write “see Who are the Taliban?” • What details from the text does the author use to support the idea that the Taliban is an oppressive group? • Why does the author include a map? How does it relate to what we read?

33. Planning For Close Reading Develop an Enduring Question • Are questions students could think about and discuss while reading the text that help them uncover the Central Idea • This is the last question asked after each pivotal passage to build up to the culminating question

34. Practicing Close Reading Enduring Question • What does the author want us to know?

35. Let’s Practice With your table partner: • Read the second pivotal passage • Script the understanding that you want students to develop after reading this section • Share with your table and share out to the group

36. Planning for Close Reading Determine Understanding to be Developed • What do we want students to understand after reading this section of the text? • What idea is essential for them to understand? • Test your Understanding to be developed • Does it capture an idea that can be supported in the whole section? • Does is support the Central Idea/s Determine Understanding to be Developed for Pivotal Passage #2 Malala perseveres though this tragedy and continues to spread the message of equal rights

37. Let’s Practice Close Reading Understanding to be Developed for Pivotal Passage #2 Malala perseveres though this tragedy and continues to spread the message of equal rights Text Based Questions for Pivotal Passage #2 • How does Malala defy the Taliban? • What happened as a result of her actions? • What new information are we learning about the Taliban? • How does it connect to what we learned? • What information does the photo and caption tell us? • How does it add to our understanding? • Why does Malala mean when she says,” Lets pick...? • Why does the author include it at the end of the article?

38. Planning For Close Reading Develop a culminating question for discussion and constructed response • This question will be asked to engage the class in an extended discussion about the Main/Central idea • Students will also answer this question in writing (constructed response)

39. Let’s Practice • Culminating Question for discussion and constructed response The title of the article is Malala’s Dream why did the author choose this title?

40. How to Answer a Constructed Response Question • Read the question at least 2x • Start your sentence by answering the question • What does the Author want reader’s to know about the Amazon Frog? • The author wants readers to know that Amazon Frogs are dangerous predators. • Next add a few examples from the text to support your sentence. • Start by writing…..For example, an Amazon frog will try to eat just about anything, it will even try eating animals that are bigger than itself. The author also wrote that the tadpoles attack each other and other tadpoles. Another ideathe author wants readers to know is that Amazon Frogs have horns that help them hide in the forest as they wait for their prey. • Conclude with a final statement • Overall, Amazon Frogs are fearless predators that you don’t want to stand next to in the rainforest.

41. How to Answer a Constructed Response Question The author wants readers to know that Amazon Frogs are dangerous predators. For example, an Amazon frog will try to eat just about anything, it will even try eating animals that are bigger than itself. The author also wrote that the tadpoles attack each other and other tadpoles. Another fact the auhorwants readers to know is that Amazon Frogs have horns that help them hide in the forest as they wait for their prey…… Overall, Amazon Frogs are fearless predators that you don’t want to stand next to in the rainforest.

42. Examining The Common Core Standards • Which Writing standards are we addressing? • Standard 1-3 (short constructed response) • Standard 10 (short constructed response)

43. Constructed Response Resource http://mdk12.org/assessments/k_8/items/cr_grade3_reading.html http://mdk12.org/assessments/k_8/items/cr_grade4_reading.html http://mdk12.org/assessments/k_8/items/cr_grade5_reading.html

44. Examine Lessons

45. Using Collaborative Learning to Foster Discussion and Writing

46. Examining The Common Core Standards Listening and Speaking Standards • Look at Standard 1 Comprehension and Collaboration • What work have we done already to address this standard? • What are our next steps?

49. Rich and Rigorous Conversations

50. What Is Our Ongoing Role In Developing Student Partnerships? Teach: Model or Fish-Bowl Observe: Are students…. Coach: Try this…Say this..(whisper in) Give Feedback: Today I saw…I noticed…