ela common core trainingcsdela.weebly.com/uploads/9/5/6/3/9563459/ela... · 6/18/2012 · love is...

June 18, 2012

ELA Common Core Training

CSD Professional Learning Norms

•This is a safe place for learning; all ideas are worth consideration.

•Please be respectful of those around you; avoid sidebar conversations.

•Use technology to enhance learning. (e.g., taking notes = appropriate; silencing cell phone = appropriate; online shopping = inappropriate)

•Your participation is needed; please engage in learning and put away outside work.

•Everything we do here should reflect our commitment to preparing students for citizenship, college and careers.

Change is the only constant

• Modern classroom requires flexibility, stretching, and adjusting: • curriculum, instruction, and assessment • We are engaging in professional yoga - every single day.

CSD's ELA YOGIS

• HYPE Instructors • ELA Reps • HYPE Certified Teachers (Cohort 1) • Mapping Team • ELA Department Chairs • School BLT Members • New to CSD ELA Teachers

Today's Flexible Agenda

•  8:15-9:00 Overview: C - I - A •  9:00-10:15 C - I - A Sampling • 10:15-10:30 Break • 10:30-11:15 I - Literacy Block, Text & Prompts • 11:15-11:45 Lunch • 11:45-12:45 Preparing for Reading • 12:45-2:00 Active Reading Strategies • 2:00-2:30 Grouping Strategies • 2:30-3 Wrap Up

Outcomes for Today

•  Review rationale for changes to curriculum, instruction, and assessment (C-I-A)

•  Sample C-I-A Resources (walk through of new map book)

•  Review of CSD Instructional Priorities •  Introduce ELA Literacy Block •  Practice Reading Supports and Strategies

Getting to Know you At Your Table Introduce Yourself by Providing:

• Your Name (center)

• Your School (upper left corner)

•  A Favorite Book You Read This Year (upper right corner)

• Your favorite thing about ___ graders (lower left corner)

• A Shift You've Made in Your Classroom This Year Because of the Common Core (lower right corner)

Why Standards Matter

• http://www.leadandlearn.com/multimedia-resource-center/video-library-topic/standards

Standards in Utah

Standards in Utah

• Rigor Concerns

Standards in Utah

• Clarity and Evidence

Today's Objectives

“A big idea (question) is a concept, theme, or issue that gives meaning and connection to discrete facts and skill…In an education for understanding, a vital challenge is to highlight the big ideas, show how they prioritize the learning, and help students understand their value for making sense of all the ‘stuff’ of content.”

-Grant Wiggins, Ed. D.

Schema Theory Linked Learning Relevance Meaningfully - Connecting Literacy Across Content Areas

Why Themes?

Why These Themes

• Timeline • New Standards • Gates Maps • Cycle of Implementation

o  Draw from external supports o  Prototype (summer PD 2011) o  Implement (2011-12 School Year) o  Evaluate (Spring 2012) o  Refine (ongoing)

Students Who are College and Career Ready

• Review the list (HS = 304; MS = 277) • Think about the progress you have made through implementation of the new core standards - to ensure that your students possess these capacities. • Turn to your learning partner and talk about your successes.

•  Refer to p. 3 in your handouts

C-I-A Sampling

Instructional Priorities

Explicit Instruction is...

•  For the next few moments, do a whip-around your table, completing the sentence above.

•  Jot down suggestions as you hear them.

Explicit Instruction

Opportunities to Respond

Anita Archer's Cloze Reading

Vocabulary Instruction

Feedback

Grouping for Instruction

Acquisition-Automaticity-Application

Positive Behavior Intervention & Supports

Table Discussion

• How do the evidence-based instructional priorities support the implementation of the ELA core?

Literacy Block

Sometimes We Get Stuck

1- Selecting a Text and Defining and defining a purpose

•  Carefully read (and reread if necessary) the text.

•  Mark the text the same way you would want your students to.

•  Select a text that can be read for multiple purposes

1- Selecting a Text and Defining and defining a purpose

• ALWAYS ASK: • Why am I having my students read this text?

• How will my students demonstrate they have comprehended the ideas in the text?

establishing a purpose for the reading

Prompts:

• Should be used with every reading task

• Can be either verbal or written

• Communicate to students our expectations for the reading

• Define what students should be thinking about and doing while reading

• Help students make critical decisions about the strategies they will need to use while reading.

