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Are your Students College Ready?Are your Students College Ready?(Strategies adapted from E.R.W.C.)(Strategies adapted from E.R.W.C.)

Expository Reading and Writing StrategiesExpository Reading and Writing Strategies

Dr. Marilyn BrouetteDr. Marilyn Brouette

Briones SchoolBriones School

Martinez Unified School DistrictMartinez Unified School District

California Consortium for Independent Study

November 17, 2014

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PURPOSE OF PRESENTATIONPURPOSE OF PRESENTATION

Review Common Core ELA ShiftsReview Common Core ELA Shifts

Share Rhetorical Reading StrategiesShare Rhetorical Reading Strategies

HighlightingHighlightingAnnotatingAnnotatingMarginal NotesMarginal Notes

Present Strategies through guided practice with Present Strategies through guided practice with informational textinformational text

Support strategies with Google AppsSupport strategies with Google Apps

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ELA COMMON CORE SHIFTSELA COMMON CORE SHIFTS

Build knowledge Build knowledge

through content-rich through content-rich

nonfictionnonfiction

Read, write and speak citing evidence from Read, write and speak citing evidence from

text, both literary and informationaltext, both literary and informational

Comprehend complex textComprehend complex text

Use and understand academic languageUse and understand academic language

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MEET THE COMMON CORE CHALLENGEMEET THE COMMON CORE CHALLENGE

Focus on informational textFocus on informational text

Consider text-based evidence, argument Consider text-based evidence, argument and critical thinking and critical thinking

Analyze complex textAnalyze complex text

Integrate academic languageIntegrate academic language

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DEMONSTRATE INDEPDENDENCEDEMONSTRATE INDEPDENDENCE

Build strong content knowledgeBuild strong content knowledge

Respond to audience, task, purpose, and Respond to audience, task, purpose, and disciplinediscipline

Comprehend and critiqueComprehend and critique

Value evidenceValue evidence

Use technology and digital mediaUse technology and digital media

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RHETORICAL READINGRHETORICAL READING

HighlightingHighlighting – – AnnotatingAnnotating - - Marginal NotesMarginal Notes

Three active reading strategies that ask you Three active reading strategies that ask you to think and make decisions as you readto think and make decisions as you read

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HIGHLIGHTING TIPSHIGHLIGHTING TIPS

Important passages Important passages

Names of peopleNames of people

Unfamiliar vocabularyUnfamiliar vocabulary

Quotable linesQuotable lines

Key research, statistics & factsKey research, statistics & facts

Themes & main ideasThemes & main ideas

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READING WITH PURPOSE:READING WITH PURPOSE:ANNOTATIONANNOTATION

GET COLLEGE READY WITH CLOSE READINGGET COLLEGE READY WITH CLOSE READING

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ANNOTATION GUIDEANNOTATION GUIDE

Number the paragraphsNumber the paragraphs Common Core standards require Common Core standards require students to cite and refer to the textstudents to cite and refer to the text

Number the paragraphs to facilitate Number the paragraphs to facilitate this task.this task.

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ANNOTATION SHORT HANDANNOTATION SHORT HAND

?? = = Question or unsure of meaningQuestion or unsure of meaning

** = = ImportantImportant

[ ][ ] = = QuotableQuotable

## = = Info, statistic or researchInfo, statistic or research

______= = New vocabularyNew vocabulary

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MAKING NOTES IN MARGINSMAKING NOTES IN MARGINS

Write definitionsWrite definitions

Ask questionsAsk questions

Translate ideas Translate ideas into your own into your own wordswords

Capture emotional Capture emotional reactionsreactions

Make connections…Make connections… other books, classes, other books, classes,

life experienceslife experiences

SummarizeSummarize

Comment on ideasComment on ideas

Predict what will Predict what will happenhappen

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READING STRATEGYREADING STRATEGY

Chunk the textChunk the text

Break up the text into smaller chunks.Break up the text into smaller chunks.

Draw a horizontal line between the Draw a horizontal line between the introduction, body paragraphs and introduction, body paragraphs and conclusion.conclusion.

