Elementary Teaching & Learning Moving Forward with Literacy

  • Published on

  • View

  • Download

Embed Size (px)


Elementary Teaching & Learning Moving Forward with Literacy. 2.26.13 Plymouth Church. Agenda. Deepening our Implementation of the Journeys Materials Supporting Text Complexity Understanding Shift 3: Staircase of Complexity Lessons from David Chard Scaffolding Complex Texts - PowerPoint PPT Presentation


PowerPoint Presentation

Elementary Teaching & LearningMoving Forward with Literacy2.26.13Plymouth Church1AgendaDeepening our Implementation of the Journeys Materials Supporting Text Complexity Understanding Shift 3: Staircase of Complexity Lessons from David Chard Scaffolding Complex TextsText Dependent Questions & Close Reading Collaborative Action Planning How will we support this shift in our building? 2Deepening our Implementation of the Journeys Materials and the Common Core Standards

Supporting Text Complexity 3The Big Vision is NOT about Standards

it is about College & Career Readiness!The Primary Outcome: Increased Math & Science proficiency by closing the text gap in content and comprehension.4Reading Challenging TextText difficulty is specified in the standardsThis means that children in grades 2-12 will be asked to read more challenging text (which means that we have to teach more challenging text than we have in the past)5Shift 3: Staircase of ComplexityThis video features a discussion between NYS Commissioner of Education John B. King Jr., David Coleman (contributing author to the Common Core) and Kate Gerson (a Sr. Fellow with the Regents Research Fund) addressing Shift 3 Staircase of ComplexityWhat will be required to make the shift to increasing text complexity in our classrooms?5:49-8:036What will be required to increase text complexity in the classroom?An understanding of what makes a text complex

A set of instructional strategies to scaffold students in complex text

Highly trained teachers who know WHEN & HOW to employ these scaffolding techniquesCombining the ideas gained from Engage New York video and Dr. David Chards presentation two weeks ago7What Makes a Text Complex?Quick Write Reflection8Word or Text Length?We defy augury. There is special providence in the fall of a sparrow. If it be now, tis not to come; if its not to come, it will be now; if its not now, yet it will come. The readiness is all.

Hamlet, William Shakespeare9

Perfetti, Landi, & Oakhill (2005)

The Science of Reading Comprehension Blueprint of a Reader10How do the Journeys Materials Support this Blueprint?Collaborative Group Work11Meaning MakingProvide ample time and opportunity to read complex text.Create a classroom culture of discussions that are text-based.Explicitly teach comprehension strategies.Provide procedural facilitatorsAccess Skills

World/Background KnowledgeProvide students with opportunities to read widely and make text-text, text-world, and text-self connections.Language StructureTeach comprehension skills, affixes, and compound words explicitly.Draw attention to syntactic structures in texts.VocabularySelect concept vocabulary to teach thoroughly.Pre-teach complex vocabulary.Use and reuse vocabulary in discourse and writing.Access SkillsAssume we are explicitly teaching phonemic awareness, phonics, decoding, and building fluency. OrthographyAssume access and knowledge of print.Go back and forth between Journeys and each of the blue sections. Spend 5 min. of collaborative time for each section.12Text Dependent Questions13Text Dependent Questions a text dependent question specifically asks a question that can only be answered by referring explicitly back to the text being read. It does not rely on any particular background information extraneous to the text nor depend on students having other experiences or knowledge; instead it privileges the text itself and what students can extract from what is before them. ~ www.achievethecore.org14Text-Dependent Questionsare questions that can only be answered correctly by close reading of the text and demand careful attention to the text.require an understanding that extends beyond recalling facts.often require students to infer.do not depend on information from outside sources.allow students to gather evidence and build knowledge.provide access to increasing levels of complex text.call for careful and thoughtful teacher preparation.require time for students to process.are worth asking.

15Analyzing texts to Support the Common Core16Close Reading17Shanahans Close Read ProtocolFor a 1st reading, you want to ask questions that ensure that the students understand and think about the major ideas in the story or article. That means you limit your questions to big ideas or you query information that you think the students might be confused by.

(Key Ideas & Details)18Shanahans Close Read ProtocolOn the 2nd reading, you want to ask questions that require students to analyze how the text works: why the author made certain choices (example: word choice) and what the implications of those decisions would be in terms of meaning or tone.

(Craft & Structure)19Shanahans Close Read ProtocolOn the 3rd reading, the issue is how does this text connect to your life and your views, critical analysis of quality and value, and how the text connects to other texts.

(Integration of Knowledge and Ideas)20Shanahan BlogFirst ReadSecond Read Third ReadSelect 3 MVPs from the text to share with your group.

Reread the last 4 paragraphs, starting with It is sort of like translating too quickly

What point is Shanahan trying to make through the analogy of riding a bicycle?What is your position on this issue? Defend your stance. Reference specific statements from the text in your response.21Close Reading & Text Dependent QuestionsOur work on this is far from done

We will continue to develop our own understanding through study and practice during our Teaching & Learning Meetings.

We will support teacher understanding during our District PLCs next year.22Collaborative Action PlanningWhat is our current reality regarding the text complexity expectations of the Common Core? What evidence do we have to support this? (Our data tells us we need to make changes where will we start? ~ Jo Robinson)

What structures will be needed to support teachers in scaffolding students in complex text?23Coming in AprilSupporting Data Teams, CFA Creation, and planning with the Journeys materials.24