cm interactive reading notemaking 030915 - E.L. Achieve · 2015. 3. 10. · Tab 1, CM analysis tools Tab 2, CM lesson planner and Chunking Protocol Tab 5, Sample lessons 2. Language

Interactive Reading and Notemaking March 2015

E.L. Achieve 1

Interactive Reading and Note-making

1

Refining Our Practice Implementing the teaching skills of Secondary CM

REV March 2013

Creating Effective Systems for English Learners

1. Backward Design Goal: Design instruct ion that addresses the cognit ive and l inguist ic demands required to meet stated student learn ing goal .

Competencies Develop student learning goal, with both

content and language objectives Determine cognitive and linguistic

demands of student outcome Identify required “brick and mortar” Divide learning sequence into discrete,

measurable tasks or skills; checks for understanding

Resources Tab 1, CM analysis tools Tab 2, CM lesson planner and Chunking Protocol Tab 5, Sample lessons

2. Language as Part of Content Teaching

Goal: Create opportunit ies to learn both content “br ick” and funct ional “mortar” throughout instruct ion.

Competencies Offer language frames at multiple

proficiency levels Ensure frames support flexible use of

language Model frames throughout learning

sequence Provide corrective feedback

Resources Tab 1, Thumbnail sketch Tab 2, Function tools Tab 5, Sample lessons Ways We Express Our Thinking hand-out

4. Interactive Reading and Note-making

Goal: Use comprehension strateg ies and note-tak ing tools to fac i l i tate the navigat ion of complex text and increase student independence.

Competencies Determine and draw attention to critically

important elements or sections of text Develop and support note-taking to

improve analytical reading Model “thinking aloud” to reinforce

metacognitive skills Pair note-taking with oral language practice

Resources Tab 3, Dialectical journal Tab 5, Content-specific note-taking tools Tab 5, Think Aloud protocol CM Instructional Units

3. Oral Language Practice Goal: Structure peer interact ion for students to use – in speech - the target language of the learn ing goal .

Competencies Group students purposefully Align oral language practice to student

outcome Model and practice routines Monitor student engagement and

production of target language Hold students accountable

Resources Tab 3, Oral language routines Tab 3, Grouping rating scale Tab 5, Sample lessons Discussion Cards CM Instructional Units

5. Academic Writing Support

Goal: Provide tools and fac i l i tate processes that support students in producing complex academic writ ing .

Competencies Use tools that address genre-specific

structure and language Deconstruct models and samples for

target language and thinking Provide rubrics to clarify expectations Prepare students to use language

independently

Resources Tab 2, CM summary template Tab 3, Genre drafting templates Tab 5, Content-specific writing tools CM Student Flipbook CM Instructional Units

6. Continuous Improvement Goal: Engage in indiv idual and group ref lect ion regarding ways to improve student achievement and ref ine expl ic i t language instruct ion.

Competencies Maintain lesson plans and document

instructional practice Collect and reflect on student

achievement data Participate in and contribute to

conversations about student outcomes Share artifacts, work samples, and

successful classroom strategies

Resources Tab 2, CM lesson planner E.L. Achieve Implementation Guide CM Planning Process hand-out Refining our Practice rubrics

The CM Planning Process

Secondary Construct ing Meaning 2014

A. Analyze content ➲ B. Design instruction

Complete the analysis process (pp.1.20-1.21) and chunking protocol (p.2.29-2.30) when beginning a new lesson or unit.

1. Develop a learning goal that includes both a content and a language objective.

2. Envision and anticipate what you expect students to produce.

3. Determine the dominant and supporting functions students will be required to use.

4. Identify the essential content-specific brick and functional mortar students will need for the outcome.

5. Assess the alignment between the language of the task and the language of the text.

6. “Chunk” a larger outcome into discrete, measurable skills or tasks.

For each “chunk” of essential learning, use the planning tool (p.2.34) and the design process below.