Ask the student to justify the “chunks.”Ask the student to justify the “chunks.”

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Read with PurposeRead with Purpose

Circle Key TermsCircle Key Terms – Words that are definedWords that are defined– Terms that are repeated throughout Terms that are repeated throughout

the textthe text

Names of sourcesNames of sources

Power verbsPower verbs

Figurative languageFigurative language

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WHAT DOES THE AUTHOR SAY?WHAT DOES THE AUTHOR SAY?

Summarize each chunk in the Summarize each chunk in the left left margin. margin.

The chunking allows the student to The chunking allows the student to look at the text in smaller segments look at the text in smaller segments and summarize what the author is and summarize what the author is saying.saying.

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RECORD YOUR THINKINGRECORD YOUR THINKING

Write brief summary notes to emphasize points Write brief summary notes to emphasize points made in graphicsmade in graphics Write brief answers to your questions in the Write brief answers to your questions in the margins. margins. Make a brief outline of the material in the Make a brief outline of the material in the margins. margins. Summarize important points in your own words Summarize important points in your own words in the margins.in the margins. State the CONCLUSION in your own words at State the CONCLUSION in your own words at the end of the article.the end of the article. Write “Conclusion” in the margin.Write “Conclusion” in the margin.

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WHAT IS THE AUTHOR DOING?WHAT IS THE AUTHOR DOING?

In the right margin, describe what the In the right margin, describe what the author is doing.author is doing.

Use power verbs, such as describing, Use power verbs, such as describing, illustrating, arguing, etc.illustrating, arguing, etc.

Represent the information with a Represent the information with a picturepicture

Dig deeper into the text to analyze Dig deeper into the text to analyze connectionsconnections

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STEPS FOR MARKING A STEPS FOR MARKING A TEXTTEXT

1. Preview 1. Preview

2. Read 2. Read

3. Determine author’s purpose 3. Determine author’s purpose

4. Determine the topic 4. Determine the topic

5. Determine the pattern of organization 5. Determine the pattern of organization 6. Determine the main idea 6. Determine the main idea

7. Go back and mark the text7. Go back and mark the text

Tech Twist: Use Google Comment

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GUIDED PRACTICEGUIDED PRACTICE

ANNOTATINGANNOTATING – –Article:Article: ““If you want to go to college, learn to Fail” If you want to go to college, learn to Fail”

1. 1. What is the topic of this article?What is the topic of this article? 2. 2. How is the article structured?How is the article structured? 3. 3. Why did the author write the article?Why did the author write the article? 4. 4. What is the most important point about What is the most important point about

the article?the article?

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Introduction

What is the author’s purpose?

CHUNK THE TEXT

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Body Paragraphs

Cite evidence the author uses to prove his assertion

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CONCLUSION

What emotion does the author appeal to (pathos)?

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WANT TO GET TO COLLEGE?WANT TO GET TO COLLEGE?LEARN TO FAIL!LEARN TO FAIL!

Want to Get Into College? Learn to FailWant to Get Into College? Learn to FailEducation Week, February 1, 2012Education Week, February 1, 2012By Angel B. PérezBy Angel B. PérezGenre: CommentaryGenre: Commentary

1 I ask every student I interview for admission to my 1 I ask every student I interview for admission to my institution, Pitzer College, the same question, institution, Pitzer College, the same question,

“ “What do you look forward to the most in college?”What do you look forward to the most in college?” I was stunned and delighted recently when a student I was stunned and delighted recently when a student sat across from me at a Starbucks in New York City and sat across from me at a Starbucks in New York City and

replied, “I look forward to the possibility of replied, “I look forward to the possibility of failure.” Of course, this is not how most students failure.” Of course, this is not how most students

respond to the question when sitting before the personrespond to the question when sitting before the person who can make decisions about their academic who can make decisions about their academic

futures, but this young man took a risk.futures, but this young man took a risk.

Pair Share: Prediction – What is the author’s purpose?

