Table of Contents Word from Dr. Padilla..... 5 Literacy Instruction Across Common Core Standards and Shifts ..... 7 ... Project & Nagin 2003). The Common Core Standards ( t r s r)

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Table of Contents

Contents A Word from Dr. Padilla .................................................................................................................................... 5

Literacy Instruction Across Newburgh .............................................................................................................. 6

Common Core Standards and Shifts ................................................................................................................ 7

Guiding Principles of Literacy Instruction .......................................................................................................... 8

Chapter 1 Creating a Literacy-Rich Environment .............................................................................................. 9

Setting Routines ......................................................................................................................................... 10

Classroom Library ...................................................................................................................................... 11

Grouping Strategies .................................................................................................................................... 12

What is Differentiation? ............................................................................................................................... 13

Central Components of Literacy ................................................................................................................. 14

Elementary Literacy .................................................................................................................................... 15

Literacy Centers ......................................................................................................................................... 16

Literacy Center Ideas .................................................................................................................................. 18

iRead .......................................................................................................................................................... 19

Adolescent Literacy .................................................................................................................................... 20

Secondary Lesson Structure ....................................................................................................................... 21

Read 180 .................................................................................................................................................... 22

Chapter 2 Developing Literacy-Rich Instruction .............................................................................................. 24

Essential Literacy Skills .............................................................................................................................. 26

Extending Understanding ............................................................................................................................................ 27

Inferring/Interpreting .................................................................................................................................................. 28

Determining Importance ............................................................................................................................................. 29

Analyzing ..................................................................................................................................................................... 30

Evaluation .................................................................................................................................................................... 31

Synthesizing/Creating .................................................................................................................................................. 32

Identifying Bias ............................................................................................................................................................ 33

Lesson Protocols ........................................................................................................................................ 34

Literacy Checklist ....................................................................................................................................... 36

Disciplinary Literacy .................................................................................................................................... 37

Chapter 3 Reading ......................................................................................................................................... 38

Text Characteristics .................................................................................................................................... 40

System of Strategic Actions for Reading ..................................................................................................... 41

Reading Workshop ..................................................................................................................................... 42

Reading Mini-Lessons ................................................................................................................................ 43

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Independent Reading ................................................................................................................................. 44

Independent Reading Roles and Responsibilities ....................................................................................... 45

Guided Reading .......................................................................................................................................... 46

Guided Reading Lesson ............................................................................................................................. 47

Assessment in Reading/Reading Workshop ............................................................................................... 48

Literature Study /Book Clubs ...................................................................................................................... 50

Close Reading Across Disciplines K-12 ...................................................................................................... 51

Close Reading Roles and Responsibilities .................................................................................................. 52

Close Reading Reference Chart ................................................................................................................. 53

A Reader’s Guide to Annotation ................................................................................................................. 54

Basic Annotating Symbols .......................................................................................................................... 56

Taking Annotating to the Next Level ........................................................................................................... 56

Chapter 4 Writing ........................................................................................................................................... 57

6 + 1 Writing Traits ..................................................................................................................................... 58

Writing Workshop ....................................................................................................................................... 59

Writing Mini-Lessons .................................................................................................................................. 60

Independent Writing.................................................................................................................................... 61

Teacher-Student Writing Conferences ........................................................................................................ 62

Guided Writing ............................................................................................................................................ 63

Writing Resources ...................................................................................................................................... 64

Writing Across Disciplines .......................................................................................................................... 65

Writing Rubrics ........................................................................................................................................... 66

Chapter 5 Language ...................................................................................................................................... 67

Language and Literacy Development ......................................................................................................... 68

Promoting Language Acquisition ................................................................................................................ 69

Interactive Read Aloud ............................................................................................................................... 70

Interactive Writing ....................................................................................................................................... 72

Shared Writing ............................................................................................................................................ 73

Shared Reading .......................................................................................................................................... 74

Putting 21st Century Practices Into Action ................................................................................................... 75

Conversation Analysis Tool ........................................................................................................................ 77

The Three Classroom Observation Protocol Clusters ................................................................................. 79

Sentence Starters for Discussion ................................................................................................................ 80

Appendix ........................................................................................................................................................ 81

Additional Elementary Recommendations .................................................................................................. 84

Elementary Daily Schedule ......................................................................................................................... 85

Literacy-Rich Websites and Apps ............................................................................................................... 87

Believing and Doubting ............................................................................................................................... 88

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Carousel Walk ............................................................................................................................................ 89

Prediction Guides ....................................................................................................................................... 90

Visual Thinking Strategy (VTS) ................................................................................................................... 91

The One Question Interview ....................................................................................................................... 92

Instant Debate ............................................................................................................................................ 93

Tea Party Protocol ...................................................................................................................................... 94

Word Walls ................................................................................................................................................. 95

Chalk Talk .................................................................................................................................................. 96

Fishbowl Protocol ....................................................................................................................................... 97

Four A’s Protocol ........................................................................................................................................ 98

Dialogue with a Text ................................................................................................................................... 99

Emerging Themes in a Text ...................................................................................................................... 100

Organizing Evidence-Based Claims .......................................................................................................... 101

K-W-H-L Chart .......................................................................................................................................... 102

ABC Brainstorm ........................................................................................................................................ 103

Considering Multiple Perspectives ............................................................................................................ 104

Literacy in the Math Classroom ................................................................................................................ 105

Math Vocabulary that Transcends the Content Area ................................................................................. 106

Literacy in the History/Social Studies Classroom ...................................................................................... 107

Literacy in the Science Classroom ............................................................................................................ 108

Some Ideas for Integrating Literacy into the Science Classroom: ............................................................. 109

This Thing Called “Reading” ..................................................................................................................... 110

Writing across Disciplines ......................................................................................................................... 111

Sentence Starters for Argument Writing .................................................................................................... 112

Sentence Starters for General Writing ...................................................................................................... 113

Commonly Used Transitions ..................................................................................................................... 116

Dialogue Rules ......................................................................................................................................... 117

Basic Comma Rules ................................................................................................................................. 118

There/Their/They’re .................................................................................................................................. 119

Citing Sources .......................................................................................................................................... 120

Teacher-Student Conferences (Reading, Writing, Goal Setting, etc.) ...................................................... 121

Works Cited ................................................................................................................................................. 122

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A Word from Dr. Padilla Dear Colleagues,

It is indisputable that proficient readers

and writers have more success in school,

are better prepared for college/career,

and earn higher wages in life. Therefore,

it is important to have a common

language when engaging with other

colleagues in the district about literacy

and learning. The charge is clear….get

students reading on grade level by third

grade, integrate literacy across the

content areas k-12. Every teacher in our

district is a literacy teacher!

However, all too often teachers have not

been adequately prepared to strengthen the literacy skills of their students. Therefore, we both have a

responsibility. We must allocate resources for professional development in this area and you must personally

pursue the training and acquire the skills outside anything the district offers. Improving literacy across our district

is a joint effort.

The Literacy Framework Guide is a resource tool to help teachers learn how to use literacy strategies as an essential

means to help students master core content.

Through the hard work and mindfulness of your colleagues, we offer concrete strategies and proven best practices

for supporting all students in our district. Use this guide to inform your thinking and the literacy discourse in your

school. When discussing and planning curriculum and instruction, refer to this common understanding:

Curriculum

Curriculum describes the what of instruction – what is intentionally taught to students in a district, school, or

classroom.

Instruction

Instruction describes how the curriculum is delivered – it illustrates how to effectively teach what students should

know and be able to do; the opportunities to learn that actually occur in the classroom.

Thank you for your commitment to excellence and to our students.

Through the Work of All,

Roberto

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Literacy Instruction across Newburgh

The Newburgh Enlarged City School District Literacy Framework consists of instructional approaches

and opportunities for students to develop into readers, writers, and thinkers. Within this framework,

students are provided with as many opportunities as possible to engage with texts by reading, listening,

and responding. In the Newburgh Enlarged City School District, it is crucial that we help students acquire

a broad set of literacy skills in all disciplines so they can be successful as they seek to become productive

members of our complex and interconnected world. Students need to be able to make judgments about

the accuracy and relevance of information, think critically, collaborate and communicate --all skills that

require a strong background in literacy.

The Literacy Framework is built upon research-based structures that have been found to be effective in

improving literacy achievement of students from diverse backgrounds. The framework provides a vision

for teachers to bring together what is known as good teaching in an organized way that allows teaching

to be intentional and purposeful. The goal of all teachers is for students to become lifelong readers and

writers. The way to do this is through daily opportunities to read books they choose themselves and to

have opportunities to apply knowledge and skills in authentic contexts. Approaching literacy as a

school-wide, community effort will allow us to intentionally develop, support, and reinforce the literacy

skills students need to be successful in all disciplines and in their future endeavors.

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Common Core Standards and Shifts

The Common Core Learning Standards reflect the skills and knowledge students need in order to

succeed in college and careers. According to the CCLS, students can be successful through an inquiry

approach to instruction that includes close reading of complex texts, collecting evidence across multiple

types of sources, collaborative inquiry, and reflection on learning. These things must be evident across

grade levels and discipline areas.

Understanding the demands in teaching and learning that is required by these standards is important.

Though as teachers we have been involved in these standards for a few years, we need to consistently

remember how teaching needs to changes in order to prepare students for their future.

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Guiding Principles of Literacy Instruction

Literacy practices…

❏ ...place oral language and interaction as a core component.

❏ ...build critical thinking as an extension of language development.

❏ ...draw on informational texts and multimedia in order to build academic vocabulary and strong

content knowledge.

❏ ...use writing to propel students’ growth, to develop their ability to think, to communicate, to

defend an idea, and to create worlds unseen.

❏ ...are based on Common Core Standards.

❏ ...are responsive to the background, interests, and needs of the students.

❏ ...reach out to families and communities in order to sustain a literate society.

❏ ...provide a balance between foundational skills and meaningful reading, writing, and speaking

experiences.

❏ ...incorporate a variety of formative and summative assessments yielding valuable actionable

information to support student growth.

*The preceding guiding principles are adapted from the English Language Arts Frameworks of The Wisconsin Department of Public Instruction, the

Massachusetts Department of Elementary and Secondary Education, the article “Building Diversity into the Common Core,” by Emily Chiariello (2012, Learning to Talk and Listen, An oral language resource for early childhood caregivers, by the National Institute for Literacy (2009), and the Federal Way

Public Schools Elementary Literacy Blueprint.

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Chapter 1 Creating a Literacy-Rich Environment

“The greatest success of a teacher is that the child does not notice that s/he is around and that the children acquire their knowledge themselves.”

-Marie Montessori

A supportive, literacy-rich learning community encourages student choice, voice, and participation. Students need

opportunities to self-select in order to promote a love of learning and inquiry. A properly designed learning

environment that promotes social interaction, reading, and writing includes:

❏ Time for reading and writing daily.

❏ Clearly established routines.

❏ A classroom library featuring varying levels and interests.

❏ Areas for students to work in pairs, small groups, and/or independently.

❏ Literacy Centers.

❏ Functional use of environment print featuring current student work and word walls.

❏ Neat and organized materials so there is no loss of instructional time.

This methodology is grounded in research:

● Effective teachers routinely engage students daily in reading and writing for extended periods of time (Allington 2001).

● One of the characterizing differences between high and low performing classrooms is the amount of on-task reading in which students are engaged (Allington and Johnston 2001; Pressley 2000).

● Extensive reading is critical to the development of reading proficiency (Cunningham and Stanovich 2003).

● The more students read, the better they become as readers (Anderson, Hiebert, Scott, and Wilkinson 1985). Likewise, effective teachers provide dedicated daily writing time for students.

● Students write to think, learn, and demonstrate their knowledge. Evidence shows that writing performance improves when a student writes often and across content areas (National Writing Project & Nagin 2003).

● The Common Core Standards (2010) states, “Students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.”

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Setting Routines Established, predictable classroom procedures for Readers and Writers workshop and Learning Centers foster

independence and build positive behavior eliminating student interruptions resulting in more effective learning.

Once taught, routines include daily activities students are able to complete on their own without teacher

assistance. This is necessary so teachers can focus time to support student learning.

Classroom routines taught, modeled, and practiced enable teachers to conduct guided reading or individual

conferences without being interrupted. Most routines and management expectations introduced in the beginning

of the year will need to be revisited as the year progresses to maximize learning opportunities.

Examples of Routines for the Workshop Classroom

Classroom Routines

(Teacher Action)

● Establish guidelines for Readers and Writers

Workshop and Learning Centers

● Ask students to create positive worded

classroom rules, rewards,

and consequences

● Encourage accountable talk

● Manage independent reading

Classroom Routines

(Student Action)

● Discuss a book by taking turns

● Keep noise at an appropriate level

● Know what to do if the student needs help

and the teacher is working with another

student

● Understand how to use various classroom

work areas and centers

● Respect the learning of others

Writing Workshop

(Teacher Action)

● Establish student writing folders

● Teach students how to use frequently

encountered words

● Teach students how to store finished writing

projects

● Provide writing references and resources

● Encourage student choice

● Teach writing as a process

● Set up peer conferences

● Encourage students to use word walls as a

resource when writing

Reading Workshop

(Teacher Action)

● Teach students how to choose just right

appropriate books

● Model the expectations for independent

reading

● Establish a reader’s notebook

● Model how to talk about books with a

partner

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Classroom Library

Fostering love of reading includes providing students with opportunities to select reading materials that are appropriate and include a wide range of genres, both fiction and nonfiction. Students should be encouraged to spend time independently reading grade appropriate texts. Creating a comfortable inviting space for students allows them to be motivated to read and foster a love of reading. Books used for independent reading or buddy reading in the class library should be a balance of informational and literature texts. The texts in the library should not be set up by level. Books should be arranged by content, authors, illustrators, series, and genre. Books should be accessible for students to browse and see what the books are. Books can be placed in bins, baskets or on shelves at their eye level.

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Grouping Strategies Highly effective teachers strategically use whole group, small group, and individual instruction to

differentiate. Flexible small groups are used regularly with group members changing based on the

purpose of the group and the students’ progress in meeting the learning objectives of the lesson or unit.

Teachers make careful, intentional decisions based on the data when forming and reforming groups. At

times, groups are based on performance level, interests, or learning profiles; other times they are

heterogeneous. Teachers should be mindful when varying groups to enhance learning.

Grouping Type

Advantages

Whole Class

● Efficient

● Provides a shared learning experience

● Presents the opportunity for students

to hear diverse responses

Small Group/Pairs

● Opportunities for discussion

● Receives differentiated instruction

● Students have better comprehension

Individual

● Personalized instruction

● Supportive

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What is Differentiation?

Differentiated instruction is the approach that supports the success of all students given the different

achievement levels, developmental levels, and learning needs within one classroom.

A teacher understands that differentiation is:

● Recognizing diverse learners

● Supporting diverse cultures

● Varying readiness

● Varying interests

● Varying abilities

● Varying learning profiles

Teachers can differentiate... According to each student's...

Content: What the students need to know Process: How will the students know and experience the material Product: How will students demonstrate what they have learned (assessment) Affect/Environment: The climate or tone of the classroom

Readiness: A student’s proximity to specified learning goals Interests/Passions; What s/he enjoys learning about Learning Styles: Preferred approaches to learning

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Central Components of Literacy

Strive to create learning environments that help students use:

1. CRITICAL LITERACY Students critically analyze and evaluate the meaning of text as it relates to issues of equity, power, and social justice to inform a critical stance, response, and/or action.

2. METACOGNITION Student take active control over their thinking processes so they can understand themselves as learners, understand a given task, and understand a variety of strategies and how to use them in a variety of situations.

3. QUESTIONING Students use their curiosity to explore, inquire, evoke, expose, and extend their thinking for the purpose of deepening understanding.

4. STRATEGY Students purposefully selecting and using techniques and processes in order to construct and communicate meaning.

5. VOICE AND IDENTITY Students’ decisions, choices, and actions advocate for their learning and make connections to their experiences, values, culture, and interests.

NOTE: Please refer to Chapter 2 for more information regarding literacy instruction.

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Elementary Literacy

The District expectation for elementary grades is that there is 135 minutes designated for literacy with an uninterrupted literacy block of 90 minutes or more for literacy instruction. Please refer to the elementary daily schedule to see how this is incorporated into the day. This amount of time allows for deep exploration of content, strategies, and skills as reading, writing, speaking, and listening are thoroughly integrated. A literacy block promotes the integration of content area subjects and supports research and project-based learning.