1. When opening the lesson or Laying the Groundwork, the teacher: • establishes outcome and expectations (I do)

• builds prior knowledge (I do / We do)

• introduces and models use of vocabulary (I do / We do/ You do)

• presents graphic organizer (I do / We do/ You do)

• previews text (I do / We do/ You do)

2. When teaching the new content or as students are Learning the Material, the teacher: • deconstruct text (I do / We do)

• demonstrate process (I do / We do) • facilitate language practice (I do / We

do / You do)

• arrange collaborative work (You do)

• prompt, cue, question (We do)

3. When students are Applying the Learning, they: • produce academic writing (You do)

• problem-solve (You do)

• produce target language (You do) • read, write, and think analytically (You do)

Planning Process

Analyze Content: steps 5 & 6

2

insert

Read and comprehend complex literary and informational texts independently and proficiently

Reading Anchor Standard #10


E.L. Achieve 2

Appropriate Struggle for All

Every student must struggle to learn. Students construct knowledge and create meaning as they actively work to make sense of a problem. In an authentic learning environment, students will grow more accepting of not getting it right the first time, of feeling frustrated, of being on a rollercoaster, of wanting to give up.

Allison Zmuda, Springing into Active LearningNovember 2009

All of us must cross the line between ignorance and insight many times before we truly understand. Not only must we cross that line many times, but…nobody else can cross it for us, we must cross it by ourselves. Being shoved or dragged across does no good.

John HoltHow Children Learn

Student testimonial Productive Struggle


E.L. Achieve 3

Meeting the Common Core��Requires Close Reading

Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole.

PARCC, 2011, p. 7

Rereading as��Draft Reading

Reading a textbook in ‘drafts’ is very similar to writing an essay in drafts. Our preview of the text is like a pre-writing brainstorm where we list what we already know about the topic and what we will learn. Our first draft reading helps us get the gist of the text, the main ideas. Our second draft reading focuses on important details to help us understand the main ideas and think about how all parts of the text fit together.

- Nancy Spaniak

© E.L. Achieve/2014

 Chunking  Annotating  Responding  Citing  Summarizing

Close reading meansInteracting with text

How do you teach the skills of close reading?


E.L. Achieve 4

Close Reading starts with Knowing How It Ends

The first step in teaching the text is to determine the text(s) to be used and if there are specific sections of the text that are more relevant for the task.

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appendices pg. 6.21

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Pickers to Vintners��An Example of Text Analysis

Take a moment to review Step One of the Text Analysis.

12

appendices pg. 6.22


E.L. Achieve 5

Preparing for Close Reading Analyzing the Language of the Text

The second step is to determine if the function of the text matches the function of the task.

If so, how can the functional language be leveraged?

If not, what functional language needs to be taught?

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appendices pg. 6.21


Take a moment to review Step Two of the Text Analysis.

Then, complete Steps One and Two for your lesson.

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appendices pg. 6.22

Close ReadingPlanning for Each ReadThe third step is to plan for each reading:

1.  What is the guiding question for the read?

2.  What reading strategies will you use to help students better comprehend the text?

3.  What note-makers and structured student talk routines will you use?

appendices pg. 6.21


E.L. Achieve 6

Close Reading��Planning for Each Read

The purpose of first draft reading is overall comprehension – getting the gist.

The second reading requires analysis of the text. It is an opportunity to gather evidence from the text for the task.


Take a moment to review Step Three: First Draft Reading.

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appendices pg. 6.22

  Chunking   Annotating   Responding   Citing   Summarizing

Close reading – first draft reading Chunking text

Chunking – or dividingthe text into sections –allows the reader to concentrate on a fewparagraphs at a time.


E.L. Achieve 7


Close reading – first draft reading Annotating text

Using three highlighters – one color for each family – students move through the article, chunk-by-chunk, pausing to highlight the family surname with itscorresponding color.

Close reading – first draft reading Responding & Citing

Informal writing opportunity for students to slow down and process the main idea of one section before moving on to the next chunk.



Take a moment to review Step Three: Second Draft Reading.

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appendices pg. 6.22


E.L. Achieve 8

Close reading happensOne Draft at a Time

What processes will students use to help them get the gist of the text in their first draft read and dig deeper in their second draft read? Fill in the first two columns for both the first & second draft reads, responding to each of the guidelines.

Second draft reading Responding & Citing

Analytical response frames direct reading, deepen comprehension, and provide options for crafting language that can be used during discussions or when writing.

© 2012 Rites of Passage – Student Workbook Page 15 of 32

Says-Means-Matters Note Taker

Says-Means-Matters

for Quinceañera: The Transition into Young Womanhood by Holly Klaft

What does the author … MEAN?

