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Supporting Rigorous English Language Arts Teaching and Learning

Tennessee Department of EducationEnglish Language ArtsGrades 4-5

Module 2Engaging in Rigorous ELA Lessons

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Bridge to Practice

• Before we meet in our next study session, try out a close reading lesson from today with your students; take notes/reflect on the experience.

• Be prepared to share your findings in the next study session.

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Module 2: Goals

• Deepen understanding of rigorous, standards-based instruction by engaging in lessons that are keyed to the Common Core State Standards (CCSS).

• Analyze the place of pre-reading activities and close reading in this vision of CCSS-aligned instruction.

• Analyze the connections between this vision of instruction and the key shifts and the Writing Research Simulation Task.

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Preparing to Engage in a Set of Lessons

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Working in Two Ways…

Working though the lessons as a learner

Reflecting on the lessons as a teacher

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Experience a Set of Lessons

Grade 5: Opinions on Space Exploration

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Opinions on Space Exploration Unit Outline

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Space Exploration Unit Segment

Text 3: “A Brief History: Space Exploration”Text 4: “Our Future in Space: Space Exploration & Travel” 3.2 Comprehension: In “A Brief History: Space Exploration,” what main ideas does AERO want us to understand about space exploration? What facts and details support the author’s main ideas? How do the facts and details support the main ideas? 4.1 Comprehension: In “Our Future in Space: Space Exploration and Travel,” what main ideas does Waller want us to understand about space exploration? What facts and details support Waller’s main ideas? How do the facts and details support the main ideas? 4.3 Analysis of Text Structures: What are the text structures of each text? How do these text structures support readers? How can we use these text structures to communicate effectively when writing?  

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First Reading: Comprehension“A Brief History: Space Exploration” and “Space Exploration and Travel”

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First Reading: Comprehension

Please follow along as I read the opening part of the article.

As I read, pay attention to what I’m doing and thinking about to address the following questions:

• In “A Brief History of Space Exploration,” what main ideas does the author want us to understand about space exploration?

• What facts and details support the author’s main ideas? • How do the facts and details support the main ideas?

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First Reading: Comprehension

•Finish reading the final three paragraphs of the text with a partner.

•Continue what I demonstrated, jotting main ideas of the text in the margin and underlining facts and details that support the main ideas.

•Be prepared to share their responses to questions.

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StepBack as Learners

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What’s Next?

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StepBack: Reflect as Teachers on First Reading

Take a few minutes to read Tim Shanahan’s blog, “Pre-Reading or Not? On the Premature Demise of Background Discussions.”

After you read, take a few minutes to write a short response to this reading.

Please be prepared to share your response with the whole group.

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StepBack: Reflect as Teachers on First Reading

Working in partners, talk about the process we went through to get the gist of this text (Space Exploration Text). What did you notice about…

– what you did as a learner?– what I did as the teacher to support your reading and

writing?– the ways in which pre-reading activities were or were not

used with this text?– alignment to the CCSS?

Be prepared to share your responses with the whole group.

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Comprehension Questions

Moving from… Moving towards…

• Who were the three key scientists that worked on rocket engines in the early part of the 20th century?

• What happened to the Challenger space shuttle?

• How were satellites used in the Gulf War?

• “What main ideas is the author introducing?”

• “What facts and details support the author’s main ideas?”• “How do the details support

the author’s main ideas?”