high school ela rachel wysocki [email protected]
TRANSCRIPT
Personal Reflection
» What do you find most important about being an English teacher?
» What do you hope your students learn by the end of the year?
» What about the CCLS can you appreciate?» What are you struggling with while
implementing the CCLS?
Rachel [email protected]
ELA Prefatory Material
» Section 1: Overall Curricular Changes» Section 2: Our Approach to Homework» Section 3: Flexibility in this Curriculum» For your section of reading:˃ Read and annotate the section, indicating with a “?”
any areas that need clarification˃ Write a “gist” statement or central idea for each
paragraph
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Overall Curricular Changes
» Text Complexity» Depth, Not Breadth» Text Pacing and Creating Space for Close
Reading» Revisiting Text and Annotating Text» Academic Vocabulary» Writing from Sources and Research» Standards Assessed vs. Standards
Addressed
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Our Approach to Homework
» Independent and Regular Reading» Accountability for Accountable
Independent Reading» Establishing a System for Accountable
Independent Reading» Other Homework/ Additional Outside of
Independent Reading
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Flexibility in this Curriculum
» Timing» Building Fluency» Paired Group Reading/Collaborative
Work» Grading/Scoring of Assessments» Text Versions
Staircase of Complexity
9.1- How do authors develop complex characters?
10.1- How do authors develop complex character and ideas?
11.1-How do authors develop and relate elements of a text?
CC Regents: identify a central idea in the text and analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea
Walk Through: Module Overview
» Read through the “Yearlong Target Standards” and answer the following questions:˃ What skills are students to develop through the reading of
literature?˃ What skills are students to develop through the reading of
informational text?˃ What skills are students to develop through writing?˃ What skills are students to develop through speaking and
listening?˃ What skills are students to develop through their analysis of
language?
Rachel [email protected]
Personal Reflection
» Using your answers from the “Yearlong Target Standards” section, take a moment to reflect:˃Which skill areas do you already address in
your classroom?˃Which skill areas do you need to focus on
more with your students?
Rachel [email protected]
Assessed vs. Addressed
» Assessed Standards= core work of the unit/lesson around which student learning has been designed; students are engaged on “full work” in all elements of a standard
» Addressed Standards= students are engaged in some aspects of the standard, but not all aspects
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Assessed/Addressed Standards
»Group 1: Assessed Standards»Group 2: Addressed Standards˃For each standard, what skills do
students need to have to achieve the standard?
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Shifts 3 and 4
» Shift 3:Staircase of Complexity» Students read the central, grade appropriate
text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.
» Shift 4:Text-based Answers» Students engage in rich and rigorous evidence
based conversations about text.
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Personal Reflection
»What have you had success with while implementing shifts 3 and 4?
»What have you had difficulty with while implementing shifts 3 and 4?
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Examining Course Texts
» Take a few moments and list the main texts you use in your classroom.
» Then think, what skills do these texts help my students to develop? Or What standards can I address using these texts?˃ Hint: Use the reading standards cheat sheet to help you!
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What does it mean for a text to be “Common Core”?
» Qualitative Evaluation- level of meaning, structure, language, etc.
» Quantitative Evaluation- readability measures
» Matching the Reader to Task/Professional Judgment- reader motivation, knowledge, experiences
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Qualitative
» What the text demands of a reader:˃ Non-literal thinking˃ Inference˃ Analysis ˃ Non-linear structure˃ Complex/varied sentence structure˃ Multiple perspectives˃ Complex themes˃ Unfamiliar/challenging language˃ High intertextuality˃ Multiple levels of meaning
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Quantitative
Common Core Band
ATOS Degrees of Reading Power
Felsch-Kincaid The Lexile Framework
Reading Maturity
SourceRater
2nd-3rd 2.75-5.14 42-54 1.98-5.34 420-820 3.53-6.13 0.05-2.48
4th-5th 4.97-7.03 52-60 4.51-7.73 740-1010 5.42-7.92 0.84-5.75
6th-8th 7.00-9.98 57-67 6.51-10.34 925-1185 7.04-9.57 4.11-10.66
9th-10th 9.67-12.01 62-72 8.32-12.12 1050-1335 8.41-10.81 9.02-13.93
11th- CCR 11.20-14.10 67-74 10.34-14.2 1185-1385 9.57-12.00 12.30-14.50
Most often used: www.lexile.com
Sample Texts:The Catcher in the Rye _______790Of Mice and Men___________630The Crucible_______________1320Macbeth__________________1350
Within a range from 100L below to 50L above his or her Lexile measure, a reader is expected to comprehend the text well enough to understand it, while still experiencing some reading challenge.