Elementary Literacy Block

Literacy Block

135 Minutes

Reading Workshop

60 minutes

Writing Workshop

45 minutes

Language Word Study

30 minutes

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Literacy Centers

Literacy Centers occur simultaneously while the teacher is conducting Guided Reading or individual conferences

with students. Alternately, students engage in independent reading or writing while the teacher is engaged in

Guided Reading.

Literacy Centers consist of meaningful authentic reading, writing, speaking, and listening activities in which

students take part. Literacy Center activities are usually done within small groups. Literacy Centers may be in

dedicated spaces or may be portable by using bins of materials. A few high quality centers will provide

worthwhile activities for students. What is most important is the quality of the activities that are offered. High

quality activities are developmentally appropriate, engaging, meaningful, and afford students opportunities to

experience and practice independently. In this way, students expand their knowledge of rich concepts, content,

vocabulary, and their ability to communicate that understanding.

○

Successful Centers

● Implement a set of procedures or routines for students to work independently.

● Organize materials to encourage independence and maximize small group instructional time.

● Provide written directions and visual reminders for students.

● Choose a strategic approach for scheduling:

○ Timed rotations

○ Student choice

Literacy centers can be differentiated by including materials at various levels of difficulty or by providing

activities that can be performed at varying levels of ability. For example, at a Word Study center, one child might

sort picture cards by the number of syllables while another might sort by beginning or ending sound. Self-

correcting materials are recommended (e.g., use color coded cards or write cards with the number of syllables

written on the back).

The Work Board:

● is placed in a central location.

● helps manage the routines and the flow of centers.

Accountability for learning is built into Literacy Center activities. Teachers must hold

high expectations for student work in centers by demonstrating activities, sharing

models of completed work, posting guidelines, and monitoring participation. When

available, a teaching assistant also leads or supervises centers. Means of checking and

selectively evaluating student learning include: student self-checks, partner sharing,

and regular evaluation of some written work with feedback from the teacher.

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Literacy Center Guidelines

Use These Practices

Avoid These Practices

Provide meaningful literacy

activities which allow students to

practice and apply skills and

knowledge

Engage students in authentic writing

and illustrating in response to reading

Reliance on worksheets and workbook

pages

Use materials with levels of difficulty

Use of single level activities for all

students without differentiation

Offer engaging multi-modal activities

such as sorting picture cards by

initial letter

Activities are limited to pencil and

paper tasks

*Adapted from the NECSD Literacy Review, 2011

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Literacy Center Ideas

Listed below are some common centers for K-2 classrooms.

Center Objective Materials

Fishing for Sight Words

Read and match sight words

Two sets of sight word cards,

paper clip, string with magnet

Sight Words Books

Learning to listen and identify

familiar words

Using audio books and have them listen

for two or three sight words to write

down

Partner Reading

Read on level text orally with accuracy, appropriate

rate, and expression

Previously read text

Read Around the Room

Read text orally with expression

Partners take turns tracking familiar texts

with pointer and record what they read on

a log

Word Sorts

Read and group words by word characteristics

e.g. endings, short vowels, vowel pairs, suffixes

Paper, words cut out and glue

Letter Eggs

Identify and match upper and lowercase letters

(Students match the eggs together with upper and

lower case letters)

Plastic eggs, container

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iRead For K-2 classrooms, the utilization of the iRead program is an essential component of Literacy Centers.

Part of the classroom routine is teaching students how to sign on and manage the system so they can

become independent with it. Rotations should be about 20 minutes each. In Kindergarten, one group

could stay on iRead while other groups flow through two centers in that period of time due to attention

span and development.

Foundational Skill Pages Foundational Skill Pages

Phonological Awareness 174-175 Alphabet Knowledge` 182-183

Decoding/Spelling 202-204 Word Analysis 214-215

Sight Words 222-223 Language and Vocabulary 234-235

Fluency 248 – 249

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Adolescent Literacy

These components provide a comprehensive approach to literacy that leads students to:

THINK Access, manage, create, and evaluate information in order to think imaginatively and critically, to solve problems and make decisions.

EXPRESS

Use language and images in rich and varied forms to read, write, listen, speak, view, represent, and to discuss ideas thoughtfully.

REFLECT

Apply metacognitive knowledge and skills, develop self-advocacy, a sense of self-efficacy and interest in lifelong learning.

*Adapted from the Adolescent Literacy Guide, (2012)

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Secondary Lesson Structure A well-developed lesson provides opportunities for students to understand the overall purpose/skill

being learned and allows students to serve as active participants in their own learning. The objective

should not simply remain posted on a board; instead, it should serve as a thread, or backbone, uniting all

parts of the lesson. The teacher(s) should remind students of this objective both explicitly and implicitly

throughout the lesson.

Teachers can ask themselves these three questions when planning:

(1) What (skill) are you going to teach?

(2) How are you going to teach it?

(3) How will you assess student understanding?

Secondary Lesson Structure 45 Minutes

Hook/Establish Lesson Purpose

May Include:

Thoughtful Questioning, Real-World Connections Established,

Communicated Lesson Objective; Personal Connections; Piqued Curiosity

2 minutes

Mini-Lesson

May Include:

Teacher Modeling, Direct Instruction,

Explicit Content, Whole Group Instruction;

Demonstrations; Exemplars

10-15 minutes

Small Group/Independent Practice

May Include:

Lesson Activities, Student Discussion/Voice/Choice in Process;

Collaborative Work (Partner/Small Group),

Independent Writing (Brainstorming, Outlining, Rough Draft),

Read 180 Station Work, Hands-on Learning,

Independent Reading, Close Reading, Annotating

25 minutes

Reflection/Closure

May Include:

Student Sharing; Whole Group Discussion; Formative Assessment;

Explicitly Restating Lesson Objective/Purpose; Student Reflection

3-5 minutes

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Read 180

READ 180 is based on more than 15 years of research and serves as the leading blended learning intervention program. It has shown to build reading comprehension, academic vocabulary, and writing skills for struggling students. The flexible three-station rotation model is designed to help teachers address students at all levels of intervention.

FOR STUDENTS:

● Motivates with engaging, relevant content

● Builds background knowledge

● Builds deep comprehension with close reading

● Decodes with fluency and automaticity

● Provides systematic writing instruction and application

● Provides an extensive independent reading library

FOR TEACHERS:

● Includes embedded formative assessment tools to inform future instruction

● Provides customizable lesson plans

● Provides pertinent background information and professional development resources

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THE READ 180 MODEL

This can take place over the course of two 45-minute class periods or one 90-minute instructional block.

● Whole-Class Learning (20 minutes)

Teachers begin class by facilitating instruction in close-reading strategies, academic vocabulary, writing,

and academic discussion with the entire class.

● Station 1: Student Application (20 minutes)

Students work independently on the READ 180 Universal Student Application, following a personalized

path that accelerates their learning.

● Station 2: Small-Group Learning (20 minutes)

In a small-group setting, student receive targeted, data-driven instruction unique to their individual

learning needs while building meaningful relationships with their teachers.

● Station 3: Independent Reading (20 minutes)

Students have their choice of engaging, content-rich texts to which they can apply their newly acquired

vocabulary and comprehension skills.

● Whole-Class Wrap-Up (5-10 minutes)

This takes place at the end of the session (five minutes at the end of both day 1 and day 2 if broken into

two days).

* Adapted from http://www.hmhco.com/products/read-180/

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Chapter 2 Developing Literacy-Rich Instruction

 

“The truly literate are not those who know how to read, but those who read: independently, responsively,

critically, and because they want to.”

-Glenna Sloan

Reading Writing Language/Word Study

PreK - 2

Mini lesson

Book talks

Close reading

Guided reading

Independent literacy

work (individual,

partners, work board)

Writing about reading

Conferring

Sharing

Ongoing observation

and assessment

Independent writing

Guided writing

Interactive writing

Mentor texts

Mini-lessons

Conferring

Modeled/Shared writing

Ongoing observation and

assessment

Phonics/word study lesson

Language wordplay

Handwriting

Poetry sharing

Readers theater

Conferring

Interactive read aloud

Interactive writing

Shared reading

Ongoing observation and assessment

Grades 3-5

Book talks

Mini-lessons

Independent reading

Guided reading

Close reading

Literature Study

Inquiry circles

Managed Independent

learning


Conferring

Ongoing observation

and assessment

Mini-lessons

Independent writing

Guided writing

Investigations

Mentor texts

Modeled/shared writing

Conferring


assessment


Interactive edits (grammar,

conventions, usage)

Process drama/Readers’ theater

Interactive vocabulary

Handwriting

Spelling

Word study

Current events


25

Grades

6 - 8

Independent reading

Guided reading

Literature study (book

talks)

Inquiry circles

Close reading

mini-lessons

Conferring

Ongoing observation

and assessment

Independent writing

Guided writing

Investigations

Mini-lessons

Mentor texts

Modeled/shared writing

Conferring


assessment



conventions, usage)

Readers theater

Poetry sharing/response


Word study


Grades 9 - 12

Independent reading

Close reading

Guided reading (at-risk

students)

Literature study

Inquiry circles

Conferring

Ongoing observation

and assessment


Independent writing

Investigations

Conferring


assessment



conventions, usage)

Readers theater

Poetry sharing/response


Word study


Literacy Across Disciplines K-

12

Independent reading

Inquiry circles

Small group instruction

- using appropriate

materials

Conferring

Ongoing observation

and assessment


Independent writing

Investigations

Conferring


assessment


Interactive writing (K-2)

Current events


26

Essential Literacy Skills While the Common Core Learning Standards aim to “ensure that all students are college and career

ready in literacy no later than the end of high school,” it is crucial that we are explicit about which

literacy skills we want our students to attain and are clear about the strategies students can use to

develop and strengthen them.

It is not enough to provide our students with discipline-specific terminology; N.E.C.S.D. educators also

need to articulate and be explicit about the strategies students can use to help bridge the gap between

unfamiliar language and new thinking processes.

It is essential to identify and define what these literacy skills are so we can help students develop

strategies for engaging with various texts.

All disciplines require that students engage in these seven essential literacy skills:

Extend Understanding

Infer/Interpret

Determine Importance

Analyze

Evaluate

Synthesize/Create

Identify Point of View/Biases (Critical Thinking)

If N.E.C.S.D. educators in all subjects work intentionally to reinforce students’ ability to use these skills

and strategies, then our students will be equipped with the literacy skills they need in their lives beyond

Academy Field.

27

Extending Understanding

28

Inferring/Interpreting

29

Determining Importance

30

Analyzing

31

Evaluating

32

Synthesizing/Creating

33

Identifying Bias

34

Lesson Protocols

Title/Link Brief Description Recommended

Grade Range

Believing and Doubting

Students read closely and review their thinking in relation to others

Grades 3-12

Carousel Walk

Students work in groups and move around the room as they share knowledge/information

Grades 2-12

Prediction Guides

Before reading, students agree/disagree with specific statements; teacher facilitates discussion centered

around students’ reasoning and predictions

Grades 4-12

Visual Thinking Strategy

Teachers support growth by facilitating discussions of carefully selected works of art

Grades K-12

The One Question Interview

Students practice speaking, listening, note-taking, and researching through productive

dialogue

Grades 5-12

Instant Debate

Students delve into a text to determine how parts of the texts are related to one another and contribute to

overall meaning

Grades 6-12

Tea Party Protocol

Students predict what they think will happen as they make inferences, see causal relationships, compare and

contrast, practice sequencing, and draw on prior knowledge

Grades 5-12

Word Walls

Teachers and/or students create a powerful instructional tool to strengthen academic and

discipline-specific vocabulary

Grades K-12

35

Chalk Talk

Promotes discussion and awareness of issues, patterns, problems, and perspectives via open-ended questioning

Grades 4-12

Fishbowl Protocol

Students respectfully and skillfully participate in a discussion, model scholarly behavior for their classmates, and reflect throughout the process

Grades 5-12

Four A’s Protocol

Students use a graphic organizer to outline assumptions, aspirations, agreements, and amendments

Grades 6-12

Dialogue With a Text

Students use a graphic organizer to outline what the text says explicitly, a personal understanding, and the

inferences that can be made as a result

Grades 2-12

Emerging Themes in a Text

Students use a graphic organizer to analyze the recurring images, repeated words/ideas, and the consistent ways people have been characterized

Grades 4-12

Organizing Evidence-Based Claims

Students use a graphic organizer to “flesh out” a claim with text evidence and analysis

Grades 5-12

K-W-H-L Chart

Students use a graphic organizer to break down what they know, what they want to know, how they will find

it, and what they learned

Grades K-12

ABC Brainstorm

Students use a graphic organizer to brainstorm related concepts regarding a specific topic

Grades K-12

Considering Multiple Perspectives

Students analyze how a text is framed by the lens of the reader, and this lens is influenced by historical, cultural,

or intellectual circumstances

Grades 6-12

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Literacy Checklist

N.E.C.S.D. educators can use this to ensure all students are utilizing

various literacy skills during all learning opportunities.

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Thinking Skills:

Identify relevant factual material

Identify relationships between items of factual information

Group data in categories according to appropriate criteria

State relationships between categories of information

Place information in order of occurrence/importance

Place data in a variety of forms, such as tables, charts, graphs, illustrations

Draw inferences from factual materials

Predict likely outcomes based on factual information

Recognize multiple valid interpretations of factual information

Separate a topic into major components according to appropriate criteria

Critically examine relationships between and among elements of a topic

Detect bias in information presented

Compare and contrast differing accounts of the same event

Extract significant ideas from supporting illustrative details

Restate major ideas of a topic in concise form

Form an opinion/conclusion based on critical examination of relevant information

Present information visually (e.g., chart, graph, diagram, model)

Prepare an essay that requires an answer to a task

Communicate orally and in writing

Determine whether or not information is pertinent to the topic

Determine whether information is important to know or interesting to know

Estimate the adequacy of the information

Decision-Making Skills:

Secure needed factual information

Make decision based on the data obtained

Take action to implement decision

Metacognitive Skills:

Select appropriate strategy to solve a problem

Self-monitor one’s thinking process

*Copy/Print this page for future lesson/unit planning.*

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Disciplinary Literacy The Common Core Learning Standards for English Language Arts also include standards for literacy in history/social studies, science and technical subjects. This insists educators integrate discipline-specific literacy into teaching and learning. Most of the required reading and writing in college and career development is informational in structure and challenging in content. Therefore, it is important that across the district all students are provided with multiple opportunities to read and write in an integrated approach. Teachers need to develop literacy skills that merge together the content knowledge, experiences, and skills with the ability to read, write, listen, speak, think critically and perform in a way that is meaningful and specific within the context of the field.

A district-wide goal is for all N.E.C.S.D. students to demonstrate the following attributes as they advance

through the grades and master the standards:

● reading and writing independence

● demonstrating strong content knowledge

● understanding specialized vocabulary

● responding to various demands of audience, task, purpose and discipline

● critiquing new information

● valuing and understanding how to utilize evidence effectively

● using technology and digital media strategically

Please use the links below to find more strategies regarding literacy instruction in specific disciplines.

Subject Literacy Strategies

Math Literacy in the math classroom

History/Social Studies Literacy in the history/social studies classroom

Science Literacy in the science classroom

Art http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1540&context=

masters_theses

Music http://www.luther.edu/oneota-reading-journal/archive/2012/learning-

literacy-through-music/

CTE http://www.nrccte.org/professional-development/literacy-cte

Secondary Literacy

Instruction:

The Content Areas

https://www.cengagebrain.com.au/content/roe09500_0495809500_02.01_ch

apter01.pdf

http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1540&context=masters_theses

http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1540&context=masters_theses

http://www.luther.edu/oneota-reading-journal/archive/2012/learning-literacy-through-music/

http://www.luther.edu/oneota-reading-journal/archive/2012/learning-literacy-through-music/

http://www.nrccte.org/professional-development/literacy-cte

https://www.cengagebrain.com.au/content/roe09500_0495809500_02.01_chapter01.pdf

https://www.cengagebrain.com.au/content/roe09500_0495809500_02.01_chapter01.pdf

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Chapter 3 Reading

“Children’s learning experiences should be authentic and enjoyable. There should be times when teachers read

aloud simply to give children the pleasure of listening to beautifully crafted literature, poetry or nonfiction. There

should be times set aside for instruction, thinking aloud, modeling and demonstrating how proficient disorders

comprehend more deeply. There should be times when children read independently for the pleasure of reading, and

there should be times when they are asked to employ strategies to deepen and amplify their understanding.” -Irene

Fountas & Gay Su Pinnell

Reading is the act of understanding and gaining meaning from text. A literate person constructs meaning

before, during, and after interacting with a text by asking questions, making connections, challenging

one’s knowledge, and gaining new insight.

