Define it and align it

1. Define it and align it Fourth, Fifth, and Sixth Grade Presentation

2. WELCOME • We will begin promptly at 9:00. Between 8:45 and 9, please read the article in your packet. • Be prepared to share one thing that sticks with you as you read the article.

3. Define It and Align It:Instructional Planning • Curricular Alignment • Engagement and Thinking • Effective Questioning • Explicit Comprehension Instruction • Attention to Vocabulary

4. Engagement and Thinking

5. Define It & Align It:Making the Instructional Match • Curriculum Framework • Pacing Guide • Released Tests • Items Previewing New Tests • If your instruction does not reflect these documents every day, you are not adequately preparing students to meet the new reading standards.

6. Midyear Reading BM Test Results • 4th Grade • Midyear 2012: 85.6% • Midyear 2013: 87.7% • 5th Grade • Midyear 2012: 73.1% • Midyear 2013: 70.9% • 6th Grade • Midyear 2012: 90.5% • Midyear 2013: 84.0% DOE Slides

7. Fourth Grade: Inference

8. Fifth Grade: Inference

9. Fifth Grade:Nonfiction Text Structure

10. Sixth Grade: Author’s Purpose & Intended Audience

11. Sixth Grade: Nonfiction Text Structure and Signal Words

12. 6th Grade Curriculum Framework • identify how transitional words signal an author’s organizationsuch as words indicating time, cause and effect, or indicating more information. • identify common patterns of organizing text including: • chronological or sequential; • comparison/contrast; • cause and effect; • problem-solution; and • generalization or principle.

13. DOE Practice Item: Sixth Grade

14. Organizational Patterns • Choose a partner and a passage. Each partner should read one of the two passages. • Make notes and underline signal words to figure out how the authors organize information. • Talk to your partner. • What is the primary organizational pattern in your text? • What type of graphic organizer would best show how the ideas are related? • Did you notice other secondary patterns or relationships?

15. Effective Questioning • Question Types • QAR • Benchmark Question Framework • Bloom’s Taxonomy • Reading the Lines, Reading Between the Lines, Reading Beyond the Lines • Effective questions promote close and deep reading of text and prepare students for increased rigor of SOL tests.

16. Question Types Vocabulary (white): These questions ask students to use background knowledge, context clues, and word analysis to determine the meanings of unfamiliar words. Instruction and questioning should direct students back to the text whenever possible. Example: Which words in the paragraph help you know the meaning of ___? (ANALYZING)

17. Question Types Right There QAR (green): These questions require students to locate explicit information and facts stated in one place in the text. These questions are sometimes called “Green Light” questions because the reader just has to “go” straight to the text. These questions are always at the lowest level of Bloom’s taxonomy. Example: Who, what, when, where, why…? Reread the part of the text where you find the answer directly stated. (REMEMBERING)

18. Question Types Think and Search QAR (yellow): Students must search in more than one place and make connections to answer these questions. Questions assess understanding of relationships between different ideas across the text (problem-solution, cause-effect, sequential events, main idea-details, compare-contrast). These are sometimes called “Yellow Light” questions because the reader has to slow down, look around, and see how things fit together. Example: Reread paragraph ___. What questions can be answered using the information in that paragraph? (ANALYZING)

19. Question Types Author and You QAR (red): The answers to these questions are not explicitly stated in the text. Students must search for text support, evidence, and implicit information to support their answers. Making inferences and drawing conclusions are the primary comprehension skills addressed. These questions are sometimes called “Red Light” questions because the reader has to stop and think about the text clues and what they already know. Example: What do you think will happen next? At the end of the story? Support your prediction with information in the text. (APPLYING)

20. Question Types Author’s Work (blue): These questions are not answered by the information in the text. They challenge students to think beyond the content of the text to consider author’s purpose, organization, format, word choice, and other aspects of the author’s craft. Example: What would be another good title for the passage? Heading for this section? Ending for the story? (CREATING)

21. Make and Take • Use the question cards to align your questioning in reading and content area instruction. • Whole group questioning w/ quick writes • Small group questioning

22. Comprehension on Purpose • Reading First Article- Comprehension Instruction: Explicit Explanation • “Instead of explicitly teaching students comprehension strategies, classroom instruction often works under the assumption that repeated exposures will cause children to become strategic comprehenders. This is a practice that is in the middle of a paradigm shift. Explicit strategy instruction has been found to be beneficial to all students, especially our struggling readers.”

23. Comprehension Skill Instruction • Explicit Explanation • Modeling • Guided Practice • Application • Reading a-z Comprehension Skill Packets • Video clip • Sample lesson

24. Attention to Vocabulary • Word analysis: homophones, prefixes, suffixes, root words, Greek and Latin roots • Handout of word parts • Word meaning: context clues, multiple meaning words, synonyms, antonyms • Word reference tools: thesaurus, dictionary • How do you know?

25. Fourth Grade: Word Analysis Which words in paragraph 7 help the reader know the meaning of the word “distressed”?

26. Fourth Grade: Word Analysis

27. Fourth Grade: Reference Materials

28. Fifth Grade: Word Meaning

29. Fifth Grade: Word Analysis

30. Sixth Grade: Word Analysis Note: Students performed well on this question.

31. Word Talks • Select a word (ideally from current text) for deeper analysis. Create a sentence for context or use an authentic context. • Allow students 2-3 minutes to record something about their word. Then allow 2 minutes for sharing with a partner and adding to their ideas. • Debrief with students, emphasizing word structure and meaning.

32. Multiple-Response TEIs

33. Word Talk Clips: 4th Grade • Try It Out • immigration • inequality • renewable • prediction

34. Business • PALS Pilot • Textbook Adoption Committee • Professional Development Survey