(Paraphrase – say it in your own words)

Why does it … MATTER?

(Explain why it is important – Who cares? So what?)

What does the text …

SAY?

(Choose a direct quote)

The ceremony is important because

_______________________________

_______________________________

_______________________________

_______________________________

____________________________.

An examination of this information reveals _______________________________

_______________________________

_______________________________

_______________________________

_______________________________.

This comparison makes clear that

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________.

This quote reinforces the significance of

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________.

The quote is explaining that _____________

____________________________________

____________________________________

____________________________________

____________________________________

________________________________.

This detail makes clear that the family spent a lot of time planning the event and spent a lot of money paying for the event.

In this comparison, the mother is expressing ____________________________________

____________________________________

____________________________________

____________________________________

____________________________________.

This statement tells the reader that being part of the Quinceañera is a good way to learn about a different cultural tradition.

According to the article, a Quinceañera is “bestowed on girls at their 15th birthday and marks their transition to adult life.”

Parag

rap

hs 1

–4:

trad

itio

n i

ntro

du

ce

d

Parag

rap

hs 5

–8:

ke

y d

etail

s p

ro

vid

ed

Parag

rap

hs 1

4–19:

ex

am

inatio

n o

f c

ult

ural

significance

Parag

rap

hs 9

–13:

use

of c

om

paris

on

The text directly states,

“______________________

_________________________

_________________________

_________________________

________________________.”

Marta Male asserts: “They think it’s a big party. I just want to share my culture with other people.”

The article points out that

“________________________

_________________________

_________________________

_________________________

________________________.”



Close reading – second draft reading Summarizing

How are the three families described inthe article living the American Dream?


E.L. Achieve 9

Close reading happensOne Draft at a Time

At the end of this session, we will fill in the last two columns for both the first and second draft read, responding to each of the guidelines.

Ask yourself: What place does complex text and close reading have in the facilitation of a successful struggle?

Up and About

Then, get up and ask someone else.

Break


E.L. Achieve 10

Interactive reading��Requires note-making

page 3.11

Note-taking  At the surface  Word-for-word  Directly from text  At the literal level

Note-making  Below the surface  Reflection  Questioning  Summarizing  At the interpretive level

© E.L. Achieve/201328

Note-making ToolsNote-taking is a critically important skill

and can have a strong impact on student achievement. (Marzano, 2001).

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Dialectical Journal��

Scaffolding for Language

  Provides clear purpose and focus   Structured to support

movement between direct quote and response   Offers language

appropriate to citing text and responding to content

page 3.12

30


E.L. Achieve 11

We do it ��“Bats”

pages 3.12-3.13

First, read “Bats” on your own. Then - together - we will practice using the dialectical journal template.

��“Bats”��

Dialectical Journal: I do

page 3.1332

Dialectical journal - narrative��

“To Sleep Under the Stars”

6.26, green appendices


E.L. Achieve 12

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Analytical Note-making��

Says-Means-Matters

  Provides structure and language   Models process of

quote selection, interpretation, and explication   Mirrors structure of

analytical essay

English 5.8

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Reading & responding��Making Sense of Poetry

  Prompts students through specific, analytical tasks   Provides functional language for crafting thoughtful responses   Moves from analysis to composition

page 5.9 English 5.9

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A Note-making Tool for��Algebra Word Problems

The modified two-column format of the Word Problem note-taker provides students with a process for deconstructing a problem, as well as language to articulate their thinking.

Math 5.9

A Note-taking Tool for Algebra Word Problems

Make a Connection

What do I know about the situation described in the problem?

How is this problem related to a real-life situation?

This problem is about _____________.

I know that ________________.

I recognize _____________________________.

What about the problem is familiar?

How have I solved similar problems?

I am familiar with __________________________.

This problem is similar to ___________________.

What question am I being asked to answer?

Create a Visual Representation

Using information from the problem, I can draw a picture of _______________________. Determine Importance

What mathematical information does this problem provide?

1. 2. 3. 4.

Mathematical Model

Can I use the information provided to develop a mathematical equation?

Communicate Reasoning What steps did I take to solve the problem?

First, I tried _________ and found that ___________.

Then, I decided to ________ and came up with _____.

My next step was _________, which led me to______.

