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Digging Deep into Reading Informational Text CCSS Standards 1-3. BCSD PD Norms . Silence Electronic Devices!. BCSD PD Norms . Be Present and Participate!. BCSD PD Norms . Be Present and Participate!. BCSD PD Norms . Refrain from Side Conversations!. BCSD PD Norms . Close Reading Activity. - PowerPoint PPT Presentation
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Digging Deep into ReadingInformational Text CCSS
Standards 1-3
BCSD PD Norms
Silence Electronic Devices!
BCSD PD Norms
Be Present and Participate!
BCSD PD Norms
Be Present and Participate!
BCSD PD Norms
Refrain from Side Conversations!
BCSD PD Norms
Close Reading Activity
Independent Reading Task #1
• Read closely the grade level progression for each standards (1-3). (start with grade 5 and back channel)
• Read the unpacking pieces for your grade level.
*annotate or highlight key words..(Five Minutes)
RI 1- Student in the fifth grade…..• Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.• Refer to details and examples in a text when explaining what
the text says explicitly and when drawing inferences from the text.
• Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
• Identify the main topic of a multi-paragraph text, as well as the focus of specific paragraphs within the text.
• Identify the main topic and retell key details of a text• With prompting and support, identify the main topic and
retell key details of a text.
Discussion Task #2
• What do the three standards require students to be able to do?
• What are the key skills/strategies that are in common?
• Chart your groups thoughts on what a teacher has to do more of and less of ..
(15 minutes)
TEACHING STUDENTS TO READ
INFORMATIONAL TEXT
What Reseach Has to Say About Reading Instruction, by Alan E. Farstrup (2002)
Teachers will use a direct instructional approach to explicitly teach skills and strategies needed to read
informational text.
How will we do this?
Teachers will use mini-lessons to teach and explain strategies.
* what the strategy is
* how to use it
* when to use it
* why it is important
Demonstration of the Strategy
* model the strategy
* stop at key points to question, prompt, and mirror the thinking required of the
strategy
Practice the Strategy
* use easy text to practice the strategy
* discuss use of the strategy
Apply the Strategy
* use the strategy in regular assignments
* design the assignment so that the new strategy has to be used
Planning Strategic Lessons Before Reading
Teacher Instructional Practices Sample Student Activities
Teachers must:• Help students activate prior
knowledge.• Help students establish purpose for
reading.• Encourage students to generate
questions.• Ask students to make predictions
about text.• Help students construct graphic
organizers.• Connect reading and writing.
Students will:• Brainstorm concepts, key words, and
ideas.• Establish reading goals based upon
purpose for reading.• Turn headings into questions.• Predict and verify based on scan or
preview of content.• Construct a graphic organizer based on
text structure to use during reading.• Write in a journal, vocabulary
notebook, or other forms to connect with the text to be read.
Planning Strategic Lessons During Reading
Teacher Instructional Practices Sample Student Activities
Teachers must:• Model metacognitive and cognitive
processes.• Verify and/or formulate predictions.• Help students integrate new data with
prior knowledge.• Get students to think about what they
are reading.• Help students construct graphic
organizers.• Summarize text.• Read aloud.• Think aloud.
Students will:• Find answers to self-initiated
questions• Read silently.• Read with a partner.• Predict and verify.• Re-read if necessary.• Take notes.• Construct and use graphic organizers.
Planning Strategic LessonsAfter Reading
Teacher instructional Practices Sample Student Activities
Teachers must:• Encourage students to reflect on
what they have read• Prompt students to evaluate
predictions.• Examine questions that guide
reading.• Require students to respond to text
through discussion.• Require students to respond to text
through writing.• Encourage retelling or summarizing.• Connect writing to reading.
Students will:• Discuss.• Debate.• Respond to questions.• Verify predictions.• Construct a graphic organizer.• Write in a journal.• Retell.• Summarize.• Role play.• Research.• Read related materials.
Let’ s get started writing a mini-lesson!
Links to Strategic Lesson Planning Resources and Templates
http://reading.ecb.org/teacher/strategies.html
http://www.roe13.k12.il.us/Services/KeriKorn/BDA/Book.pdf
http://www.education.ky.gov/nr/rdonlyres/2d670309-9a31-427e-a85e-712fd1f2bc15/0/ccsso_contentliteracy.pdf