It is important that students understand that our purpose for reading in life is not just as a school task or

to answer a question. As they experience high quality instruction of complex texts, over time they will

read more complex texts on their own.

It is our job as educators to assure students develop a love for reading and a passion for authors,

illustrators, genres, and topics. All teachers want to create students who like and want to read. One

important step to this is to provide students with good high quality books for them to read. A proficient

reader understands how to engage with text in order to understand and read it with accuracy.

Genres

To grow as a reader, students need to experience a wide variety of genres in various contexts. In order to

become competent, literate members of society, students must be able to navigate multiple genres. They

need to know how to confidently read, write, and discuss argumentative, informational, and narrative

texts. Because these forms of text are unique and require distinct strategies for reading and writing, it is

not safe to assume that students who are competent within one genre will automatically master another.

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Text Complexity

When first determining complex texts, consider all three aspects of text complexity:

(1) The quantitative measure → word frequency, sentence length, and text cohesion (often

determined by the “Degrees of Reading Powers (DRP) and/or the Lexile Level Framework)

(2) The qualitative measure → complement the quantitative measure as it embodies all of the other

elements that make a text easy or challenging

(3) The reader’s interests and the purpose of the task

All three are equally important parts that must be considered when

determining the complexity and appropriateness of a text. These are to be

examined together with grade specific standards in order to increase students’

comprehension and analytical abilities.

Samples of complex texts can be found here.

http://www.corestandards.org/assets/Appendix_B.pdf

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Text Characteristics When considering texts for any kind of instruction, it is important to think about factors that will help teachers determine the level of support that will be needed to provide students to help them process and think about text. These characteristics have been identified by Fountas & Pinnell (2001).

Characteristics Definition

Genre/Form

Classification system of fiction and nonfiction (e.g., historical fiction, drama, poetry); form is the

format in which a genre may be presented. Forms and genres have specific characteristics.

Text Structure

The way the text is organized and presented to the reader.

The structure of most fiction is narrative and organized chronologically.

Nonfiction texts are often organized by topic, can have headings for various sections, and can have

several types of structural patterns to relay information. The most important are description,

chronological, compare and contrast, cause and effect, and problem and solution. Complex texts begin

to combine the structures in one text.

Content The subject matter of the book (e.g., fiction often focuses on a character and/or conflict in the story;

nonfiction often focuses on a specific topic).

Themes and Ideas The big ideas communicated to the reader.

There can be multiple, abstract themes in one text as the reading gets more complex.

Language and Literary

Features

Written language is qualitatively different from spoken language. Fiction writers use dialogue,

figurative language, and other kinds of literary elements such as character, setting, and plot. Nonfiction

writers often use supporting details and technical language. In hybrid texts you may find a wide range

of literary language.

Sentence Complexity Texts with simpler, more natural sentences are easier to process. Sentences with embedded and

conjoined clauses make a text more difficult. Sophisticated writing often engages readers by varying

sentence length and structure.

Vocabulary

Vocabulary refers to words and their meanings. The more known vocabulary words in a text, the

easier a text will be. A person’s vocabulary refers to the words s/he understands.

Words

This refers to recognizing and finding the meaning of the printed words in a text. The challenge in a

text partly depends on the number and the difficulty of the words that the reader must solve by

recognizing them or decoding them. Having a great many of the same high-frequency words makes a

text more accessible to readers.

Illustrations

Illustrations are an integral part of a high quality text. Drawings, paintings, or photographs accompany

the text and add meaning and enjoyment. Additionally, texts may include a range of graphics, including

labels, heading, subheadings, sidebars, photos and legends, charts, and graphs. After grade one, texts

may include graphic texts that communicate information or a story in a sequence of pictures and

words.

Book and Print Features

Book and print features are the physical aspects of the text: what readers cope with in terms of length,

size, and layout. Book and print features include tools like the table of contents, glossary,

pronunciation guides, indexes, sidebars, and a variety of graphic features in graphic texts that

communicate how the text is read.

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System of Strategic Actions for Reading Fountas & Pinnell (2016) describe the understanding of text as a “System of Strategic Actions” that readers go through in order to process text. It is important that teachers understand how these actions are intertwined for readers and how they are used. The point of guided reading is to assist students in building their use of these strategic actions and to increase students’ command of reading. Teachers need to notice what to teach, prompt, and reinforce in relation to these strategic actions when working with individual readers or in small group.

THINKING...

● Within the Text

Readers move through text accurately and fluently.

This system is important in order to support the other systems readers use.

● Beyond the Text

Readers interact with the text using their own knowledge of text constructs/meaning (e.g. inferring, predicting,

making connections, synthesizing).

● About the Text

Readers analyze and critique the text. Readers notice aspects of the author’s craft (e.g. character development,

story structure, themes).

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Reading Workshop

“I transformed my classroom into a workshop, a place where apprentices hone their craft under the tutelage of a master. “

-Book Whisperer

The Reading Workshop is a researched-based model of teaching that allows for targeted differentiated

instruction, formal and informal assessments, and student responsibility and choice. During the Reading

Workshop, teachers model reading strategies and behaviors and students engage appropriately with

rigorous, complex texts. This experience provides students multiple opportunities to practice and utilize

reading strategies to show greater independence and responsibility

Components of the Reading Workshop Include (but are not limited to):

(a) Mini-Lesson → whole class instruction

(b) Close Reading → whole class or small groups

(c) Guided Reading → individual or small homogenous groups

(d) Literature Study → individual or small homogenous groups

(e) Sharing/Conferencing → whole class or teacher/student or student/student

(f) Writing about Reading → individual, pairs, small group, whole group, and/or

interactive and shared writing

During Reading Workshop, teachers actively asses through anecdotal notes or observational checklists

then use the data collected along with the scope and sequence to inform their teaching. The ultimate goal

of the workshop is to engage students in meaningful experiences of analyzing informational and literary

complex texts.

Primary Reading Workshop Intermediate Reading Workshop

Mini-Lesson

5-10 minutes at the most

Very simple, clear concise language

Mini-Lesson

5-15 minutes

Language can be more elaborate and complex; children will be more familiar with the structure and should be contributing

more to conversation

Guided and Independent Practice

● Students practice mini-lesson strategies and respond to the texts

● Teacher pull children from the center for guided reading practice

Guided and Independent Practice

● Students apply close reading strategies and skills taught from the mini-lesson to their own independent reading book

● Students can work at a workstation ● Teachers can conduct small guided reading groups,

literature circles, or conference individually with students

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Reading Mini-Lessons

● Mini lessons are just that: “mini.” These lessons should be no longer than 10- 15 minutes long.

The lesson usually includes a connection to students’ prior knowledge, a teaching point, have a

go, and then closes with a link or transition into independent reading or centers.

● Mini-lessons are determined through informal records from guided reading lessons, conference

notes, and/or ongoing data collection from iRead, iReady, Read 180, and whole group instruction.

As teachers notice skills that students need to learn a mini-lesson are developed.

● Mini-lesson objectives are displayed for students to view on chart paper or using technology to

allow students to maneuver and manipulate examples. Students can record mini-lessons

statement in their reading notebooks.

Mini-lessons objectives are typically stated using:

Authors can…

Readers can…

I can...

Students can/Students will be able to…

Sample Mini-Lesson Objectives

Readers infer meaning of the text using their knowledge and new knowledge.

I can make text-to-text connections in order to analyze character development.

Students will be able to identify and use powerful vocabulary in their writing.

NOTE: A primary mini-lesson would take place on the rug, before they begin Center Time.

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Independent Reading

Students are working to build their stamina and interest as readers on a daily basis. Independent reading

is a designated to time for students to read a text on their independent level. A balance of genres should

be available (50% literature, 50% informational texts). Often, students select their own reading material,

guided by instruction on how to select texts that are “just right” in terms of readability and purpose. Texts

are from a collection at students’ independent reading levels (i.e., those in which students can read at least

96% of the words with satisfactory comprehension).

This is the time students are working on their reading/reading goals. The benefits of independent reading

include:

● Provides opportunities to apply reading foundational skills independently using a variety

of texts (e.g., print concepts, phonological awareness, phonics, word recognition, fluency)

● Challenges the reader to solve words independently while reading texts within his/her

control

● Builds confidence through sustained, successful reading

● Offers text choice, resulting in motivation to read

● Makes reading a pleasurable experience

● Enhances vocabulary knowledge

● Builds content knowledge

● Improves reading fluency and stamina

Grade K-5:

Once independent reading and learning centers are established in the primary classroom, students

understand what is expected of them during this time. Students learn to select their own books from the

classroom library through a variety of mini-lessons taught in the beginning of the year and they are

reinforced throughout the year as needed. Teachers can also work with students in understanding their

current reading level in order to determine an appropriate book. Teachers then work with small groups

of students in guided reading, strategy groups, and literature study once the routines have been

established. Students in older grades have had experiences from previous classrooms about the

expectations during independent reading time. However, it is beneficial to still go through the

expectations in your classrooms at every grade level. Independent reading can also be part of the

workstation time when students are using blended learning initiatives in the classroom.

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Independent Reading

Roles and Responsibilities

Teacher’s Role

in Fostering Independent Reading

Student’s Role

in Becoming a Reader

● Dedicates time on a daily basis for independent

reading

● Displays texts so that they are inviting and accessible

many with covers showing

● Groups texts in categories such as theme books,

dictionaries, favorite authors

● Regularly updates and maintains the classroom

library collection

● Introduces books by giving book talks, enticing

students to read them

● Instructs students on book choice, explicitly

instructing readers how to choose texts that are

manageable

● Teaches students what is expected during

independent reading through modeling and guided

practice

● Conferences with individual students to discuss their

reading

● Listens to them read and discuss their reading

● Establishes and monitors accountability measures,

such as book logs

● Encourages students to reread favorite texts

● Provides suggestions and resources for responding to

literature and after-reading activities

● Selects texts based on interest and/or

reading level

● Practices independent reading in the

manner in which the teacher models (e.g.,

whisper reading)

● Reads with a partner

● Reads for investigation

● Reads for pleasure

● Discusses texts with the teacher

● Shares texts with classmates, one-on-one,

or in small or large groups

● Responds to a book through writing,

illustrating, drama (acting it out)

● Keeps a reading log or other means of

accountability

● Rereads for enjoyment and to build

fluency

● Articulates reading interests such as

favorite author and genre

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Guided Reading

“In any guided reading session, the teacher needs to know what knowledge and understanding each child will bring to the reading and what supports or assistance will be necessary to ensure that the students can read the text successfully.”

-Fountas & Pinnell, 2001

Guided reading gives students an opportunity to learn, practice, and take responsibility for their reading.

The text selection is a vital part of the lesson because it is chosen using the 10 text characteristics and is

based on the needs of the students. The groups are focused on processing and discussing the texts in

order to gain a deeper understanding of how texts work.

● Teachers help individual students learn how to process a variety of increasingly

challenging texts with understanding and fluency within a small group setting.

● Teachers observe and assess individual students as they read complete texts at an

instructional level.

● Teachers demonstrate how readers construct meaning, make personal connections, and

go beyond the text using a range of strategies.

● Teachers meet the instructional needs of all students within the class, which enables

students to expand their reading capacity.

● Students have successful, enjoyable experiences with texts, which are made accessible

through the teacher’s supportive introduction and their own developing understanding.

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Guided Reading Lesson Components of

Guided Reading

Time Description

Introducing the Text

2-6 minutes

Engage the students in a conversation that draws

them into the text/allows them to think about the

overall meaning

Anticipate areas of difficulty; provide support by

helping them attend to specific features

Reading the Text

5-20 minutes,

depending on grade and/or text

level

Readers read independently to apply a variety of

strategies to process text (all or part)

Teacher listens in on individual students and provides

brief teaching, prompting, and reinforcing interactions

Discussing the Text

3-10 minutes,

depending on grade

and level of the text

Give students the chance to discuss the text in a

meaningful way

Students analyze the text, make connections, and

pose questions

The discussion sets the tone and learning for literature

circles or book groups

The point is to engage students in higher level

thinking about the text

Teaching for Strategies

1-5 minutes,

depending on the needs

of the group

Based on observation and knowledge of the students

Revisit the text to highlight any aspect of strategic

action

This may include a demonstration or reinforcing of,

word solving, inferring, predicting or maintaining

fluency

Word Work

1-2 minutes (optional)

Students make words, take them apart, or analyze

them in some way

“Hands-on” experience with magnetic

letters, chalk, or markers

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Assessment in Reading &

the Reading Workshop

Reading Workshop provides a perfect opportunity to observe the reading behavior of individual

students in an attentive way. It allows teachers to assess students on multiple levels in multiple ways.

One assessment is the running record or reading record in which teachers listen to a student read a text

aloud (previously read or not) and mark miscues and oral behaviors demonstrated during reading.

Analyzing running records can assist in the planning of teaching points for individual, small group, and

whole class lessons. Once a few running records have been collected, the teacher can notice patterns and

see any changes in the student reading behaviors.

Key Understandings of Running Records

● An integral part of teaching that provides teachers with analysis and reflection on a child’s

reading behaviors

● Can be used to capture progress

● Taken using known texts

Another way to assess during reading is to take anecdotal notes during guided reading and teacher-

student conferences. A teacher-student conference is a conversation between the student and the

teacher that serves an integral part of assessment and teaching during the Reading Workshop. The

teacher meets the student in his/her location and provides an opening to allow for an authentic

conversation. Please refer to the sections about conferencing for more information.

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Conferencing takes place when students are reading independently. Students do most of the talking and

as they become more comfortable, the conversations get longer. It is important that the teacher knows

or has an idea of what information they want to gather from the student. The conversation needs to be

more than just having the students retell what they are reading. Documenting the conversation allows

the teacher to collect informal data on student progress in order to set goals for their reading. The

teacher will also need to gather information and make a teaching decision for that student. The teacher

should demonstrate the teaching point and then provide scaffolded support to have the student practice.

Documenting what happened and what the teaching points is important to inform instruction later on.

Conference Structure Conversation Starters

Gather information about the

reader and determine a teaching

point

Start a conversation

Teach

Restate what was taught

“What are you working on in your reading today?”

“I saw you stop and do some work on this page. How’s it going?”

“I was just watching you and I noticed you were…. Can you talk to

me about that?”

“Last time we talked about… What’s happened for you since?”

NOTE:

Please click here to access information regarding interactive read-aloud conferences in effort to promote reading, writing, listening, and speaking skills.

Please click here for more information regarding teacher-student conferences.

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Literature Study /Book Clubs

Literature study/ Book Clubs allows students to have a shared reading experience with their peers

and/or an adult. Book groups help promote critical thinking and improve reading skills. The books are

developmentally appropriate, include a variety of genres, and may examine worldly issues. The teachers

provide a book talk on all the books so the students are interested and engaged in the reading and

selections of the text. The teacher may narrow down the options of the books, but ultimately students

choose the text they would like to read and discuss.

A successful literature group includes:

● flexible grouping and/or heterogeneous grouping.

● student-centered dialogue → teacher is a facilitator.

● reading and writing for real purposes.

Role of Teacher and Student During Literature Study

Before During After

Teacher

Sets up routines and guidelines

Collects texts and provides book talks

Creates groups and meeting times

Models reading behavior

Facilitates and reinforces

discussion

Prompts for elaboration

Takes anecdotal notes

Assists students in

evaluating discussions

Plans future mini-lessons

Student

Keeps track of reading amount and

due dates

Actively participates in

discussions

Makes connections, and

predictions

Refers to the text during

discussion

Agrees/Disagrees with

group members

Poses questions and

statements to move

discussion forward

Self-reflects and

evaluates participation

Reflects on and evaluates

the group discussion

Identifies strengths and

challenges for the group

Identifies next reading

amount

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Close Reading across Disciplines K-12 Students’ successful engagement with a text requires careful planning. The goal of close reading is to

enable students to deeply engage with challenging and high quality texts. Through close reading

strategies, students will be able to read increasingly complex texts independently.

The CCSS Anchor Standard 1 in Reading states that students:

Read closely to determine what the text says explicitly and to make logical inferences from it; cite

specific textual evidence when writing or speaking to support conclusions drawn from the text. (2010, p.

10)

Furthermore, according to the National Education Association (NEA, 2013): “80-90 percent of the [CCSS]

reading Standards in each grade require text-dependent analysis” (p. 18).

Close Reading requires multiple readings:

First Reading: Determine what the text says.

• What is the text about?

• What themes are emerging as we read?

Second Reading: Figure out how the text works

• What does _____ (a word from the text) mean in this context?

• Who is speaking?

• What is the author’s purpose?

Third Reading: Analyze and compare the text

• What information do these images add to the text? Or, how does this image differ from

what the author wrote?

