February mini-institute on content area literacy and ccss

1. February mini-institute on content area literacy and ccss Shana Frazin shana@readingandwritingproject.com

2. Researchers read closely by asking… • -what kind of document is this? • -what does it want me to know? • -what does it want to me think? • -what does it want me to feel?

3. Ruth and The Green Book

4. How-To Read NF With a Partner • 1. Decide WHAT you are reading together • 2. Decide WHERE you will stop to turn and talk • 3. Decide HOW you are reading together • Shared choral reading, echo reading, tennis reading, silent reading • 4. Read chunk one. • 5. Talk about chunk one. • 6. Read next chunk. • 7. Talk about next chunk

5. Holding onto the Information the text is teaching

6. Information reading assessment • “I’m excited to know more about each of you as nonfiction, or informational text, readers. In a moment you are going to read an informational text. You will need to read the text and think about •   the central ideas* and supporting details •   evidence to support your thinking • After you read the text, you will respond in writing. You’ll have 30 minutes to complete the reading and the written response.”

7. Reading Standard 4.1: refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text • Refers details or examples from the provided source(s). These details are mostly relevant to the idea or position the student is discussing. • References to source material demonstrate mostly accurate understanding of literal and inferential details from the text.

8. A moment to Reflect… • I learned… • I really want to try… • I am continuing to think about…

9. Homework, Day One • Do something beautiful in NYC • Plan a read aloud. Select focus skills. Include a variety of actions—think aloud, turn and talk, jot aloud, stop and jot. • Independent Reading: read from your “baggie” to build information and ideas about the Civil Rights Era • Professional Reading: read content area calendars grade 4, unit 1, note taking and writing to think • Information Reading Assessment: Please complete

10. A Message to start Our day • Good morning and welcome to day two of the February mini-Institute… I’m so glad you came back to school today! • As you are settling in, please… • Reconnect with your partner/group. Teach each other information and ideas from the work you did last night. • Think about the work you did in your center yesterday. With your colleagues, compose one or two tips for the researchers who will be visiting that center today. • Read around the room. Check out our post-it trail from Ruth and the Green Book by Calvin Alexander Ramsey. • Review your notes from yesterday and get your mind ready to work even harder.

11. Flow of Our Day • miniLecture into centers • Studying student work • Interactive read aloud: nonfiction • miniLesson into nonfiction reading • Quick rehearsal and drafting of information books

12. Relentlessly researching • One of our big, important jobs as researchers is to synthesize all the information we are learning. One way we can do this is by rereading our notes and thinking about our unanswered questions. We can carry those questions across centers and texts and conversations in pursuit of answers.

13. Tips on Planning a minilecture • 1. Research, research, research. • 2. Structure, structure, structure. • Boxes and bullets • Chronological/Sequential • Question, Answer • Compare, Contrast • 3. Create supports—visuals, words banks, book recommendations • 4. Use what you know from Interactive Read Aloud— listening prompts, think alouds, turn and talks, stop and jots, etc.

14. Reading Standard 4.1: refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text • Refers details or examples from the provided source(s). These details are mostly relevant to the idea or position the student is discussing. • References to source material demonstrate mostly accurate understanding of literal and inferential details from the text.

15. Tips on planning ira

16. Guidelines for whole class conversation • It’s your turn to talk, if no one else is talking and you have something to say • Sit facing most of the readers. Remember, we listen with our ears and our eyes, our hearts and our minds • Can’t hear? Use the turn up the volume signal

17. From Notes to Information Books • Possible Table of Contents • Kinds • Parts • Times • Chronological • Oral Rehearsal with a Partner • Quick Draft of a Section (or two!) • Boxes and bullets • Compare/Contrast • Problem/Solution

18. Homework, Day Two • Do something delicious in NYC • Plan a nonfiction reading miniLesson, based on data from the nonfiction reading assessment. • Independent Reading: continue to read and take notes on information and ideas about the Civil Rights Era • Professional Reading: NF reading session (3-4, p. 44, 5-8, p. 41) • Please complete: TOC and a section (or two!) of your information book

19. Message to Start our day • Welcome back! I am so glad you came to school today. (Really.) • Take a moment to find your partner and share the writing work you continued last night. You may want to discuss ways to make time for writing today, tomorrow and beyond. • Find your group and decide the center in which you will work, study anf learn.

20. Flow of Day Three • miniLesson into centers • Practicng our teaching in triads: (No, and then I would…) • Let’s debate that! • Quick argument essays • Studying the Opinion Continuum

21. Relentlessly researching • Researchers think, talk and sometimes write in claims and evidence that supports those claims. Some people call this boxes and bullets. We can do this by asking what’s my idea and what reasons or examples or evidence support my idea.

22. Resistance to integration came in many forms. • There was legal resistance to integration—Jim Crow laws • There was violent resistance to integration—Ku Klux Klan • There was nonviolent resistance to integration—mothers pulling her child out of school

23. Children Played a pivotal role in the civil rights movement • 1. • 2. • 3. • 4.

24. Qualities of Good Teaching • Explicitness • Consistency • Engagement • Responsiveness • Planned-ness • Connectedness

25. Moves You can use to argue • When you want to stake a position • It is my position that… • I am going to argue that… • When you want to give reasons • One reason… • Another reason… • When you want to offer evidence • An example that shows this is… Another example that shows this is… • When you want to be sure you are showing how the evidence proves your point • This shows that… • This means that… • When you want to consider then reject counter argument • Still there are those who would claim…yet, I disagree… • When you want to rebut • So you are claiming…yet what about the fact that…?

26. Quick Argument Essays • State your claim • State the reasons that support your claim • Include the evidence that matches your supports • Conclude

27. Homework should not be by gwen, 5th grader • One reason kids should not have homework is because research shows that more homework does not mean kids will do better in school. For example, schools in the US are giving more homework to compete with India and China. But really, countries that give LESS homework score BETTER on standardized tests. There is actually no connection between achievement and homework in elementary school. Kids in high school have tons of homework, but research shows that homework does little for achievement. This shows that all that homework for very little to no improvement on standardized test scores is a waste of time. In fact, 50% of teachers surveyed report that only sometimes does homework give them good information about where students are in their education.

28. Strong, stronger, even stronger • Questions essayists ask to find and fix the weak points in our arguments • Why? • So, what? • How do you know?

29. Homework, Day three • -Do something teacher-ly in NYC! • -Complete your essay • -Professional Reading: Table of Contents (know what else is in the packet for continued learning) • -Independent Reading: historical fiction picture book

30. A message to start our day • Welcome to our 4th and final day. • Find your partner and share the reading/writing/researching homework you tried. • We will return to day one centers, before we do find your group, look over notes and think about how that center can help you answer some of your research questions.

31. Flow of Day Four Centers—highlighting methods for teaching into centers • Research, decide, teach conference • Whisper in • Proficient partner • Synthesizing methods for teaching and learning content area • Time period introduction • Interactive video aloud