Considerations when Crafting a Prompt

•  What do you want your students to understand?

•  What do you want your students to do while reading?

•  What will you have your students do with what they have read?

•  What will you have your students summarize, analyze, or evaluate?

•  What will the writing exercise look like? Is there a model? A template? A rubric?

Sample promptr

In the selection "The Achievement of Desire," Richard Rodriguez shares his personal experience as he struggles to "move between environments, his home and the classroom, which are at cultural extremes, opposed." While you read, underline what Rodriguez says about these two worlds and circle words he uses to describe each. Where in the text do we see Rodriguez's education coliding with his famiy, his culture, and his own identity?

Another example...

Martin Luther King, Jr., in his speech I See the Promised Land

utilizes rhetorical devices to move, interest, and persuade his audience. Using the Marking the Text strategy, circle the names of people, places and things, and analyze why King makes these references. As you read and mark the text, write brief statements in the margins that describe what Martin Luther King, Jr. is doing in his speech (for instance, telling a story, making historical allusions, or drawing comparisons).

Other ideas for reading prompts:

•  Circle words used to describe _________

•  Circle names of people, places, and things

•  Write brief statements in the margins that describe __________

•  Use a Venn diagram to explain _________

•  Compare and contrast ________

•  Underline evidence of _________

Let's Do It Together... The Power of Love By Ellen McGrath Psychology Today Love is as critical for your mind and body as oxygen. It's not negotiable. The more connected you

are, the healthier you will be both physically and emotionally. The less connected you are, the more you are at risk.

It is also true that the less love you have, the more depression you are likely to experience in your life. Love is probably the best antidepressant there is because one of the most common sources of depression is feeling unloved. Most depressed people don't love themselves and they do not feel loved by others. They also are very self-focused, making them less attractive to others and depriving them of opportunities to learn the skills of love.

There is a mythology in our culture that love just happens. As a result, the depressed often sit around passively waiting for someone to love them. But love doesn't work that way. To get love and keep love you have to go out and be active and learn a variety of specific skills.

•  What do you want your students to understand?

•  What do you want your students to do while reading?

•  What will you have your students do with what they have read?

•  What will you have your students summarize, analyze, or evaluate?

•  What will the writing exercise look like? Is there a model? A template? A rubric?

Remember: Considerations when Crafting a Prompt

Putting It Together

Now you try it...

Write a prompt for the following article title from Sports and Field:

While reading the article "Brain Injuries in the NFL," . . .

Table Talk

Tell of a learning experience you've had where the environment made it successful.

2- Establishing the Learning Environment

A teacher's role:

• Set the context for assignments

• Assist and encourage students as they engage in rigorous academic course work

• Maintain high expectations

• Increase opportunities for students to discuss texts

3- Preparing for the Reading

Partner Talk:

How do you as an adult engage in pre-reading activities

before you enter a text?

Activate Prior Knowledge

Concept Talk/Concept Mapping

Questioning

Visual aids

Author's background

Quickwrite: What do I already know?

• Personal experience?

• Where have I read/heard about the topic?

• What television shows or movies relate to the topic?

• What questions do I have?

• How do others feel about this topic?

30-Second Expert 1- Take a few minutes to write what you know about a

topic.

2- Stand and find a partner.

3- One person shares while the other listens.

(1st person begins by saying, "I am an expert on this topic because I know...")

4- Listener summarizes what he has heard.

("According to ..." "Did I get that right?")

5- Reverse roles.

6- Thank partner.

7- Record any new knowledge.

Explicit Vocabulary Instruction

Building Background Knowledge

Surveying the Text • Titles

• Subtitles

• Length of paragraphs

• Chapter reviews

• Visuals

• Text type

Connecting Visuals to the Surrounding Text

Predict the main idea Read the title.

"What will this text be about?"

Read the first and last paragraph.

"What do we know about the text that

we didn't know before?"

"Turning the Tables: FDR, Tom Sawyer, and Me" --Dan Ariely

Partner Talk:

Predict what the text may be about.

First and Last Paragraph...

Before television and the internet, political candidates had two primary means of getting their image out into the public: live appearances and campaign posters. And given the limited reach of the former, posters were a crucial element in political strategy. How else were candidates supposed to project an image of decisiveness and gravitas?