• Compare _____ (an aspect of the text, such as character or main idea) with the same

aspect in another text by the same author. (Readers can also examine texts on the same

topic or from the same genre.)

• What reasons does the author give to support _____ (one of the ideas)?

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Close Reading Roles

and Responsibilities

Teachers Should:

Students Should:

Select challenging and appropriate texts

Read the text more than once

Analyze the text’s content and language ahead of

time; pre-teach only the difficult vocabulary words

that are not able to be determined contextually

Persevere in reading and comprehending

challenging text

Anticipate potential challenges the text may present

for certain students (i.e., English Learners, students

reading far above or below grade level)

Annotate the text

Collaboratively generate or have students

individually generate text-dependent questions that

engage students in interpretive tasks

Analyze the text for purpose and/or levels of

meaning

Lead rich and rigorous conversations (through the

use of text-dependent questions) that keep students

engaged with the text’s deeper meaning

Use evidence from the text to ask and

answer text-dependent questions

Ensure reading activities stay closely connected to

the text

Increase comprehension of a text through

multiple re-readings

Avoid providing too much information to students;

the goal is to have students explicate texts

independently. If scaffolds are necessary, remember

that the goal of a scaffold is to slowly remove it and

build independence.

Participate in rich and rigorous

conversations about a common text

53

Close Reading Reference Chart You can use this chart when inviting students to close read any type of document.

Reading Skill: Questions: Students should be able to: Prompts:

Close Reading

● What claims does the author make?

● What evidence does the author use?

● What language (words, phrases,

images, symbols) does the author use

to persuade the audience?

● How does the language used indicate

the author’s perspective?

● Identify the author’s claims about the subject.

● Evaluate evidence and reasoning the author uses to support

claims.

● Evaluate the author’s word choice; understand that

language is used deliberately.

● I think the author chose these words in order to…

● The author is trying to convince me…

● The author claims…

● The evidence used to support the author’s claims

is...

Sourcing

● Who wrote this?

● What is the author’s perspective?

● When was it written?

● Where was it written?

● Why was it written?

● Is it reliable? Why? Why not?

● Identify the author’s position on the topic.

● Identify and evaluate the author’s purpose in producing the

document.

● Hypothesize what the author will say before

reading/viewing the document/article/image.

● Evaluate the source’s trustworthiness by considering genre,

audience and purpose.

● The author probably believes…

● I think the audience is…

● Based on the source information, I think the author

might…

● I do/do not trust this document/article/image

because...

Contextualization

● When and where was it created?

● What was different then? What was the

same?

● How might the circumstances in which

it was created affect its content?

● Understand how context/background information

influences the content of the document/article/image.

● Recognize that documents/articles/images are products of

particular points in time.

● Based on background information, I understand

this document/article/image differently because…

● The author might have been influenced by

____________ (historical context)

● This document/article/image might not give me

the whole picture because...

Corroboration

● What do other authors say?

● Do they agree? If not, why?

● What are other possible sources I

could investigate?

● Which are most reliable?

● Establish what is probable by comparing sources to one

another.

● Recognize disparities between accounts

● The author agrees/disagrees with…

● These documents all agree/disagree about…

● Another document to consider might be...

*adapted from the Stanford history education group sheg.stanford.edu

54

A Reader’s Guide to Annotation

Marking and highlighting a text is like having a conversation with a book – it allows you to ask questions,

comment on meaning, and mark events and passages you want to revisit. Annotating is a permanent

record of your intellectual conversation with the text.

With that said, annotating a text goes beyond underlining, highlighting, or making symbolic notations or

codes on a given text. Annotation includes adding purposeful notes, key words and phrases, definitions,

and connections tied to specific sections of text.

WHY ANNOTATE?

Improves concentration; students will red with stronger focus as they engage in

“dialogue with the text.”

Provides an immediate self-check for your understanding of the text’s key ideas.

Help students comprehend and recall challenging information.

Negates the need to reread entire chapters when studying.

Help readers clarify and synthesize ideas in their own words, pose relevant

questions, and capture analytical thinking about the text.

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Steps for Annotating a Text

1. Define the purpose for annotation based on learning target(s) and goals.

Examples include:

a. Locating evidence in support of a claim

b. Identifying main idea and supporting details,

c. Analyzing the validity of an argument or counter-argument

d. Determining author’s purpose

e. Giving an opinion, reacting, or reflecting

f. Identifying character traits/motivations

g. Summarizing and synthesizing

h. Defining key vocabulary

i. Identifying patterns and repetitions

j. Making connections

k. Making predictions

2. Skim the text.

Note the organization of the chapter. (Are there subheadings, pictures, graphs?)

3. Read one or more paragraphs. Then STOP. The amount of text you can read will vary from text to text, according

to its difficulty and organization. Think about the key ideas you have read.

4. Briefly write the key ideas in the margins, looking for the following:

•Definitions/Examples • Characteristics

• Lists Likenesses/differences

• Causes and effects • Names of people, dates or other important information

5. Check your annotations to be sure that they make sense to you, and then go on to the next section or paragraph.

Remember, not every paragraph will have a key concept that should be annotated, but every page or section

usually does. Students should ask themselves:

• Do my annotations make sense?

• Do I understand the gist/concepts identified?

56

Basic Annotating Symbols

! to mark surprise, disagreement, and intrigue

to mark something important or interesting

? to mark something confusing or questioning

Circle/Box unfamiliar words

Taking Annotating to the Next Level * Write questions that you might have for later discussion in class.

* Summarize important ideas in your own words.

* Note how the writer uses language.

* Define vocabulary.

* Comment on the development of characters, themes, and arguments.

* Simply HIGHLIGHTING is never enough…you must supplement your

highlighted sections with annotations for when you return to the text.

-Laying the foundation: A Resource and Planning Guide for Pre-AP English

57

Chapter 4 Writing

“We can keep only one thing in mind...that we are teaching the writer and not the writing. Our decisions

must be guided by “what might help the writer” rather than “what might help this writing.”

-Lucy Calkins

Students should be given multiple opportunities to write independently on a daily basis through various content

areas. The writing process provides a structure for teaching various writing genres. During this time, students

are engaged in generating ideas, outlining, conferencing, revising, and sharing. This process begins in pre-

kindergarten and continues throughout their lives. The goal is for students to be able to clearly communicate for a

variety of authentic audiences across various text types.

58

6 + 1 Writing Traits Writing skills are important art of being a literate member of society. Students need explicit instruction

in order to develop their writing. Similar to reading, students need to practice their writing daily within

a variety of experiences, learn to use the writing process for a variety of writing purposes, and become a

part of a community of writers that includes teachers.

6+1 Writing Traits is an instructional approach that assists teachers in the teaching of writing. It

provides a specific language and shared vocabulary that describes the key attributes of good writing.

This common language is one that all students and teachers can use when discussing, assessing, and

providing specific feedback about the writing.

Trait Definition

Ideas the main message

Organization The internal structure of the piece

Voice Personal tone and flavor of the author’s message

Word Choice Vocabulary the writer chooses to convey meaning

Sentence Fluency Rhythm and flow of the language

Conventions The mechanical correctness

Presentation How it looks on the page

www.educationnorthwest.org

http://www.educationnorthwest.org/

59

Writing Workshop

Writing Workshop

(45 minutes)

The structure of a writing workshop is similar to the reading workshop. The teacher

begins with a whole class mini-lesson providing students with an opportunity to practice

a specific skill. Then the students are either involved in independent writing or guided

writing. The teacher conferences with individuals and/or small groups during this time.

● Mini-Lesson

● Independent or partner work

● Conferences (peer/peer, student/teacher)

● Mid-workshop teaching point

● Assessment (formative and/or summative)

● Sharing

60

Writing Mini-Lessons Use texts, student writing, or one’s own writing to have a discussion about a particular topic.

Mini-lesson Ideas

Craft Focus Convention Focus

Adding details

Interesting beginnings or introductions

Staying on topic

Detailed illustrations

Word choice

Word spacing

Spelling of high frequency words

Quotation marks

Punctuation marks

Use of commas

Recognizing and correcting sentence fragments

and run-ons

Genre Writing Process

Traits of a specific genre

Personal narrative

Feature article

Informational

Persuasive/Argument

Introducing a drawing/writing notebook

(pre-K/first grade)

Introducing writer’s notebook

Editing

Revising

61

Independent Writing

Independent writing gives students the opportunity to create original pieces of writing in varied genres

and for varying audiences that reflect their learning and ability as writers. They may journal, write

stories, narrative, comics, respond to literature, label pictures, use speech balloons, etc. Independent

writing provides a structured time for children to write. The types of writing should vary so that

children get rich experiences and practices. In the primary grades, illustrations often accompany

writing. First, single letters or squiggles represent words, then phonetic spelling, and finally writing

approaches standard spelling. Students write for different purposes: informative, narrative, and

argumentative.

During independent writing students can choose their own topics for writing. Students can be given a

specific genre to write in (such as personal narrative, response to literature, or critical response and

analysis), or encouraged to implement the concept or skill taught in the mini-lesson, the actual topic of

their individual piece is up to them. Choosing their own topics gives students ownership over their

writing, and increases the value of their time engaged in the writing process.

Purpose: To encourage students to experiment in all three writing types, to choose their own topics,

problem-solve, monitor, and explore the use of written language based on audience and purpose.

The Role of the Teacher:

● To create opportunities for students to engage in authentic, purposeful writing.

● To respond to students’ writing with timely, specific feedback

● To hold conferences with individual writers

The Role of the Student:

● To select the topic and content for writing

● To revise and edit writing

● To write in various genres and forms (sometimes teacher’s choice, sometimes student’s choice)

● To accept feedback from peers and the teacher

Graves & Kittle, Inside Writing: How to Teach the Details of Craft, 2005 Fletcher & Portalupi, Writing Workshop, 2001

Ray, In Pictures and in Words, 2010 Routman, Writing Essentials, 2005

Owocki, The Common Core Writing Book, K-5: Lessons for a Range of Tasks, Purposes, and Audiences, 2013

62

Teacher-Student Writing Conferences

Conferences focus on both the strengths and needs multiple times throughout the writing process. The

goal of the conference is not to “fix” the writing but instead to help the student gain the knowledge

necessary to improve their writing. When engaging in writing conferences, the teacher and student first

assess the work, and then set goals to support the writer. The teacher then teaches a student-specific

writing concept or supports the concept form the mini lesson. We must support students in each

conference with skills we want them to be able to do independently in the future. Our teaching must

reflect the goal with an eye toward building independence.

Conferences allow teachers to have meaningful conversations with students about their writing.

Teachers prompt students using open-ended questioning, allowing students the opportunity to share

their thinking and writing. Through this conversation, a teacher is able to listen to the student, provide

feedback, and ask questions to support the writer.

For example:

A teacher that is focused on “fixing” the writing points out where capitals and punctuation are missing.

While a teacher who is focused on the writer will encourage the student to think about how punctuation

helps the audience understand their piece of writing.

It is crucial to take anecdotal notes that may include what the student is writing about as well as the

student’s strengths and needs. These anecdotal notes provide accountability for the next steps that both

teacher and student agree upon during the conference. In addition, this helps students develop oral

language skills along with developing their writing craft.

NOTE: Please click here for additional information regarding teacher-student conferences.

63

Guided Writing During guided writing, the teacher works with a small group of students on a specific writing skill or

strategy. Similar to guided reading, guided writing takes place during independent writing time. The

teacher typically takes 3-6 students who need additional instruction on a specific writing skill or mini-

lesson. Grouping is determined by analyzing student writing, writer’s notebooks, or conference notes.

These temporary skill-based groups can meet once or several times until the skill is mastered or

enhanced. Then new groups are created. For example, a second-grade teacher noticed that several of her

students frequently confused a/an when writing a sentence. The teacher decided to pull the small

group and teach a lesson about how to use each one.

Purpose: To provide focused writing instruction to a small group of students in order to lead them to

independent writing.


● To observe and assess student writing

● To meet with individuals or small groups who have similar needs

● To prompt, coach, and guide students through the writing process

● To reinforce print conversations such as capitalization, punctuation, and grammar

● To ask open-ended questions

● To assist students in developing their voice

● To foster writing independence


● To write for a variety of purposes and audiences

● To write in a variety of genres

● To make choices and decisions

● To respond to peers and to receive peer responses to writing

What an Observer May See:

● Students involved in writing facilitated by the teacher(s)

● Teachers interacting with students and adjusting instruction as needed

● Teachers formatively assessing student work

● Students collaborating with peers

● Students trying new writing techniques or strategies

Cunningham, & Allington, Classrooms That Work: They Can all Read and Write (2nd ed.),

1999 Routman, Writing Essentials, 2005 Oczkus, Guided Writing: Practical Lessons, Powerful Results, 2007

64

Writing Resources

TITLE/LINK DESCRIPTION

Writing Across Disciplines

Students make connections by recognizing common

text structures used across disciplines

Sentence Starters for Argument Writing

A writing scaffold that helps student build

independence by first teaching them the language

of argument writing

Sentence Starters for General Writing

A writing scaffold that helps students practice

common writing phrases to support their writing

Commonly Used Transitions

A writing scaffold that provides examples of terms

for varying writing transitions

Dialogue Rules

A writing guide for how to punctuate dialogue in a

narrative

Basic Comma Rules

Outlines the nine comma rules all students should

know and master

There/Their/They’re

These tricky homophones are defined and

illustrated through examples

Citing Sources

Defines Modern Language Arts (MLA) format vs.

American Psychological Association (APA) and

provides links citation support

65

Writing across Disciplines “There is uniqueness in the differences across disciplines; there is strength in where we overlap.”

Claim Evidence/Body of Text Conclusion Text Structures

Frequently Used

English Language Arts

Thesis Statement

-Quotations from text(s)

-Examples from texts

-Analysis by literary critics

-Real world examples

-Personal experiences

Conclusion -Compare-Contrast

-Concept-Definition

-Argument Writing

-Cause-Effect

History/SS Thesis

Statement

-Historical examples from

primary sources

-Interpretations from

primary sources

-Predictions based on prior examples

Conclusion

OR

Historical interpretation

-Compare-Contrast

-Concept-Definition

-Argument Writing

-Cause-Effect

Science Hypothesis:

What is being proved?

-Experimental results of

others and one’s own

Results/Analysis

Conclusion:

Was the hypothesis proven or disproven? How and why?

-Procedural Writing

(lab report)

-Compare-Contrast

-Concept-Definition

-Cause-Effect

Math Goal Statement:

What is being solved?

-Calculations

-Logic proofs

-Explanation and analysis

of equation

Outcome Statement (one sentence)

What is the answer to the problem in context?

-Procedural Writing

-Compare-Contrast

-Concept-Definition

-Cause-Effect

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Writing Rubrics

RUBRIC TITLE

LINK

6 + 1 Writing Rubric

Click here for the link

NYS Grades 6-8 Writing Evaluation Rubric


NYSESLAT 2016

Writing Rubrics


ELA Common Core Regents

Part II Essay Rubric: Argument


ELA Common Core Regents

Part III Essay Rubric: Text Analysis


http://www.readwritethink.org/files/resources/lesson_images/lesson398/rubric-essay2.pdf

http://www.syracusecityschools.com/tfiles/folder717/Unit%20One%20Reading%20Rubric%20-%20Q3.pdf

https://www.engageny.org/resource/new-york-state-english-a-second-language-achievement-test-nyseslat-rubrics

https://www.engageny.org/sites/default/files/resource/attachments/regentsela-b-2-part-2-rubric.pdf

http://www.nysedregents.org/hsela/614/hsela62014-rg3.pdf

67

Chapter 5 Language

“Language acquisition proceeds best when the input is not just comprehensible, but really interesting, even compelling; so interesting that you forget you are listening to or reading another language.” -Stephen Krashen

The Common Core Learning Standards require that every teacher be prepared to teach academic

language and challenging content to all students. Consequently, educators are now required to “design

and deliver instruction that is culturally and linguistically appropriate for all diverse learners.” The

N.E.C.S.D. Literacy Framework asks educators to embed literacy skills within all content areas. Educators

should integrate language and content instruction to support language development through language-

focused scaffolds and utilize instructional resources and strategies that are linguistically appropriate

and aligned to the CCLS.

Teachers should have strong intentionality to include instruction in language development and

foundational reading skills in context throughout the day. This instruction occurs during Interactive

Read Aloud, Shared Reading and Writing, Guided Reading and Writing, Literature Circles, and Literacy

Centers, as well as in content and social curricula.

Teachers also provide separate explicit, systematic instruction in language development and

foundational reading skills daily. Teachers coordinate both types of instruction to create a unified whole.