I then tried to __________ because ___________. How did I arrive at the answer?

I reached the answer of ________ by _____________.


E.L. Achieve 13

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Vocabulary Note-maker��Frayer Model

The Frayer Notetaker combines a vocabulary square with a structured process for taking notes from text.

History 5.8

Science 5.8

The Connection Between��Note-Making and Structured Student Talk��

Recognizing Acts of Heroism

Curriculum GuideINSTRUCTIONAL UNIT

S E C O N D A R Y

SecCMHeroCover.pdf 1 8/9/11 2:17 PM

SecCMHeroCovers.indd 1 9/14/11 6:46 AM

The following video clip is from lesson two of the unit: Recognizing Acts of Heroism. The CM Units build a bridge between English Language Development and the analytical reading and writing skills demanded by the Common Core.

Note-Making & Structured Student Talk

Numbered Heads Together


E.L. Achieve 14

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Tab Five ��Content-specific Notetakers

English Language Artso  Says-Means-Matterso  Making Sense of Poetry

Review the digital note-making tools on the CM website so that you can customize a template for your specific text.

page 5.8

Scienceo  Screenshot Notetakero  Frayer Notetaker

History / Social Studieso  Video Notetakero  Frayer Notetaker

Matho  Making sense of word problemso  Two column note-takers

Math: page 5.9

Skill Four Interactive Reading & Note-making

Use the rubric to check your current level of implementation.

Refining Our Practice Rubric

4. Interactive Reading and Notetaking

2013

Competencies 1 2 3 4

A. Determine and draw attention to cr it ical ly important elements or sect ions of ass igned text

Attention is not drawn to critically important elements or sections of assigned text

The teacher tells students which elements or sections of text are critically important

The teacher tells students which elements or sections of the text are critically important and has students make note of identified passages

In addition to level 3 criterion, the teacher explains to students why the identified selections lead most directly to the learning goals

B. Develop and support note-taking to develop analyt ical reading

No note-taking tools used or note-taking tools provide broad support, but do not target the most important elements of text

Note-taking tools target the most important text, but do not require students to do more than recall or restate basic understanding

Note-taking tools target the most important text, and require students to interact critically with key concepts

Note-taking tools target the most important text, and require students to interact critically with key concepts. Tool is designed to work seamlessly with oral and written language practice

C. Model ‘ thinking aloud’ to reinforce metacognit ive ski l ls

‘Thinking aloud’ strategy is not used in the lesson or is used only to clarify definitions for topic-specific vocabulary (bricks)

‘Thinking aloud’ is used to clarify both topic-specific brick definitions and functional mortar word meanings

‘Thinking aloud’ used to clarify brick definitions and mortar word meanings and to model reading strategies such as making predictions/inferences to support critical reading

In addition to level 3 criterion, students are expected to ‘think aloud’ to examine the reading strategy used and its effectiveness

D. Pair structured note-taking with oral language pract ice.

Structured notetaking is not paired with oral language practice

After using a structured note-taking tool, students are given unstructured time to talk about the text

After using a structured notetaking tool, students engage in an established oral language routine to share their learning

After using a structured note-taking tool, students engage in an established oral language routine to share their learning and evaluate progress toward expected outcome

Goal: Use comprehension strategies and notetaking tools to faci l i tate the navigat ion of complex text and and increase student independence.

6.54, after pink pages

Break


E.L. Achieve 15

Planning Time

43

The CM Planning Process

Secondary Construct ing Meaning 2014

A. Analyze content ➲ B. Design instruction

Complete the analysis process (pp.1.20-1.21) and chunking protocol (p.2.29-2.30) when beginning a new lesson or unit.

1. Develop a learning goal that includes both a content and a language objective.

2. Envision and anticipate what you expect students to produce.

3. Determine the dominant and supporting functions students will be required to use.

4. Identify the essential content-specific brick and functional mortar students will need for the outcome.

5. Assess the alignment between the language of the task and the language of the text.

6. “Chunk” a larger outcome into discrete, measurable skills or tasks.

For each “chunk” of essential learning, use the planning tool (p.2.34) and the design process below.