I think Twain summed this strategy up best when he wrote the following about Tom: “He had discovered a great law of human action, without knowing it—namely, that in order to make a man or a boy covet a thing, it is only necessary to make the thing difficult to attain.”

Where do these pre-reading strategies fit in my classroom? What two strategies haven’t you used recently in your class? Pick two that you will implement next year and write them in the box on your Literacy Block.

4. Active reading Strategies Note

Insert screen shot: literacy block

4. Active reading Strategies Note-taking Skeletal Notes

4. Active Reading Strategies Note-Taking Cornell Notes 4. Active reading Strategies Note-taking Cornell Notes

4. Active reading Strategies Note-taking Double-Entry Journal

4. Active reading Strategies Annotation: Writing in the Margins Double-Entry Journal 4. Active reading Strategies 4. Active reading Strategies Annotation Writing in the Margins

4. Active reading Strategies Annotation Writing in the Margins

4. Active reading Strategies Annotation Writing in the Margins: Visualize

Visualizing Ideas in the Text:

"Clean Air or Clean Hair" While showering a few weeks ago, I realized I had run out of conditioner. So I

reached up and grabbed my wife's bottle-- Clairol Herbal Essences Rainforest Flowers, "with essences of nourishing palm".

Now your turn

Visualize with the rest of the text above the black line in the margins

VISUALIZE: Comprehension practice

•  Find a partner

•  Using ONLY your drawings in the margins...retell and check your comprehension

4. Active reading Strategies Annotation Writing in the Margins: clarify

The label caught me slightly by surprise. As an environmental journalist, I've been writing about the ecologically destructive effect of palm oil for some time now. He wants me to think about the products I buy.

4. Active reading Strategies Annotation Writing in the Margins: clarify Your turn... clarify in the margins with the text above the black

line

4. Active reading Strategies Annotation Writing in the Margins: respond The label caught me slightly by surprise. As an environmental journalist, I've been writing about the ecologically destructive effect of palm oil for some time now. Surprising: palm oil is a major contributor to climate change

4. Active reading Strategies Annotation Writing in the Margins: Summarize The label caught me slightly by surprise. As an environmental journalist, I've been writing about the ecologically destructive effect of palm oil for some time now. Glen Hurowitz is an environmental journalist who researches the damaging effects of palm oil.

4. Active reading Strategies Annotation Writing in the Margins: connect

The label caught me slightly by surprise. As an environmental journalist, I've been writing about the ecologically destructive effect of palm oil for some time now.

I have used this shampoo... YIKES, it has palm oil in it!

4. Active reading Strategies Annotation Writing in the Margins: Question The label caught me slightly by surprise. As an environmental journalist, I've been writing about the ecologically destructive effect of palm oil for some time now. If he writes about ecology why didn't he read the label before he purchased the product?

4. Active reading Strategies Annotation Writing in the Margins Read Clean Hair or Clean Air beginning under the black line and choose one strategy and write in the margins

You have 7 minutes... go!

How: The strategy you use will depend on the text itself. If a passage has descriptions or analogies concepts it may need to be illustrated in the margins. Other texts may need another strategy. Select one or two only.

When: If you are teaching one strategy for writing in the margins guide and support students until they have learned how to use it independently.

Why: When students draw in the margins of text they become actively engaged in what the text is saying. ALL of the other strategies will increase students' comprehension while providing ways to make their own meaning.

Which Strategy Should I Use?

Active Reading Strategies: CHARTING THE TEXT

WHAT IS IT?

• Analysis of the text's organizational features in order to evaluate how the text structure affects the overall meaning.


WHEN SHOULD I USE IT?

Students should chart texts when they are asked to read sophisticated material—texts with complex arguments and or elaborate constructions.

Since charting takes time, begin charting only a handful of paragraphs at a time. With practice, students will develop competency in this skill and eventually chart longer sections of text with little trouble.


WHY USE IT?

• Move students beyond the simple comprehension of what the author is saying

• Gain insight into how authors construct meaning

• Allow students to discuss and write about texts with originality and sophistication


Analyzing the MACRO-structure:

• Read for major ideas and some sense of how the text is organized


Analyzing the MACRO-structure:

• Read for major ideas and some sense of how the text is organized

• Block out the text in functional sections, for example...