Emphasis is placed on Standard English word usage and grammar when writing or speaking and the

conventions of Standard English capitalization, punctuation, and spelling when writing. Foundational

reading skills such as print concepts, phonics, word recognition, and fluency are taught and practiced.

The same emphasis on word usage, grammar, conventions, capitalization, punctuation, and spelling

applies when teaching other languages.

Engaging, developmentally appropriate methods and materials are used. Teachers use multi-modal

practices such as having students clap, march, and chant as they identify syllables or rhymes. Students

use manipulatives such as magnetic letters to match letters and sounds. Playfulness is built into the

learning.

Student assessment guides differentiated instruction. Teachers model, provide opportunities for

students to practice with support and feedback, and offer chances to practice independently. Language

skills are taught in a recursive manner as learners benefit by reviewing and building on previously

acquired skills.

NYS Blueprint for ELL Success

68

Language and Literacy Development Nonie, K. Lesaux, Ph.D. - The Opportunity of Bilingualism

69

Promoting Language Acquisition

What Teachers Can Do What Students Can Do

● Carefully select a text which is usually brief

for a specific purpose

● Support students’ practice of fluent reading

as they read with the teacher and peers

● Point to the words as they are being read

● Demonstrate and support practice in

foundational reading skills including word-

by-word matching, phonological awareness,

letter/ sound correspondence, and word

recognition

● Think aloud, giving students a model for

using comprehension strategies

● Lead a discussion of the text to gain and

demonstrate understanding

● Point out text features such as bold print,

exclamation points, illustrations, speech

bubbles; explain how these features affect

oral reading

● Model use of voice to show expression,

understanding, and interpretation of text;

encourage students to practice

● Bring attention to common high frequency

words have students identify them

● Encourage students to reread

● Relate vocabulary words to known concepts

and words

● Use whiteboards to practice a skill or

strategy, as the teacher prompts

● Listen and follow the print as the teacher

reads

● Read aloud chorally with the teacher

● Participate in foundational reading skills

activities such as locating words with a

specific phoneme or spelling pattern,

identifying rhyming words, letters, and high

frequency words

● Practice reading fluently

● Read dramatically, using print features (e.g.,

bold print, exclamation points)

● Respond to the teacher’s prompts and

questions and talk about their responses to

the book

● Point to the words as they are being read

● Participate in determining meaning of

vocabulary words

● Actively participate in text discussion

70

Interactive Read Aloud The term “interactive” is used because the students interact with each other and the teacher during the read aloud. Teachers model word solving, decoding and use of context clues through think aloud. Interactive Read Aloud is a great opportunity to model, with guided practice, strategies that students can use independently in the future.

Interactive Read Aloud exposes students to various genres and this in return exposes them to a variety of vocabulary. Texts chosen for Interactive Read Aloud usually contain words that are beyond students’ independent reading level. Hearing the text read aloud exposes the students to vocabulary they might not encounter when they are reading independently. During Interactive Read Aloud, students are exposed to new vocabulary and also have rich discussions that help students use language.

Interactive Read Aloud should occur daily affording the teacher multiple opportunities to expose students to a variety of genres, generating mentor texts to be used during reading and writing workshop. Texts used for Interactive Read Aloud can be chapter books, short texts, nonfiction texts, and texts connected to the content

The NYS CCLS call for all students to be regularly and deeply engaged with complex text, and the Interactive Read Aloud lends itself very naturally to this form of engagement. The Interactive Read Aloud allows all students to access grade level texts and be able to participate in a discussion and thinking about the text. The important thing to remember when selecting books is that students should be able to understand the concepts and themes in the text. If students do not understand the big idea of the book being read to them, they will benefit very little from them.

Interactive Read Aloud Guidelines

These guidelines can make interactive read aloud beneficial and more enjoyable:

Read the book first before it is read to students. This helps guide decisions what vocabulary,

content, style you want to focus on when asking enriched discussion questions to students.

Divide longer texts into sections so students are getting the maximum in one sitting rather than

getting restless.

Ask for predictions and connections to help start discussions.

If there are illustrations in the text, make sure students are exposed to them and have discussions

around them. This can also help in meaning and mood of parts of books.

Keep a list of books read so students can always look back for reference.

Keep books read as Interactive Read Aloud around in the classroom so students can enjoy them

to read on their own.

Fountas & Pinnell, 2001, pg. 30

71

72

Interactive Writing

Interactive writing is defined as “an instructional context in which a teacher shares a pen, literally and figuratively

with a group of children as they collaboratively compose and construct a written message.”

This process benefits beginning writers especially when done on a daily basis. Children are asked to help create

the ideas and wording so that it is natural oral language.in order to see the connection between oral language

concepts to print on a page. This writing provides multiple opportunities to reinforce phonics skills, vocabulary,

and other writing skills such as letter formation and spacing.

Purpose: To provide opportunities to plan and construct texts, models the connection among and between sounds,

letters, and words, increases spelling knowledge, produces written language resources in the classroom.


● To introduce the lesson by modeling how to begin writing

● To plan the text and to help students generate ideas for writing

● To co-create text using students’ ideas collaboratively, reinforcing print conventions such as capitalization,

punctuation, and print directionality

● To reinforce students’ phonemic awareness through writing

● To make connections of unknown to known words

● To ask students to participate in the writing at strategic points by asking individuals to contribute a letter,

word, or a phrase

● To move students to independence by not doing what they can do for themselves


● To provide writing ideas

● To serve in an apprentice role

● To engage actively in writing by contributing known letters and words

● To reinforce writing conventions

● To read and reread long with the teacher


● Teacher working with whole groups and at times, small groups of students

● Teacher modeling and reinforcing what she/he is doing as she/he records or watches students record

what the group says

● Teacher encouraging students to write using his/her knowledge of students to strategically call on writers

● Teacher helping students to make connections between unknown and known words

● Students contributing ideas

● Students contributing to the writing piece by supplying known letters, words, and phrases

73

Shared Writing

Teachers and students work together to compose messages or stories. Teachers write the words on a chart or

project the writing via technology such as an overhead projector, LCD projector, or interactive whiteboard.

Teachers offer a high level of support. Foundational reading skills (e.g., print concepts, phonological awareness,

phonics, word recognition, fluency) are explicitly taught. Shared Writing is used to explicitly model and guide

practice in foundational skills and the use of language conventions such as spelling, capitalization, and punctuation.

Teachers model their own writing and explicitly share their thinking. Teachers-as-writers demonstrate and guide

practice of phases of the writing process. Students are still involved in the word choice and the word by word

composition.

This process is used with multiple genres to teach the specific elements of each genre. Content area writing such as

recording a science experiment is included.

Purpose: To help students learn about the writing process through structured conversations during the sharing

session. The focus is on the content of the message.


● To introduce the lesson/topic by modeling how to begin writing

● To plan text and to help students generate ideas for writing

● To record students’ ideas

● To compose text with students

● To reinforce writing conventions

● To use composed text as a model, example, or reference for student discussion


● To provide ideas for writing

● To contribute to class/group discussion

● To read and reread the composition with the teacher


● Teachers working with students in whole-class or small-group settings

● Students contributed writing ideas and sharing correct use of grammar/rhetorical strategies

● Students reading/rereading along with the teacher

Routman, Writing Essentials, 2005

Shared Writing from Read Write Think website, http://www.readwritethink.org/professional-development/strategy-guides/ shared-writing-30686.html

74

Shared Reading

The teacher selects a text with an instructional focus (e.g., phonological awareness, phonics, fluency,

comprehension, vocabulary study). Genre choice is balanced, 50% literary and 50% informational text. Some texts

are related to current content studies. The teacher explicitly teaches foundational reading skills (e.g., print

concepts, phonological awareness, phonics, and word recognition). Likewise, language conventions are explicitly

taught (e.g., Standard English grammar and usage, spelling, punctuation, capitalization).

The teacher reads a large print text that students can see. At this level, the text is usually a big book or large chart.

As children mature, the text may be projected on a screen or each student has his/her copy of the text. As the

teacher reads aloud, students follow along. The teacher often tracks the print with a pointer while students track

print with a finger.

Often the students read aloud chorally with the teacher. In prekindergarten and kindergarten echo reading is used

where the teacher reads and then students repeat what was read. Alternately, students may read chorally in pairs

after initial instruction. Shared Reading material is used for many purposes and may be reread multiple times for

fluency and comprehension. The teacher provides opportunities for students to respond to reading orally and in

writing.

Purpose:

● Motivates students to want to read

● Provides a model for students to emulate as teachers demonstrate fluent reading

● Enables students to practice fluent, phrased, and expressive oral reading

● Provides a means for below level readers to experience and negotiate grade level text

● Builds vocabulary

● Provides a model and collaborative practice of comprehension strategies, critical thinking,

and genre study

● Exposes students to high quality literature

● Scaffolds learning as students read with the support of the teacher and their classmates

● Allows students to take risks and practice reading at their own level through a collaborative

approach

75

Putting 21st Century Practices

into Action

76

77

Conversation Analysis Tool This tool focuses on transcribing and analyzing paired conversations between students. The goal of this

tool is to more carefully observe and analyze student discourse, focusing on how interactions build

disciplinary language, knowledge, and skills.

Dimension 0 (Optional)**:

Students take appropriate turns

4 Strong Evidence: Students appropriately*

start and stop their conversational turns

throughout the interaction, and they

contribute more or less equally.

3 Inconsistent Evidence: Students engage

in some appropriate conversational turns,

but at times either student might interrupt,

pause mid-turn, not talk when appropriate,

talk too much during one or several turns,

or display other awkward behaviors.

2 Attempting Interaction: Students rarely

start and stop their conversational turns

appropriately, or one student talks too

much during most turns.

1 No Attempt: Students do not take

conversational turns during the interaction.

0 N/A: Did not score along this dimension

Dimension 1:

Turns build on one another to form or

strengthen an idea or ideas

4 Strong Evidence: Half or more of the

turns build on previous turns to

effectively build up a clear and

complete idea

3 Inconsistent Evidence: Half or more

of the turns build on previous turns to

adequately build up an idea, which may

be incomplete or lack clarity.

2 Attempting Interaction: Few turns

build on previous turns to build up an

idea.

1 No Attempt: Turns are not used to

build up an idea.

Dimension 2:

Conversation fosters learning

4 Strong Evidence: Half or more of

the turns effectively focus on the

lesson's objectives and show depth or

fostering of the intended learning.

3 Inconsistent Evidence: Half or more

of the turns sufficiently focus on the

lesson's objectives, but this focus may

be superficial or lack clarity.

2 Attempting Interaction: Few turns

focus on the lesson's objectives.

1 No Attempt: Turns do not focus on

the lesson's objectives.

∗In this case, “appropriately” means speaking one at a time, not interrupting, etc.

**Dimension 0 is optional, but it is recommended for grades K-2

NOTE: Please use the rubric on the next page when assessing students.

*Adapted from 2015 / Stanford University/ Understanding Language

78

Conversation Analysis Tool

Dimension 0 (Optional): Students take appropriate turns to construct a conversation

Formative assessment level

(i.e., “Strong evidence,” “Inconsistent evidence,” “Attempting interaction,” or “No evidence.”

Rationale

Dimension 1: Turns build on previous turns to build up an idea


Rationale

Dimension 2: Turns focus on the knowledge or skills of the lesson’s objectives


Rationale

*Adapted from 2015 / Stanford University/ Understanding Language

79

The Three Classroom Observation

Protocol Clusters BASED ON THE BLUEPRINT FOR ELL SUCCESS TO

INCREASE ACADEMIC LANGUAGE ACQUISITION

OPPORTUNITIES TO LEARN ASSET ORIENTATION DEVELOPING AUTONOMY

Students interacting around key content area ideas using

analytical practices

Students connecting and integrating ideas using language(s) (L1 or L2),

cultural assets, and prior knowledge

Students engaging in well-structured invitations to participate in productive

struggle

Students engaged in verbal interactions focused on central content-area practices (analyzing, asking questions, elaborating,

justifying, critiquing, etc.)

Students deepening their understandings by building on prior knowledge/ideas of

others

Students engaged in productive struggle to accomplish tasks in the “zone of

proximal development” (ZPD) (Vygotsky)

Students making connections among or between disciplinary concepts/ideas

(synthesizing, explaining, generalizing, hypothesizing)

Students negotiating meaning using peers as resources

Students apprenticing into content-area discussion

Students making arguments using evidence to support reasoning or claims

Students using l materials and scaffolds for purposeful learning of content, analytical practices, and language

Students offering peers respectful, accurate, and useful feedback

Students’ core materials/learning tasks are rigorous, at grade level

Students engaged in productive struggle with complex text/task/ideas using

learning supports and analysis tools for a purpose

Students making adjustments in learning tactics and language use in light of

descriptive feedback received from peers or teacher

Students engaged in grade level core content aligned to NYSED

Prekindergarten Foundations for Common Core and P-12 Common Core

Learning Standards

Students refining their communications using formulaic expressions,

representations, metaphors, and multiple examples

Students acknowledging and valuing the ideas of peers

Students encouraging and/or promoting peers to express ideas in their home

language

80

Sentence Starters for Discussion Provide these sentence stems for students to use as a guide prior to collaborative peer work.

MAKING CONNECTIONS: This reminds me of… I can relate this to other readings because…

The argument here is similar to… Another example of _______________ is... This is like ________________________, but different because…

CLARIFYING SOMETHING: Now I understand ________________ because… At first I thought ______________, but now I know_________________ because…

What I hear you saying is… I don’t understand ________________, but I do understand ___________________ because…

My initial thought about this is…

REFLECTING AND RELATING:

So, the big idea is… What ________________ said was important because…

What I think ______________ means is… What _____________ said relates to the point that __________ made earlier because…

A conclusion that I am drawing is…

FORMING INTERPRETATIONS: What this means to me is… I think this represents… The idea I am getting is…

One question that this text answers is…multi-modal One issue that this text addresses is…

MONITORING: I need to better understand…

I know I am on the right track because… It was confusing to me when the author said…

I understand everything except… I am unsure of what _________________ meant when (s)he said …

MAKING A PREDICTION: I think that _____________ will happen because…

I wonder if… I’ll bet that…

I think the author is going to conclude that…

ANALYZING AUTHOR’S CRAFT:

A golden line for me is… I like how the author used _______ to show …

This word / phrase stands out for me because… My favorite quote was …

I like how the author described _________ to show…

81

Appendix “For a child to respond to a teacher, whether by reading, talking, or writing, the child must relate,

remember, relearn, monitor, problem-solve, and do all of those powerful mental activities that humans

adapt and create new solutions. The constructive mode is one we must develop.”