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WANT TO GET TO COLLEGE?WANT TO GET TO COLLEGE?LEARN TO FAIL!LEARN TO FAIL!

2 “You see, my parents have never let me fail,” he said.2 “You see, my parents have never let me fail,” he said. “ “When I want to take When I want to take

a chance at something, they remind me a chance at something, they remind me it’s not a safe route to take. Taking a it’s not a safe route to take. Taking a

more rigorous course or trying an activity more rigorous course or trying an activity I may not succeed in, they tell me, I may not succeed in, they tell me,

will ruin my chances at college admission. will ruin my chances at college admission. Even the sacrifice of staying up late Even the sacrifice of staying up late

to do something unrelated to school, to do something unrelated to school, they see as a risk to my academic work they see as a risk to my academic work

and college success.”and college success.”

Pair Share: Whose perspective is addressed?

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Use Google Comments for annotationUse Google Comments for annotationUse Google Document Comments for annotation

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Google Tech AppsGoogle Tech AppsTech ToolTech Tool Use/PurposeUse/Purpose

DiigoDiigo

https://www.diigo.comhttps://www.diigo.comAnnotate, highlight, Annotate, highlight, create post-its, and make create post-its, and make a library of sources for a library of sources for any internet website. any internet website. Add to browser and Add to browser and annotate as you read annotate as you read online.online.

Notability (apple store)Notability (apple store)

http://www.gingerlabs.comhttp://www.gingerlabs.comDigitally annotate, great Digitally annotate, great for close-readingsfor close-readings

ThinglinkThinglink

https://www.thinglink.comhttps://www.thinglink.comAdd annotations, photos, Add annotations, photos, videos to picturesvideos to pictures

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Google Tech AppsGoogle Tech AppsTech ToolTech Tool Use/PurposeUse/Purpose

SkitchSkitch

http://evernote.com/skitch/http://evernote.com/skitch/?utm_source=interspire?utm_source=interspire

Digital annotation: An Digital annotation: An arrow for pointing things arrow for pointing things out, a text tool, rectangle out, a text tool, rectangle you can surround objects you can surround objects with, a highlighter, a with, a highlighter, a "pixelizer" for blurring out "pixelizer" for blurring out details, and a crop tool. details, and a crop tool.

Easel.lyEasel.ly

http://www.easel.lyhttp://www.easel.lyInfographic MakerInfographic Maker

InfotopioInfotopio

http://www.infotopia.infohttp://www.infotopia.infoGoogle powered source Google powered source for student researchfor student research

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Google Tech AppsGoogle Tech Apps

Tech ToolTech Tool Use/PurposeUse/Purpose

MindmupMindmup

https://www.mindmup.comhttps://www.mindmup.comCreate mind maps and Create mind maps and graphic organizersgraphic organizers

ReadabilityReadability

https://www.readability.comhttps://www.readability.comUnclutters webpages Unclutters webpages for easier readingfor easier reading

Awesome ScreenshotAwesome Screenshot

http://awesomescreenshot.comhttp://awesomescreenshot.comCapture the screen Capture the screen and annotate, crop it, and annotate, crop it, etc. etc.

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REVIEWREVIEW

Presentation included:Presentation included:

Common Core ELA ShiftsCommon Core ELA Shifts

Rhetorical Reading StrategiesRhetorical Reading Strategies

HighlightingHighlightingAnnotatingAnnotatingMarginal NotesMarginal Notes

Guided practice with informational textGuided practice with informational text

Google AppsGoogle Apps

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Contact InformationContact Information

Dr. Marilyn BrouetteDr. Marilyn Brouette Briones SchoolBriones School mbrouette@martinez.k12.ca.usmbrouette@martinez.k12.ca.us (925) 338-5800 ext. 3884(925) 338-5800 ext. 3884

Thank you for your kind attention.Thank you for your kind attention.

Special Thanks to C.S.U. E.R.W.C. for Special Thanks to C.S.U. E.R.W.C. for permission to use the article “Want to Get into permission to use the article “Want to Get into College, Learn to Fail.”College, Learn to Fail.”