Shifting to Informational Text: Deepening Our

Understanding

Professional Development Institute

January 10th, 2012UFT

52 Broadway New York

Please make a foldable!

WELCOME!

Outcomes

1. Explore Shift # 3: The Staircase of Complexity What makes a text complex for our students?How do we scaffold up the staircase of

complexity to support comprehension of informational text?

2. Add to Our Toolbox for Scaffolding Academic Language and Comprehension of Informational Text

3. Apply our Learning

Agenda

TOOLBOX FROM DECEMBER

Word Of The DayMarzano SquareVocabulary Quilt/ Thematic Word WallText Structures For SequenceCollaborative Vocabulary GridGist StatementPersonal Vocabulary JournalSemantic MapI See, I Think, I WonderNarrative Input StoryUnison ReadingCollaborative Reading: Text Sequencing With Signal Words

Share What We’ve TriedAt your table, share one strategy that you

tried withyour students.

What was the strategy?How did you adapt it?What was the outcome?Recommendations?

Decide at your table who will share.

What did you tell us?Thumbs Up Would Like to SeeVocabulary strategies: especiallysemantic map, Marzano square, quilt

Time to plan lesson, unit

Narrative Input Story Text ComplexityText Structures Incorporating CCLS in class

lessonsStrategies for beginnersOnline resourcesBreaking down complex sentences

Narrative Input Strategy: RevisitWhy do we revisit?

Today’s focus:Explicit language instruction: Past tenseReview and Reinforcement of Signal Words

Break

Stages of Language Acquisition and Learning

Without Scaffolding With Scaffolding: Frames, visuals, repetition, collaboration

Beginners•Pre-production

•early production

•speech emergence

Nods, yes, no, draws, points, uses present tense, key words, phrasesSimple sentences

Speak chorally, repeat, labelSimple sentences, use academic structuresForm questions, use further academic structures

Intermediate•Speech emergence•Intermediate fluency

Advanced

Narrative Input Story How is the participation of each level of student addressed?

Beginners

Intermediate

Advanced

RAN strategy: Tony Stead

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CCLS for ELA: A Study in Text Complexity

Shift 3 Staircase of Complexity

In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase”. Students read the central, grade appropriate text around which instruction is centered.

Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level.

Reading Standard 10: Range and Complexity of Text

Read and comprehend complex literacy and informational texts

independently and proficiently

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Measuring Text Complexity:Three-Part Model

Let’s Look at the Target TextCompare the two texts:

How do the text structures for Sequence and Cause & Effect differ in the two texts?

Qualitative Complexity: Informational

Steps for ELL Lesson1. OVERVIEW of content.2. CONNECT to prior knowledge3. FRONTLOAD key vocabulary, concepts

4. READ and COLLABORATE5. TALK AND WRITE to consolidate

meaning.6. SHARE by publishing or presenting Adapted from CREATE: Center for Research on the Educational Achievement of English Language Learners

Academic Language Frames for:Re-tellingSummarizing

Sentence Generator