–Marie Clay

Teacher

Student

Language

Model standard language usage and grammar when speaking or writing Encourage students to use standard English language grammar and usage and grammar, offer feedback and correction Provide explicit, systematic instruction in spelling, punctuation, and capitalization through a series of connected lessons and embedded in context Guide students to use standard English grammar and usage when speaking and writing; offer feedback and correction Model and support handwriting practice using multiple modalities (e.g., saying word, doing “air” writing, tracing, writing) Reinforce proper letter formation and placement

Word Study, Reading Foundational Skills & Print Concepts

Create a print rich classroom environment Give students many opportunities to say names of letters when working with books, charts, letter walls, or manipulatives Point out environmental print and help students to connect meaning to print during Shared and Guided Reading Explicitly model, explain, and support guided practice to help students understand organizational and basic print concepts (e.g., read left to right, top to bottom, page by page; spoken words are represented in written language by specific sequences of letters; words are separated by spaces in print; recognize and name alphabet letters)

Phonological Awareness

Analyze assessment of students’ phonological awareness skills Actively engage students in listening to and chorally reciting/reading books, nursery rhymes, and songs that feature rhyme and alliteration to develop phonological awareness

Language

Notice the teacher’s use of language Attend to teacher’s use of language Practice standard English language usage with teacher support Refine their language based on teacher feedback Practice spelling, punctuation, and capitalization in direct and indirect instruction Apply what is known about spelling, punctuation, and capitalization when reading and writing Practice handwriting using models and multiple modalities (e.g., saying word, doing “air” writing, tracing, writing)

Word Study, Reading Foundational Skills & Print Concepts

Notice environmental print and connect meaning Name letters Notice environmental print and connect meaning to print Attend to instruction and practice print concept use

Phonological Awareness

Listen to and chorally recite/read books, nursery rhymes, songs that feature rhyme and alliteration

82

Introduce phonological awareness skills sequentially and gradually, provide sufficient practice, review and build on previous learning Gather word lists for specific phonological awareness skills instruction and practice Explicitly model, explain, and support guided practice to recognize words that rhyme, recognize and manipulate syllables in words, blend and segment onsets and rimes, isolate and pronounce individual sounds in words, add or substitute phonemes in simple words Use multi-modality instruction

Phonics and Word Recognition

Analyze assessment of students’ use of phonics and word recognition to determine teaching points Explicitly model, explain, and support practice for one-to-one letter-sound correspondences of primary sounds of consonants and common vowel sounds and spellings Introduce phonics skills sequentially and gradually, provide

sufficient practice, review and build on previous learning

Engage students in guided and independent activities designed to

help them make their own generalizations about letter/sound

connections

Explicitly model, explain, and support practice to read common

high-frequency words by sight

Introduce high-frequency words sequentially and gradually, provide

sufficient practice, review and build on previous learning

Establish a Word Study center to promote sound, letter, and word

study

Provide opportunities for students to discover how words work

through word sorting activities

Select a group of words that demonstrate a particular spelling

pattern and directly teach these patterns

Provide students multiple opportunities to apply their knowledge of

letter sound relationships to decoding unknown words

Give students ample opportunities to apply their emerging

knowledge of print conventions by writing purposeful texts

Attend to teacher’s demonstration and explanation and practice identifying and manipulating rhymes, syllables, onsets and rimes, individual sounds in words (phonemes)

Phonics and Word Recognition

Participate in instruction and practice to match and produce sounds for common consonants and vowels Participate in direct instruction in phonics and word recognition Analyze words and word parts to discover own generalizations about letter/sound connections Participate in repeated practice to strengthen letter/sound correspondence and high frequency word learning

Manipulate letters and words in hands-on practice (e.g., sort

words by initial consonant sound/letter)

Participate in instruction and practice to read high-frequency

words

Sort words for commonalities

Sort words in closed and open sorts

Apply teacher’s feedback to word study

Use a variety of word solving strategies to identify unknown

words (e.g., blend sounds, make connections between known

words and unfamiliar words, use word parts)

Make attempts to use newly learned word patterns in reading and

writing

Develop standard spelling by associating letters with sounds,

writing phonetically and with standard spelling

Recognize and spell high frequency words

Use a word wall as a resource

83

Provide specific feedback and correction to students as they work

with words

Support student recognition of high frequency words that are used

in reading and writing

Guide students to apply phonics and word recognition skills as they

read and write

Encourage learners’ attempts to apply word-solving strategies to

identify unknown words when reading (e.g., producing sounds for

letters, blending sounding, matching blended word with known

word)

Gradually compile and use a word wall with students to highlight

patterns in words through meaningful activities

Fluency

Demonstrate, explain, and support fluency (i.e., reading with

accuracy, at a good pace, phrased, with expression) as students read

emergent level texts

Provide multiple opportunities for students to reread text multiple

times

Give specific feedback and correction of students’ oral reading

fluency

See Interactive Read Aloud, Shared Reading/Writing, Guided

Reading/Writing, and Independent Reading/Writing for further

information

Fluency

Attend to teacher’s demonstration and practice reading fluently

Read emergent level texts fluently (i.e., with accuracy, at a good

pace, phrased, with expression)

Reread for fluency

Apply teacher’s feedback and correction to improve fluency

84

Additional Elementary

Recommendations

Magnetic letters

Word walls

Picture and personal dictionaries

Vocabulary charts

Letter cards

Word cards

Word sorting materials

Alphabet chart

Handwriting chart

CDs with accompanying books and CD player

Handwriting Without Tears materials

Formative Assessments

Developmental spelling checks

Observe word study practice for level of proficiency

Write high frequency words

Family Component

Play with words

Read poetry and nursery rhymes

Encourage standard English usage

85

Elementary Daily Schedule * Instructional Day Grades K-2 Instructional Day Grades 3-5

Breakfast/Morning Meeting 15 minutes

Breakfast/Morning Meeting 15 minutes

Literacy Block 135 minutes Literacy Block 135 minutes

Reading Workshop 60 minutes Reading Workshop 60 minutes

Whole Class

Mini lesson

Small Group Instruction***

Guided Reading

Literacy Centers/Rotations

Class Share

5-10 minutes

45 minutes

5 minutes

● Whole Class

Mini lesson

● Small Group Instruction***

Guided Reading

Literature Circles

Independent Reading


Literacy Stations/Rotations

Class Share

15 minutes 40 minutes

5 minutes

Writing Workshop 45 minutes Writing Workshop 45 minutes

● Whole Class

Mini lessons

Modeled /shared writing

● Small group Instruction

Independent writing

Guided writing

Conferences

● Class Share

10 minutes

30 minutes

5 minutes

● Whole Class

Mini lessons

Modeled /shared writing

● Small group Instruction

Independent writing

Guided writing

Conferring

● Class Share

15 minutes

30 minutes

5 minutes

Language Word Study

● CKLA Skills Strand* lessons

● Interactive Read Aloud

30 minutes

Language /Word Study

● Interactive Read Aloud

● Vocabulary/Spelling/ Grammar lessons

30 minutes

86

Math Block

60 minutes

Math Block

60 minutes

● Number Talks or Mini lesson

● Guided Math/Math Centers

● Class share

10 minutes

45 minutes

5 minutes

● Number Talks or Mini lesson

● Guided Math/Math Centers

● Class Share

10 minutes 45 minutes 5 minutes

Lunch /Recess 60 minutes Lunch/Recess 60 minutes

Listening Learning (can be incorporated as

Science /Social Studies )

45 minutes Science or Social Studies 45 minutes

Special Area 40 minutes Special Area 40 Minutes

Dismissal 15 minutes Dismissal 10 minutes

*60 minute lessons incorporate opportunities for small group work. This can be done during guided reading lessons or in centers.

**In a Transitional/Bilingual setting, ELLs require a unit of study in Home Language Arts (Spanish). A unit of study is 180 min/week. The HLA unit

is part of the 135 minutes Literacy Block in a Transitional Bilingual Classroom. Therefore, ELA and HLA should be planned accordingly.

***ENL Co-Integrated instruction should occur during small group instruction.

87

Literacy-Rich Websites and Apps

Websites Apps

National School Reform Faculty http://www.nsrfharmony.org/free-resources/protocols

Features: The NSRF offers more than 200 protocols and lesson activities to use in the classroom.

National Digital Science Library http://nsdl.org/browse/collections/All

Features: The NSDL does offers access to text resources, focusing on the sciences, technology,

engineering, and mathematics (STEM) content.

National Geographic for Kids http://kids.nationalgeographic.com/kids/

Features: The kids’ version of National Geographic. For texts, go to the news section of the site. Lexile Range: 1050-1150

Natural Inquirer http://www.naturalinquirer.org/ Features: A school science journal with Common Core Standards alignment to lessons and links to other

helpful web resources.

New York Online Virtual Electronic Library http://www.novelnewyork.org/

Features: Access public, school, academic and specialty libraries throughout NY State. Full text of

hundreds of journals, newspapers, encyclopedias, business guides and other references.

Smithsonian Education http://smithsonianeducation.org

Features: Thousands of resources for educators, including lesson plans, virtual tours of their latest

exhibits, and the opportunity to connect with experts in the field.

GrammarUp Features: The GrammarUp App provides a quiz system with over 1,800 grammar questions in 20

different categories. Older students can use the quizzes to help prepare for various tests and exams by

going through categories of questions or they can simulate the test environment with random questions.

PAGES Features: This word processor app for iPad, iPhone and iPod Touch allows teachers and students to

create assignments, presentations, handouts, tests, and other types of document that includes text and

graphics. Sixteen templates are provided for different types of documents, and pages can be uploaded to

iCloud and accessed from other Apple devices.

DUOLINGO Features: It is the most popular learning language platform. Students earn points for correct answers,

race against the clock, and level up.

Instructables Features: From science experiments to merit badges, this app offers instructions for more than 100,000

DIY projects. Looking for a classroom maker project? You’ll find it here. Did your students create

something awesome? Encourage them to upload their instructions and share their ideas.

Explain Everything Features: It functions like an interactive whiteboard. “It’s one of the most versatile apps you can have in

your toolbox,” says TED-Ed community member Caroline Taylor-Levey.

http://www.nsrfharmony.org/free-resources/protocols

http://www.nsrfharmony.org/free-resources/protocols

http://nsdl.org/browse/collections/All

http://nsdl.org/browse/collections/All

http://kids.nationalgeographic.com/kids/

http://kids.nationalgeographic.com/kids/

http://www.naturalinquirer.org/

http://www.naturalinquirer.org/

http://www.novelnewyork.org/

http://www.novelnewyork.org/

http://smithsonianeducation.org/

http://smithsonianeducation.org/

88

Believing and Doubting In the classroom, we want our students to engage with the text, to dialogue with it in their minds and to

take the ideas presented to enhance their thinking. This activity, Believing and Doubting, allows students

to read closely and review their thinking in relation to others, to compare and contrast the thinking of

the group and to engage in critical thinking. It provides a way to encourage students to see that they can

doubt things an author says and/or feel two ways about one article, to really enter in a conversation

with an author, and to prepare for essays.

How to do it:

● In choosing a text, consider ones that are likely to raise differing responses. Also consider the

length of the text in relation to the amount of time available for reading.

● Distribute the text and instruct students to read, first as a “believer,” noting their beliefs on a

piece of paper as they read. Next, have the students read the same text as “doubters,” noting

doubts as they read. These should be written down in two lists: a list of beliefs and a list of

doubts. The lists may contain quotes, notes, or comments. Tell them to make one list of things

that they believe and think are true and then make a second list of things they doubt or they

disagree with.

● When students are finished writing, give each student four pieces of colored paper. On each sheet

they write one belief or doubt using felt pens.

They should write:

“I believe/doubt that ….”

“I agree/disagree that ….”

Write a quote and add “I agree/disagree with this.”

Remind students to print clearly. They don’t put their names – they are writing anonymously. When they

have finished, they post their papers on the wall.

● When the papers are posted, tell students to walk around and read for about ten minutes. As they

walk around, they should write down notes – anything that seems significant or important,

anything they agree or disagree with, any questions that they have.

● Next, students return to their seats and take a few minutes to write. Say to them: In looking at

these beliefs and doubts, what strikes you? What did you notice on the wall that you would like to

comment on, argue about, or agree with?

● Have an open discussion of the text. Summarize points that come up.

This process can be simplified by having students annotate the text with their beliefs and doubts and

then use these as the basis for writing.

This technique based upon an approach by Peter Elbow in “High Stakes and Low Stakes in Assigning and

Responding to Writing.” New Directions for Teaching and Learning 69 (1997): 5 – 13.

*adapted from the New York City Writing Project

89

Carousel Walk

A carousel walk (or gallery walk) allows students to work in groups and move around the room as they

share background knowledge. Suppose your next unit in your middle or high school social studies or

English curriculum is the story of Homer's Ulysses (or Odysseus). Although you may simply ask who has

read the story, seen a movie about the adventure, or heard the tale, you won't know if students have

misinformation or superficial knowledge without a more in-depth assessment. Begin by listing various

aspects of the story that you think are important. If you have taught the story before, you already know

what you want students to learn. If you haven't, look through the unit in the textbook and note

important concepts designated by headings or illustrations. Now the fun begins.

1. Write one word or term on a separate sheet of chart paper. Examples may include Trojan

horse, Penelope, Cyclops, Circe, Sirens, Ulysses, Ithaca, or even concepts such as bravery,

adventure, or journey. Tape charts around the room on walls, allowing about five feet

between charts.

2. Place students in groups of three or four and give each group leader a different colored

marker.

3. Station one group by each chart. When you say "begin," the students in each group will list

everything they know about the term. When you say "move," they will advance to the chart

on their right and begin listing everything they know about that term until you again say

"move." Groups move and add to the lists until they return to their original charts.

4. Have students sit down (within their groups) and go through each chart with the whole

class, reading the items aloud and asking for clarification from the groups (easily identifiable

by the color of the marker used). You can foster discussions and make connections as you

assess, activate, and build background knowledge prior to reading.

*adapted from Overcoming Textbook Fatigue by ReLeah Cossett Lent

90

Prediction Guides Prediction guides, also called anticipation guides (Buehl, 2001), are one of the best ways to assess

students' prior knowledge. Such activities give students clues about what's coming next and help them

set a purpose for learning.

The idea behind a prediction guide is that the teacher provides students with written statements related

to the text before they begin reading. Students indicate that they agree or disagree with these

statements, and then the teacher can facilitate the discussion centered on students' reasoning for their

predictions.

Make sure that students

understand that this is an

activity, not a test, and that they

will not be graded according to

the accuracy of their answers.

Anticipation guides provide the

teacher "with some

understanding of the quality

and quantity of prior

knowledge students have about

the ideas in the reading

assignment" (Anders & Spitler,

2007, p. 171).

When you collect the guides

and tally the responses, you will

see a clear pattern indicating

which concepts the entire group has or has not been exposed to as well as which individuals may need

additional instruction. You may return the guides to students, allowing them to change their answers as

they read if they find information that contradicts what they originally believed, or you may want to

have students readdress their guides at the end of the unit.

An added benefit is that once students invest in a prediction, they are eager to find out if they are right,

and the information often sticks with them longer because of that investment.

*adapted from Overcoming Textbook Fatigue by ReLeah Cossett Lent

91

Visual Thinking Strategy (VTS) In VTS discussions, teachers support student growth by facilitating discussions of carefully selected

works of visual art. This can activate prior knowledge when teachers choose images that are related to

the upcoming content for the course. When using the VTS strategy, teachers present students with an

image or line of text and facilitate a whole class discussion in which the teacher only asks the three

following questions:

Teachers are asked to use three open-ended

questions:

What's going on in this picture?

What do you see that makes you say that?

What more can we find?

3 Additional Facilitation Techniques:

Paraphrase comments neutrally

Point at the area being discussed

Link and frame student comments

Teacher asks students to:

● Look carefully at works of art

● Talk about what they observe

● Back up their ideas with evidence

● Listen to and consider the views of others

● Discuss many possible interpretations

Through Visual Thinking Strategies training and practice, teachers:

● Use open-ended questioning and student-centered facilitation techniques, including strategies for

listening and paraphrasing, to create student-driven and engaging group discussion

environments.

● Engage students in discourse about a complex problem (carefully selected works of visual art)

with an emphasis on providing evidence while considering and building off the contributions and

perspectives of their peers.

● Teach in a rigorously student-centered, inquiry-based manner that both nurtures positive

relationships with students while encouraging students to be independent learners who think for

themselves.

Why use Visual Thinking Strategy?

These questions promote extended, careful and intricate observations. They focus learners, allow choice,

require learners to be active, call for reflection, invite many kinds of responses as well as change in

responses, allow group participation, and elicit responses which provide a source of information and

learning for further discussion. Directed towards carefully chosen art images, the questions create a kind

of ‘critical thinking studio’ in which learners observe carefully, evaluate, synthesize, justify and speculate

– habits of mind which have a long history in education and which we find central to aesthetic growth

and critical thinking.

*adapted from Abigail Housen: Aesthetic Thought, Critical Thinking, and Transfer (2002) by Jacquie Rapant

92

The One Question Interview The one question interview is a great way to activate prior knowledge of a topic with students, while

encouraging productive dialogue in the classroom.

Materials: Student notebooks/loose-leaf paper

● Tell students that they are each to think of a question related to the idea of your theme (e.g.,

community, properties of algebraic equations, etc.).

● Once all students have a question, write them on the board or have students do so. Each student

must offer one question. It helps if you offer a question first as a model (e.g., How many different

ethnic groups live in your community?)

● Once you have generated a list of questions, tell students to choose a question they are most

interested in asking.

● Write student’s initials next to the question they chose.

● Tell students to write their question at the top of a page from their notebooks. Then tell them that

they will have to get up and ask at least 10 classmates their question. They must take notes on the

person’s name and response to the question.

● When everyone is finished, tell students to sit down. Students must then analyze the information

they collected by noting how many people they interviewed, what responses they recorded and

what conclusions they can draw.

● Have a discussion with students about the idea of being a researcher and the value of interviews

as a way to gather information firsthand.

● You may ask students to find a partner and share the results of their interviews with that partner.

Or see if any students would like to share with the whole class.

This activity may take a long time. Allow for it. It is a wonderful opportunity for students to practice

speaking, listening, note-taking and getting to know each other. Further, if you are teaching your

students about research, it is a way to hook them in before you start. They have so much fun doing the

activity, they don’t realize that they have actually just completed research.