1. When opening the lesson or Laying the Groundwork, the teacher: • establishes outcome and expectations (I do)

• builds prior knowledge (I do / We do)

• introduces and models use of vocabulary (I do / We do/ You do)

• presents graphic organizer (I do / We do/ You do)

• previews text (I do / We do/ You do)

2. When teaching the new content or as students are Learning the Material, the teacher: • deconstruct text (I do / We do)

• demonstrate process (I do / We do) • facilitate language practice (I do / We

do / You do)

• arrange collaborative work (You do)

• prompt, cue, question (We do)

3. When students are Applying the Learning, they: • produce academic writing (You do)

• problem-solve (You do)

• produce target language (You do) • read, write, and think analytically (You do)

CM Planning ProcessDesign instruction

44

Close reading happensOne Draft at a TimeWhat notemaking tools will students use to make connections to text and think more deeply about it? How will you incorporate Structured Student Talk to help students deepen understanding of content and develop academic langague. Fill in the final two columns.


E.L. Achieve 16

Close reading leads to ��Learning the Material

page 2.34

math 5.41

appendices pg. X

blank copy 6.23; math 6.25

Six Skills

Elements of CM Instruction

1.  learning goal

2.  dominant function and essential bricks & mortar

3.  structured student talk strategy

4.  reading / note-making strategy

At the end of the planning time, you will have the opportunity to share your progress on your lesson. Please share your…

47

Refining Our Practice Implementing the teaching skills of Secondary CM

REV March 2013

Creating Effective Systems for English Learners

1. Backward Design Goal: Design instruct ion that addresses the cognit ive and l inguist ic demands required to meet stated student learn ing goal .

Competencies Develop student learning goal, with both

content and language objectives Determine cognitive and linguistic

demands of student outcome Identify required “brick and mortar” Divide learning sequence into discrete,

measurable tasks or skills; checks for understanding

Resources Tab 1, CM analysis tools Tab 2, CM lesson planner and Chunking Protocol Tab 5, Sample lessons

2. Language as Part of Content Teaching

Goal: Create opportunit ies to learn both content “br ick” and funct ional “mortar” throughout instruct ion.

Competencies Offer language frames at multiple

proficiency levels Ensure frames support flexible use of

language Model frames throughout learning

sequence Provide corrective feedback

Resources Tab 1, Thumbnail sketch Tab 2, Function tools Tab 5, Sample lessons Ways We Express Our Thinking hand-out

4. Interactive Reading and Note-making

Goal: Use comprehension strateg ies and note-tak ing tools to fac i l i tate the navigat ion of complex text and increase student independence.

Competencies Determine and draw attention to critically

important elements or sections of text Develop and support note-taking to

improve analytical reading Model “thinking aloud” to reinforce

metacognitive skills Pair note-taking with oral language practice

Resources Tab 3, Dialectical journal Tab 5, Content-specific note-taking tools Tab 5, Think Aloud protocol CM Instructional Units

3. Oral Language Practice Goal: Structure peer interact ion for students to use – in speech - the target language of the learn ing goal .

Competencies Group students purposefully Align oral language practice to student

outcome Model and practice routines Monitor student engagement and

production of target language Hold students accountable

Resources Tab 3, Oral language routines Tab 3, Grouping rating scale Tab 5, Sample lessons Discussion Cards CM Instructional Units

5. Academic Writing Support

Goal: Provide tools and fac i l i tate processes that support students in producing complex academic writ ing .

Competencies Use tools that address genre-specific

structure and language Deconstruct models and samples for

target language and thinking Provide rubrics to clarify expectations Prepare students to use language

independently

Resources Tab 2, CM summary template Tab 3, Genre drafting templates Tab 5, Content-specific writing tools CM Student Flipbook CM Instructional Units

6. Continuous Improvement Goal: Engage in indiv idual and group ref lect ion regarding ways to improve student achievement and ref ine expl ic i t language instruct ion.

Competencies Maintain lesson plans and document

instructional practice Collect and reflect on student

achievement data Participate in and contribute to

conversations about student outcomes Share artifacts, work samples, and

successful classroom strategies

Resources Tab 2, CM lesson planner E.L. Achieve Implementation Guide CM Planning Process hand-out Refining our Practice rubrics

insert

Documents

cm interactive reading notemaking 030915 - E.L. Achieve · 2015. 3. 10. · Tab 1, CM analysis tools Tab 2, CM lesson planner and Chunking Protocol Tab 5, Sample lessons 2. Language