- telling a story

- presenting a claim

- defining an important word or concept

- contrasting 2 differing views

- challenging other people's arguments


Questions to guide your analysis of the MACRO-Structure:

• What does the author do first, second, third?

• How does the author construct his or her argument?

• Where in the text does the author shift from one idea or argument to the next?

• Where in the text does the author introduce the topic or argument?

• Where in the text does the author provide evidence? Examples?

• How is the author using titles and subtitles?

• How is the author moving from one idea to the next?


Don't Compromise the Safety of Biotech Drugs

-by Bryan A. Liang

As a class, let's...

1.) Number the paragraphs

2.) Divide the reading into sections

(teacher directed? student directed?)


Don't Compromise the Safety of Biotech Drugs

-by Bryan A. Liang

* Liang uses paragraphs 2-5 to define biologics and to describe the importance of such drugs in modern medicine.

* In paragraphs 6 and 7, Liang shifts the discussion from complex biologic drugs to "small-molecule" drugs.

* Paragraphs 8 and 9 describe the complex nature of biologic drugs.

* In the last two paragraphs, Liang moves to his argument: companies producing follow-on biologics must undergo rigorous testing standards to ensure these drugs are safe.


ANALYZING THE MICRO-STRUCTURE

What is the author SAYING in a paragraph?

• What is this paragraph or sentence about?

• What is the content?

• What did I learn from this paragraph?

• What information is being presented?


ANALYZING THE MICRO-STRUCTURE

What is the author DOING in a paragraph?

The author is:

• Giving an example...

• Interpreting data...

• Sharing an anecdote...

• Summarizing research...

• Reflecting on a process...

• Listing data...


Sentence starters:

In this section, name of author charting verb ...

Ex:

In the first paragraph, Bryan Liang compares the simplicity of a toy plane to that of a 747 aircraft.


TASK: Analyze the Micro-Structure

• Read Paragraphs 6-7

• Using the handout "Analyzing the Micro-Structure," complete the task for paragraph 7 (What is the author saying? doing?)

• Utilize the "Charting the Text: Verb List" to support your analysis


"The insight that your students gain from charting the text will allow them to discuss and

write about texts with originality and sophistication."

Discuss with your table:

-- When will your students benefit from Charting the Text? (MACRO-Structure? Micro-structure?)

-- Are there specific texts? units? projects?

Supporting and Assessing the Reading Task

Supporting and Assessing the Reading Task

Group work is a structure

Utilize the Active Reading Strategies

within group work.

Part of the Instructional Priorities

• Students engaged doing the doing

• Opportunities for response and feedback

Why Group?

•  Group work enables students to move more readily from receiving knowledge to generating knowledge

•  Students are able to personalize this knowledge and

scaffold their thinking processes and understandings

•  Learn more---retain longer

•  Students will develop and use academic vocabulary

•  Supports students as they do the reading task

Grouping Strategies

Discussion: What other grouping strategies do you use to

comprehend text? Formal or informal?

Formal: Teams established to complete a specific task

Informal: strategic groups formed for short support or feedback

•  Jigsaw

•  Reciprocal Teaching •  Think, Pair, Share

•  Numbered Heads

Example: Rereading a Text

•  Define for students why mature readers reread texts

•  With purpose assign short passages for students to

reread

•  Students should be assigned a reason (task with a

group) to participate in with the reread (i.e. summarize ideas, chart paragraphs, clarify)

Purposefully Plan the Task

Our example...Summarize:

During the 1st read: Provide a prompt which asks students

to identify places for clarification (individual or with a partner)

On the 2nd read: Use planned guiding questions to provide

clarity and enable summarizing. (discussion with a group)

Example:

Assessment Cycle

Assessment

is always

a cycle

Teach a strategy

Assess the strategy

Did the student get it?

Re-teach/ Expand

Did the student get it?

Assess the strategy

Task:

Look back at your literacy block, and select a reading strategy.

Discuss at your table:

How might group work help reinforce this strategy?

How do students gain greater amounts of feedback through

group work?

Wrap-Up

•  Locating resources o  csdela.weebly.com

§  slides, handouts, curriculum guides §  Wikis!

o  As you access hyperlinks in curriculum guide, you must be in pioneer.uen.org to access some of the texts.

•  Next Professional Development Date—August 17

ela common core trainingcsdela.weebly.com/uploads/9/5/6/3/9563459/ela... · 6/18/2012 · love is...

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