*adapted from the National Writing Project and learning.blogs.nytimes.com, K. Schulten and J. Mann

93

Instant Debate Instant Debate is an easy way to have students delve into a text to determine how parts of the text are

related to one another and contribute to overall meaning. It forces students to differentiate between

important and unimportant parts of a text, back up claims with powerful evidence from the text and

consider alternative points of view during analysis.

How to do it:

Divide the class arbitrarily into TWO teams, PRO and CON.

The PRO team must argue in favor of the issue debated, the CON team argues against it.

The issue is stated as a resolution and is best if provocative in nature,

e.g. Resolved: All women secretly wish to be men.

Like real lawyers, the teams must argue their side of the issue, whether or not they personally agree

with it…

Round ONE:

● Both teams are given large sheets of chart paper to record their opening arguments, which they

must decide on as a group. All points the team wishes to make must appear (in bulleted form) on

the chart paper and everything on the chart paper must come from the text. One team member is

chosen to present the team’s opening argument. Both teams have TEN minutes to prepare their

opening argument.

● Each team presents their opening arguments (five minutes each). As each team speaker presents,

the opposing team should quietly take notes to prepare their REBUTTAL.

Round TWO:

● The REBUTTAL should continue to state the team’s case, while refuting the arguments made by

the opposing team. Group members should prepare their rebuttal on large sheets of paper.

Another team member should be chosen to represent each team. Both teams have 8 minutes to

prepare their rebuttal.

● Each team presents their REBUTTAL (5 minutes max each).

● The winning team is the one who makes the clearest, most logical argument to support their

position. Success is achieved through reasoning together, using clear examples, listening

carefully, and working together to refute the opposing team’s arguments.

*adapted from the NYC Writing Project, Joe Bellacero

94

Tea Party Protocol “The more we frontload students’ knowledge of a text and help them become actively involved in

constructing meaning prior to reading, the more engaged they are likely to be as they read the text.

Dependent readers must be reminded often that comprehension begins prior to reading and extends

into the discussions they have after they’ve finished.”

–Kylene Beers (2002). When Kids Can’t Read—What Teachers Can Do.

Portsmouth, NH: Heinemann.

Purpose

This strategy offers students a chance to consider parts of the text before they actually read it. It

encourages active participation and attentive listening with a chance to get up and move around the

classroom. It allows students to predict what they think will happen in the text as they make inferences,

see causal relationships, compare and contrast, practice sequencing, and draw on prior knowledge.

Procedure

● Decide on phrases, sentences or words directly from the text to copy onto strips or index cards.

● Don’t paraphrase the text. You may omit words to shorten a sentence, but don’t change the

words.

● Have students organized into groups of four or five.

● Hand out strips or cards with phrases from the text, two (or more) students will have the same

phrases.

● Each student independently reads their phrase and makes a prediction about what this article

could be about. Then, write a quick statement on prediction graphic.

● Next students mingle around the room, reading to each other and discussing possible predictions.

● Return to the small groups and, as groups, write a prediction starting with “We think this article

will be about…, because….” Also, list questions they have.

● Now, read the selection. Students read independently or as a group, highlighting information that

confirms or changes their predictions.

● Write a statement on the second part of the recording form about revised predictions. Also

continue to list lingering questions.

Debrief

Share-out thoughts from groups. How did their predictions differ from the text? What lingering

questions do they have? What was it like to engage in reading in this way?

*adapted from EngageNY

95

Word Walls A word wall in a classroom is a powerful instructional tool to strengthen content vocabulary. A word

wall is an organized collection of words (and sometimes phrases) displayed on a wall or other space in

the classroom. You may want to use both academic and discipline-specific words written on large index

cards, strips of paper, or tag board so they can be easily manipulated.

For English Language Learners, consider placing an illustration, photograph, or object on or next to

particular words to support students’ learning through the aid of visual cues.

HOW TO DO IT: There are many ways to interact with word walls; some interactions are quick and can occur on a daily

basis. Other interactions can constitute an entire lesson.

1. Categorize and Classify: Have students classify the terms.

2. Compare and Contrast: Create categories to compare and contrast.

3. Concept Map: Use the words to create a concept map.

4. Conceptual Model: Use the words to construct a conceptual model that represents student thinking

and/or scientific phenomenon.

5. Create descriptions: Use the words to describe concepts.

6. Contextualized use: Challenge students to use words on a short answer quiz.

7. Label Diagrams: Use the words on the wall to label student diagrams and illustrations.

Procedure

1. Pull cards from your word wall, or write one word/phrase per card. Use a limited number of cards, perhaps 10-15, or fewer for younger students.

2. Also create cards with one-way and two-way arrows. Use the floor or magnets and a magnetic board to display the cards, and group the students around the words. (Modification: Give each student his or her own set of word cards.) 3. Ask a student or a pair of students to arrange two or three cards in a way that connects them or makes a model of the terms. Ask the student(s) to explain what they are doing as they place the words.

4. Observers may ask questions once the connection or model is created. 5. Repeat with another student or pair of students.

6. Debrief. Possible debrief questions: A. How did working with the cards help you better understand the topic? B. How was your thinking similar/different from a student doing the arranging?

C. Are there words you would add or subtract?

*adapted from Expeditionary Learning

96

Chalk Talk A chalk talk is a way to promote discussion and awareness of issues and perspectives—silently.

A chalk talk is also an excellent way to promote awareness of patterns and problems and to ensure that

all voices are heard.

Procedure

1. Formulate an important, open-ended question that will provoke comments and responses.

2. Provide plenty of chart paper and colored pencils and arrange a good space for participants to write

and respond. Write the question or topic in the middle of the paper in bold marker.

3. Explain the chalk talk protocol and answer any participant questions.

4. Set-up norms for the chalk talk: This technique only works if everyone is writing and responding

throughout the designated time period. Make it clear that everyone is responsible for writing, reading

other people’s comments, and responding; there should be no talking; and no one should sit down until

the time period is over. Opinions must be freely expressed and honored, and no personal attacks are

allowed.

5. Allow 10-20 minutes for the chalk talk. As facilitator, it’s helpful to walk around and read, and gently

point participants to interesting comments. All writing and responding is done in silence.

6. Search for patterns. In pairs, participants should read through all the postings and search for patterns

and themes (or “notice and wonder”). This part takes about 5 minutes.

7. Whole-group share: Pairs should report out patterns and themes, round-robin style, until all

perceptions are shared.

8. Process debrief: What was the experience like of “talking” silently?

*adapted from Expeditionary Learning

97

Fishbowl Protocol A successful fishbowl provides an opportunity for students to model scholarly behavior to their

classmates. Because fishbowl activities are usually centered around text analysis or big ideas, students

must enter discussions respectfully and skillfully and reflection on content and process is required

throughout the process. The skills necessary for a successful fishbowl may need to be explicitly taught.

The goal for all: Students learn how to run these completely on their own!

PROCEDURE:

● Divide class into 2 groups purposefully selected groups

● Give each group member a partner in the opposite group

● All students read and respond to the same text with questions and comments (this should happen

prior to the fishbowl activity)

● Have students work with their partner to prepare for scholarly discussion

● Set up desks in two concentric circles (one in center of the other)

● One group discusses the text using their notes in the center of the room while their partners

evaluate the content and process of their partner’s participation (students in outside circle

should have explicit directions for how to do this during the first time the class attempts this)

● Students switch roles and the second group goes into the “fishbowl”

● One pair can be assigned to take notes on content on the board during discussion.

● **IMPORTANT FINAL STEP!! Whole class debriefs about content and process. Have students

point to specific examples of successful engagement in scholarly discussion. See discussion

sentence starters on next page.

(SUGGESTION: To increase rigor, assign discussion roles and other parameters make the discussion

more complex)

FISHBOWL EXIT SLIP (Complete and share with your partner)

My name: My partner’s name:

I give my partner’s body language a a. thumbs up b. thumbs in the middle c. thumbs down

because…

I agreed with my partner when he/she said…. because…

My partner is really good at…

For next time, my partner will work on….

98

Four A’s Protocol Assumptions (of authors) in this text:

Agreement/Alignment with my thoughts:

Aspirations What does the author say that

motivates you?

Amendment/rejection What does the author say

that you disagree with?

Adapted from the New York City Writing Project

99

Dialogue with a Text The Text says: I say: And so:

100

Emerging Themes in a Text

Recurring images (either visual or through imagery and figurative language)

Repeated words, phrases, types of examples, or illustrations

Consistent ways of characterizing people, events, or issues

101

Organizing Evidence-Based Claims

Your Claim:

Point One:

Point Two: Point Three:

Textual Evidence A----------------------------------------

Analysis


Analysis


Analysis


Analysis


Analysis


Analysis

*adapted from odell education

102

K-W-H-L Chart

What I Know:

What I Want to know:

How I will find information:

What I Learned:

103

ABC Brainstorm

a

b c d

e

f g h

I

j

k l

m

n o p

q

r s t

u

v w xyz

104

Considering Multiple Perspectives

When you contextualize, you essentially "re-view" a text you've encountered, acknowledging how it is framed by its historical, cultural, material, or intellectual circumstances.

Also, view the reading through the lens of your own experience. Your understanding of the words on the page and their significance is always shaped by what you have come to know and value from living in a particular time and place.

Factors: How do these factors change, complicate,

explain, deepen or otherwise influence

how you view a piece?

105

Literacy in the Math Classroom

“Reading and writing in mathematics are of particular interest to educators because these processes are essential

to both problem solving and concept development in mathematics. Martinez and Martinez (2001) discuss what

happens when children read and write mathematics: They learn to use language to focus on and work through

problems, to communicate ideas coherently and clearly, to organize ideas and structure arguments, to extend

their thinking and knowledge to encompass other perspectives and experiences, to understand their own

problem-solving and thinking processes as well as those of others, and to develop flexibility in representing and

interpreting ideas.”

-Clare Heidema, Reading and Writing to Learn in Mathematics, 2009

Teachers looking to promote MATHEMATICAL LITERACY can:

● De-criminalize mistakes: Teach students about the valuable lessons learned from good failures.

Allow opportunities for students to explore mistakes and solutions either verbally or in writing.

● Show students how to locate key information and keywords: Have students practice

distinguishing between necessary and irrelevant information. Allow opportunities for students

to close read problems and solutions using annotating skills.

● Embed inference skills into lessons: Provide opportunities for students to decide what missing

information is needed to solve a problem. When introducing new concepts, have students make

predictions based on their prior knowledge about key information that is not explicitly stated.

● Use literacy-based terminology daily: Use words such as inference, prediction, close reading,

annotating, analyzing, evaluating, synthesizing, root words, rereading, implicit, explicit, etc.

● Teach students how to modify behaviors when faced with difficulty: Use the strategies in this

handbook to help students construct meaning by monitoring comprehension, evaluating new

information, connecting new information with existing ideas, and organizing information in ways

that make sense.

● Have students use transferrable literacy skills in math: When students are learning a new concept

or practicing an old one, have them use writing to solidify their knowledge (i.e. have students

write short letters to one another explaining the steps of a problem, trade letters and attempt to

identify whether or not their partner understands each step and pinpoint where students are

struggling...this is one example of many ways to incorporate writing into the mathematics

classroom, be creative!)

106

Math Vocabulary that Transcends

the Content Area Linear

Like a line. A description of any graph or data that can be modeled by a linear polynomial.

Mean

Average.

Mode

The number that occurs the most often in a list.

Sequence

A list of numbers set apart by commas, such as 1, 3, 5, 7, . .

Expression

Any mathematical sentence combining numbers and variables without an equal sign or inequality

symbol.

Ratio

The result of dividing one number or expression by another. Sometimes a ratio is written as a

proportion, such as 3:2 (three to two). More often, though, ratios are simplified according to the

standard rules for simplifying fractions or rational expressions.

An intention/something you would like to try:

107

Literacy in the History/Social Studies

Classroom “History requires particular kinds of reading and writing strategies that are critical to students being

college, career, and citizenship-ready. It requires that students become creators of arguments, careful

readers, and good questioners. Students must learn that place, time, audience, and purpose matter to

how authors craft and deliver their message. They should learn to ask questions of texts like: whose

voice is missing? What is the evidence for that claim? How are conclusions about this topic limited?

History offers opportunities for students to learn how to identify and write causal claims, use hedging

language to assert neither too little nor too much, identify ambiguities, and weigh evidence to make a

convincing claim.”

-Daisy Martin, Director of History Education at Teachinghistory.org

Students who possess HISTORICAL LITERACY can:

● identify, analyze, and evaluate multiple cause-and-effect relationships in a historical context.

● investigate historical questions by employing reading strategies such as sourcing, contextualizing,

corroborating, and close reading.

● evaluate the trustworthiness of multiple perspectives on historical issues.

● make historical claims backed by documentary evidence.

● identify, compare, and evaluate multiple perspectives on a given historical experience.

● extract useful information, make supportable inferences, and draw appropriate conclusions from

historical evidence.

● extract useful information, make supportable inferences, and draw appropriate conclusions from

historical evidence from primary and secondary sources.


108

Literacy in the Science Classroom

Students who possess SCIENTIFIC LITERACY can:

● ask, find, or determine answers to questions derived from curiosity about everyday experiences.

● describe, explain, and predict natural phenomena.

● read with understanding articles about science and engage in social conversation about the

validity of the conclusions.

● identify scientific issues underlying national and local decisions and express positions that are

scientifically and technologically informed.

● evaluate the quality of scientific information on the basis of its source and the methods used to

generate it.

● pose and evaluate arguments based on evidence and to apply conclusions from such arguments

appropriately.

RESEARCH SUPPORTS THAT:

● Reading to explore science topics, combined with first hand investigation and discussions, can

help students acquire reading strategies even better than direct instruction in those strategies

can.

● Science inquiry is a powerful motivator for learning to speak, write and read effectively.

● Science-based texts and articles offer numerous opportunities to expand student vocabularies.

● Class discussions, writing, and read-aloud opportunities increase students' skills in using science

vocabulary and in describing and understanding science concepts.

● An inquiry approach to informational science texts helps students learn to question and be

critical of texts rather than to always defer to the text or use texts simply for finding answers.

(Hapgood & Palincsar, 2007)

Students need to be taught, through teacher modeling and instruction, how to do journal writing, state a

claim, do think-alouds, write reports, ask questions, conduct research, gather relevant information,

create graphics, do oral and visual presentations, all of which can be done in the context of science

learning.

109

Some Ideas for Integrating Literacy

into the Science Classroom:

Incorporate the use of science notebooks, shifting ownership of materials and processes away from

worksheets. Students develop ownership, build understanding, and organize their content in a

personalized and achievable fashion. You can try double entry journals in which students post

questions, make observations about the text, summarize and make connections, have students create

foldable, interactive notebooks, or explore other innovative notebook models.

Build engagement through interactions with self-selected science texts. Students develop interest,

purpose, and excitement as they go to text to support their interest in the scientific phenomenon.

Provide literacy-rich, out-of-classroom learning experiences for students. These might include assembly

programs, visits to museums, science centers, laboratories, or businesses, as well as student-based

fieldwork, internships and mentoring opportunities. Such programs, experiences, and settings, when

properly applied, can improve your students’ motivation, self-esteem, and achievement while

broadening their perspectives and understanding of real world science and its many applications in our

lives.

Citizen science enlists the public in collecting large quantities of data across an array of habitats and

locations over long spans of time. Contributions from citizen scientists now provide a vast quantity of

data to scientists around the world. Whether as voters or advocates, today’s citizens need to be able to

engage with scientific issues of societal concern, such as environmental sustainability and climate

change, the risks associated with nuclear power, or the increasing drug resistance of certain

microorganisms. (Dougherty et al. 2014; Lupia 2013). By introducing and inviting students into Citizen

Science projects, teachers can promote scientific literacy. Two examples are FoldIt, a project that

capitalizes on human puzzle-solving skills to figure out how proteins fold and The USA Phenology

Network, where students can be observers or rescuers of historical data. Both of these programs use

inquiry approaches to teach important science content. Students collect and analyze data in order to

come to critical conceptual understandings and build scientific literacy.


110

This Thing Called “Reading” Two Different Problem Spaces

“Students must acquire both the skills and knowledge needed to read and understand

complex texts. Skills-based competencies are those that allow students to master the mechanics of

reading—for example, the ability to map the 26 letters onto their respective sounds in combinations (44

in total), and thus read words. Knowledge-based competencies, on the other hand, are comprised of the

range of abilities and knowledge necessary for drawing meaning from text.”

-Nonie K. Lesaux, PreK-3rd: Getting Literacy Instruction Right

111

Writing across Disciplines Students should be familiar with the five most common text structures by identifying the key words and defining features of each. Understanding text structures helps students make connections across disciplines, understand what they are reading about, and use this understanding to support them in constructing their own writing.