Lexile Levels
» How to determine a student’s Lexile level/ Reading Level:˃ My easiest way…˃ Use past RCT’s in reading to determine a students performance
on the Degrees of Reading Power test, then find their performance range on the Lexile measure.
˃ Why is this important?+ There are tons of sites out there with leveled non-fiction
reading for students! + One great resource: www.newsela.com
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Personal Reflection
» How have you “set the stage” for close reading activities in your classroom?
» How have you focused your students on important elements of a text during close reading?
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Close Reading
»What is the first thing that comes to mind when you hear the phrase “Close Reading”?
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Personal Reflection
»What reading strategies do you teach students to get through the first reading of a text?
» How and when do you measure student comprehension of a text?
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Text Dependent Questions
» A text dependent question is one that can only be answered by referring back to the text being read. ˃ focuses on specific phrases / sentences˃ Ensures careful comprehension of the text˃ Asks students to analyze, investigate, probe, question, assess
and/or consider
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Text Dependent Questions
» 1. Identify the core understandings and key ideas in a text
» 2. Start small and build confidence» 3. Target vocabulary and text structure» 4. Tackle tough sections of the text head on» 5. Create coherent sequences of text
dependent questions
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Personal Reflection
»What vocabulary is important for your students to learn?»How do you help students tackle
difficult vocabulary in a text?
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Vocabulary and the Common Core
» Take a few minutes to read and annotate the article entitled “ Which Words Do I Teach and How?”˃Write a “gist” statement for each
paragraph˃ Indicate any areas for further
clarification with a “?”
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Vocabulary and the Common Core
»Words to choose for intensive teaching:˃ 1. words needed to fully comprehend the text˃ 2. words likely to appear in future texts from any
discipline˃ 3. words that are a part of a word family or semantic
network− Hiebert 2009
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Vocabulary Tiers
Tier 1 Words are the words of everyday speech usually learned in the early grades or at home
Tier 2 Words The Standards refer to tier two words as “academic vocabulary”.
are “words that characterize written and especially academic text—but are not so common in everyday conversation” (Beck, McKeown, and Kucan 2008). Tier two words appear in all sorts of texts: academic texts (relative, vary, formulate, specify, accumulate), technical writing (calibrate, itemize, structure), and literary texts (misfortune, dignified, faltered, unabashedly). Tier two words are far more likely to appear in writing than in speech.
Tier 3 Words are far more common in informational passages than in literature. They are specific to a domain or field of study (lava, fuel injection, legislature, circumference, aorta) and key to understanding a new concept within the text. Because of their specificity, tier three words are often explicitly defined by the text and repeatedly used. Thus, the author takes care to have the text itself provide much support in the learning of tier three words.
Practice with Vocabulary
» Choose either the informational or the literary passage. ˃ Underline the tier 2 words you’d teach for the
passage˃ Circle the tier 3 words you’d teach from the passage˃ At the bottom of the page, note which of the words
would require more time and attention/less time and attention.
The Big Questions
» How can you guide your students in reaching a greater understanding of a text?
» How can you ask students to show their greater understanding of a text?
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The Big Questions
»Focus on:˃ The author’s intended impact of his choices
on his audience˃ How the overall structure of the piece
contributes to the meaning ˃ How central ideas are developed through the
author’s intentional choices
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The End Goal
Module Performance Assessment
9.1 Task: Students read closely, analyze text, work with paired texts in order to select an extended quotation from the new text and explain how this quote could apply to any character in the previously read textsProduct: Analytical EssayScaffolding opportunities: -teacher can preselect texts for students to read/compare-students analyze texts in groups-students create lists of intertextual connections in groups
10.1 Task: choose one relationship from within one of the texts in the unit and explore how that relationship develops a central idea in the textProduct: Analytical EssayScaffolding opportunities:-small group review of annotations completed throughout the unit to create a list of relationships-collaborative brainstorming on how the relationships help develop central ideas in a text
11.1 Task: Select a central idea common to all three texts. How do the authors develop this idea over the course of each text? How do the texts work together to build your understanding of this central idea?Product: Analytical EssayScaffolding opportunities:-small group review of annotations completed throughout the unit-small group work to analyze how their chosen central idea plays out through the texts