Structure Definition Visual Clues

Expository Writing (concept-definition or

informational)

Explain steps in a process or presents a reason/explanation; conveys what research and/or experience have taught the reader

Includes a central idea and supporting details (citations, real-world examples, etc.

Compare + Contrast Focuses on similarities and differences between objects/ideas, with the purpose of conveying the relationship.

Key words include: also, both, in contrast, etc.

Argument Uses purposeful rhetoric to illustrate why one idea is more legitimate than another

Rhetorical strategies (ethos, logos, pathos), reasons, and supporting data to convince reader

Cause and Effect Presents a reason/motive for an event, then explains its result or consequence

Key words include: cause, effect, because, as a result of, due to, reason

Problem-Solution

Explains how to do something and/or lists steps in a procedure (goal-action-outcome)

Events in sequential order, instructions given step-by-step, transitions which indicate order (i.e. first, next, etc.)

112

Sentence Starters for Argument Writing These sentence starters can be unbelievably valuable as you model writing and invite students to

practice constructing written arguments. Remember: the goal with any scaffold is to build

independence, but in order for students to do so, they must first master the language of argument

writing.

Simple Sentence Starters:

- The text indicates… - According to the text… - One example from the text…

- For instance,… - On page___, it states… - The text describes….

Sophisticated Sentence Starters/Introducing

Quotations:

- According to (author’s last name), (“quotation”)

- When discussing (topic), (author’s last name) asserts, (“quotation”.)

- When (author’s last name) states (“quotation”), the reader infers (claim).

- In (Title), (character/ the narrator) remarks, (“quotation”.)

- (Author’s last name) suggests that (claim) when (he/she) states, (“quotation”.)

Counterclaim Sentence Starters:

- Critics argue that…

- While it might be true that…, one must consider that…

- A common argument against this position is …, however…

- It’s easy to think…, but when one looks at the facts…

- While some researchers say…, nevertheless…

Commentary Sentence Starters:

-Here (author’s last name) clearly implies… -The reader can infer…

-This incident provides further proof that… -This notion implies that…

- This statement highlights the difference between… -This idea reveals…

Concluding Sentence Starters:

- It is evident that… Surely… The fact is...

- It has been proven that… It is vital that… Obviously...

- From the evidence provided, it is clear that… Without a doubt… Of course...

- Surely, one would agree that… Most would agree that...

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Sentence Starters for General Writing

These sentence starters can help you model writing and be useful for students as they practice common

writing phrases to support their writing. Remember: the goal with any scaffold is to build independence,

but in order for students to do so, they must first master the language of general writing.

Introducing What “They Say”

A number of sociologists have recently suggested that X’s work has several fundamental problems.

It has become common today to dismiss X’s contribution to the field of sociology.

In their recent work, Y and Z have offered harsh critiques of Dr. X for _________.

Introducing Standard Views

Americans tend to believe that __________.

Conventional wisdom has it that __________.

Common sense seems to dictate that __________.

The standard way of thinking about Topic X has it that __________.

It is often said that __________.

My whole life I have heard it said that __________.

You would think that __________.

Many people assumed that __________.

Making What “They Say” Something You Say

I’ve always believed that __________.

When I was a child, I used to think that __________.

Although I should know better by now, I cannot help thinking that _________.

At the same time that I believe __________,

I also believe __________.

Introducing Something Implied or Assumed

Although none of them has ever said so directly, my teachers have often given me the impression that

__________.

One implication of X’s treatment of __________ is that __________.

Although X does not say so directly, she apparently assumes that __________.

114

Introducing an Ongoing Debate

In discussions of X, one controversial issue has been __________. On the one hand, __________ argues

__________. On the other hand, __________ contends __________. Others even maintain __________. My own view is

__________.

When it comes to the topic of __________, most of us will readily agree that __________. Where this agreement

usually ends, however, is on the question of __________. Whereas some are convinced that __________, others

maintain that __________.

As I suggested earlier, defenders of __________ can’t have it both ways. Their assertion that __________ is

contradicted by their claim that __________.

Capturing Authorial Action

X acknowledges that __________. X agrees that __________.

X argues that __________. X believes that __________.

X denies/does not deny that _____. X claims that __________.

X complains that __________. X concedes that __________.

X demonstrates that __________. X deplores the tendency to ______.

X celebrates the fact that ________. X emphasizes that __________.

X insists that __________. X observes that __________.

X questions that __________. X refuses the claim that ________.

X reminds us that __________. X suggests that __________.

Disagreeing with Reasons

X is mistaken because she overlooks __________.

X’s claim that __________ rests upon the questionable assumption that __________.

X’s view that __________ is incorrect because, as recent research has shown, ________.

X contradicts himself. On the one hand, he argues _____. But on the other hand, he also says __________.

By focusing on __________, X overlooks the deeper problem of __________.

X claims __________, but we don’t need him to tell us that.

Anyone familiar with __________ has long known that __________.

Agreeing---with a Difference

I agree that __________ because my experience __________ confirms it.

X surely is right about __________ because, as she may not be aware, recent studies have shown that

__________.

X’s theory of __________ is extremely useful because it sheds insight on the difficult problem of __________.

I agree that __________, a point that needs emphasizing since so many people believe __________.

115

Agreeing and Disagreeing Simultaneously

Although one might agree with X up to a point, his overall conclusion is flawed because...

Whereas X provides ample evidence that __________, Y and Z’s research on __________ and __________

convinces me that __________ instead.

X is right that __________, but she seems on more dubious ground when she claims that __________.

While X is probably wrong when she claims that __________, she is right that __________.

Proponents of X are right to argue that __________. But they exaggerate when they claim that __________.

While it is true that __________, it does not necessarily follow that __________.

Establishing Why Your Claims Matter

X matters/is important because __________.

Although X may seem trivial, it is in fact crucial in terms of today’s concern over ______.

Ultimately, what is at stake here is __________.

These findings have important consequences for the broader domain of __________.

My discussion of X is in fact addressing the larger matter of __________.

These conclusions/This discovery will have significant applications in _________ as well as in______________.

Although X may seem of concern to only a small group of __________, it should in fact concern anyone who

cares about __________.

*adapted from “They Say/I Say”: The Moves That Matter in Academic Writing, by Gerald Graff and Cathy Birkenstein. W.W.

Norton & Company: New York, 2006.

116

Commonly Used Transitions These transitions can be unbelievably valuable as you model writing and invite students to practice

constructing their own writing. Remember: the goal with any scaffold is to build independence, but in

order for students to do so, they must first master the language used when transitioning between ideas.

Cause and Effect

accordingly as a result consequently hence

it follows then since so

then therefore thus

Conclusion

as a result consequently hence then

in short in sum it follows, then therefore

thus to sum up to summarize

Comparison

along the same lines in the same way likewise similarly

Contrast

although but by contrast conversely despite the fact that

even though however in contrast nevertheless

nonetheless on the contrary regardless whereas

while yet

Addition

also and besides furthermore

in addition in fact indeed moreover

so too

Concession

admittedly although it is true that granted

I concede that of course naturally to be sure

Example

after all as an illustration consider for example

for instance specifically to take a case in point

Elaboration

actually by extension in short that is

in other words to put it another way to put it succinctly ultimately

117

Dialogue Rules

RULE #1: A direct quotation begins with a capital letter.

Jimmy shouted, “See you at the game!”

“Is it true?" asked Cindy.

RULE #2: When a quotation is interrupted into two parts with words like “he asked” or “the teacher

demanded,” the second part begins with a lowercase letter.

“What are some of the things,” Mrs. Baskin inquired, “that make school so much fun?”

“One thing I like,” replied Sarah, “is recess!”

RULE #3: When writing dialogue, all punctuation marks at the end of the quotation go inside the

quotation marks.

“Let's visit the museum,” suggested Samantha.

Jon replied, “Didn't we go there last weekend?”

“But when we did,” Beth added, “we didn't see the Ancient Egyptian exhibit.”

RULE #4: Do not put a period at the end of a quotation followed by things like she said, mom asked, he

explained, etc. Use commas, question marks, and exclamation marks but not periods. Periods end

sentences.

“My Algebra class is driving me crazy!” Paul yelled.

“That's my favorite class,” Becky replied.

RULE #5: Make a new paragraph (indent) when a different person begins to speak.

"Last night, I dreamt that I ate a giant marshmallow," Kevin said.

"Was that anything like the dream you had about eating your way through a mountain of fruit cocktail?"

asked Suzy.

"Scarier," Kevin explained. "This time I woke up and my pillow was gone."

OTHER REMINDERS:

-Always make it clear who is speaking in the dialogue.

-Try to avoid using the word “said” repeatedly.

-Use interrupters sparingly

*Adapted from http://www5.semo.edu/english/taweb/content/dial

http://www5.semo.edu/english/taweb/content/dialogue_rules.htm

http://www5.semo.edu/english/taweb/content/dialogue_rules.htm

118

Basic Comma Rules

1. Commas must be used to separate three or more items in a series. The commas before the word and at

the end of the list is optional.

a. Her room was cluttered with books, clothes, shoes, and magazines.

b. She took sandwiches, fruit, cookies, and drinks to the company picnic.

2. Commas are used after long dependent clauses followed by an independent clause. You should notice a

pause after the dependent clause.

a. After studying for the exam, Joe ate his dinner.

b. Joe ate his dinner after studying for the exam.

c. When I did not get my raise at work, I made an appointment to see my boss.

3. Commas are used to separate interrupters from the sentence.

a. Nobody, for example, did their homework last night.

b. She will, nevertheless, finish her homework tonight.

4. Use commas in addresses and dates.

a. Sample address: Sammy lives on 25 Liberty Street, Newburgh, NY 12553.

b. Today is Thursday, January 17, 2016.

5. Use commas when writing an informal letter after the opening and the closing.

a. Dear Betty,

b. Yours truly,

6. Use commas with direct quotations. You must place quotation marks around the exact words spoken

and use commas to set the quotation from the remainder of the sentence.

a. John said to Marcy, “I cannot marry you.”

b. “I cannot marry you,” John said.

7. Use commas for short expressions such as well, yes, no, oh, or sure.

a. Yes, please come in.

b. Oh, he forgot to lock the door again.

8. Commas are always used between two complete ideas (independent clauses) when you use the joining

words (for, and, nor, but, or, yet, so). Put the comma BEFORE the joining word.

a. I love to read books, but I also love to play outside.

9. Use commas to separate two or more adjectives preceding a noun.

b. He is a strong, healthy man.

119

There/Their/They’re

There

Use there when referring to a place, whether concrete ("over there by the building") or more abstract ("it

must be difficult to live there").

There is an antique store on Camden Avenue.

The science textbooks are over there on the floor.

There are many documents that are used in investigations

Their

Use their to indicate possession. It is a possessive adjective and indicates that a particular noun belongs

to them.

My friends have lost their tickets.

Their things were strewn about the office haphazardly.

They’re

Remember that they're is a contraction of the words they and are. It can never be used as a modifier, only

as a subject (who or what does the action) and verb (the action itself).

Hurry up! They're closing the mall at 6 tonight!

I'm glad that they're so nice to new students here.

120

Citing Sources

MLA APA

The Modern Language Association (MLA) provides a method for source documentation that is used in most humanities courses. The humanities place emphasis on authorship, so most MLA citation involves recording the author’s name in the physical text. The author’s name is also the first to appear in the “Works Cited” page at the end of an essay. The most recent MLA formatting can be found at https://owl.english.purdue.edu.

The American Psychological Association (APA) provides a method for source documentation that is used in most social sciences courses. The social sciences place emphasis on the date a work was created, so most APA citation involves recording the date of a particular work in the physical text. The date is usually placed immediately after the author’s name in the “References” page at the end of an essay. The most recent APA formatting can be found at https://owl.english.purdue.edu.

Websites for MLA/APA citations:

http://www.citationmachine.net/

http://www.easybib.com/

http://www.bibme.org/

https://owl.english.purdue.edu/owl/resource/560/10/

http://www.citationmachine.net/

http://www.easybib.com/

http://www.bibme.org/



121

Teacher-Student Conferences

(Reading, Writing, Goal Setting, etc.) Purpose: One-on-one conferences enhance the relationship between teacher and student, giving the teacher a

better understanding of what each student is capable of doing, and what each student needs to do to move toward

independence. One-on-one conferences can improve self-esteem and aid in the development of a literate

community (Calkins 1986).


● To provide regular opportunities to meet with students

● To establish classroom procedures and expectations for independent work time so conferring can happen

without interruptions

● To highlight what worked, identify areas that could improve and offer suggestions for change

● To collect formative/anecdotal data about a student’s learning

● To listen and provide feedback to the student


● To come to the conference prepared (book, reader’s response journal, writing journal, writing project,

etc.)

● To follow the classroom expectations for this time

● To actively participate in the conference by sharing their work, thinking and understanding

● To establish a goal(s) to move their skills/understanding forward

An Observer May See:

● Teachers providing regular and consistent times for one-on-one conferences

● Teachers and students sitting side by side having a conversation about the student’s work and learning

● Teachers providing feedback, individualized instructional support and goal setting

● Teachers taking formative assessments/anecdotal notes as a child reads or shares their writing/work

Allen, Conferring: The Keystone of Reader’s Workshop, 2009

Anderson, How’s it going? A practical guide to conferring with students, 2000 Johnson, One Child at a Time, 2006

Miller, Reading with Meaning, 2002 Serravallo & Goldberg, Conferring with Readers, 2007

122

Works Cited Allington, Richard L. What Really Matters for Struggling Readers: Designing Research-Based Program. New

York: Longman, 2001. Print.

Allington, Richard L., and Peter H. Johnston. What Do We Know About Effective Fourth-Grade Teachers and

Their Classrooms? Albany, NY: National Research Center on English Learning & Achievement, U at Albany, State U of New York, 2000. Print.

Anderson, Richard C., Hiebert, Elfreda., Scott, Judith., and Ian A.G. Wilkinson. Becoming a Nation of Readers:

The Report of the Commission on Reading. Washington, D.C.: National Academy of Education, 1985. Print.

Calkins, Lucy. The Art of Teaching Writing. Heinemann: Portsmouth, NH. 1994.

Chall, J.S. Stages of Reading Development. Orlando, FL: Harcourt Brace & Company. 1996. Print. Common Core State Standards Initiative. Common Core State Standards for English Language Arts and

Literacy in History/Social Studies, Science, and Technical Subjects. Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers. 2010.

Cunningham, A.E. and Stanovich, K.E. Reading Matters: How Reading Engagement Influences Cognition.

2003. Daniels, Harvey (Ed.) Comprehension Going Forward: Where We Are and What’s Next. Portsmouth,

NH: Heinemann. 2011. Print. Davies, Anne. Making Classroom Assessment Work, 2nd Edition. Courteney, BC: Connections

Publishing. 2007. Print.

Douglas, R, Klentschy, M.P., & Worth, K (Eds.). (2006). Linking Science & Literacy in the K-8 Classroom. Arlington, VA: NSTA Press.

Fisher, D., Frey, N. & Williams, D. (2002). "Seven Literacy Strategies that Work," Educational Leadership, 60

(3), 70-73.

Fountas I. & Pinnell, G.S. Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy.

Heinemann: Portsmouth, NH. 2001.

Fountas I. & Pinnell, G.S. Guided Reading, Second Edition: Responsive Teaching across the Grades. Heinemann:

Portsmouth, NH. 2016.

Fountas, Irene C. and Pinnell, Gay Su. Teaching for Comprehension and Fluency: Thinking, Talking and Writing About Reading, K-8. Portsmouth, NH: Heinemann. 2006. Print.

Fountas, Irene C. and Pinnell, Gay Su. The Fountas & Pinnell Literacy Continuum: A Tool for Assessment, Planning, and

Teaching. Portsmouth, NH: Heinemann. 2017. Print. Fountas I. & Pinnell, G.S. The Continuum for Literacy Learning Grades Pre-K -8: A Guide to Teaching. 2007, 2010. Graham, S., & Perin, D. Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High

Schools. Carnegie Corporation of New York. 2007.

Grant, M.C., & Fisher, D. (2010). Reading and Writing in Science. Thousand Oaks, CA: Corwin Press.

Guthrie, J.T., Wigfield, A, & Perencevich, K.C. (E.Ds.). (2004). Motivating Reading Comprehension:

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56-60.

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Documents

Table of Contents Word from Dr. Padilla..... 5 Literacy Instruction Across Common Core Standards and Shifts ..... 7 ... Project & Nagin 2003). The Common Core Standards ( t r s r)