Module 3 Teaching the Common Core through an Integrated Planning Approach

Module 3Teaching the Common Core

through an Integrated Planning Approach

Objectives• Become more familiar with the

CCSS Reading Standards for Literature & Informational Texts

• Understand how the close reading of informational text supports deeper comprehension

• Understand the skills a reader needs to process informational texts

• Become familiar with scaffolds to further develop academic conversations

NormsRespect for all

perspectives

Active listening and participation

Maintain a positive outlook and attitude

Proactive problem solving

Assumption of positive intent

Whittier City School District’s Instructional Focus

Developing deep comprehension and interpretive skills using literature and informational text, with an implicit focus on informational text and expository

writing

Close Reading Text based discussions

Constructed Response/Text

Dependent Questions

Building knowledge through

content-rich nonfiction, informational texts and

literature

Instructional Shifts

Reading and writing grounded in

evidence

Rich and rigorous conversations, dependent on common text

Instructional Strategies

Examining Standards

Sort the Reading Literature & Informational Text Standards

• Closed Sort: Resort the standards into two categories: Reading Literature and Reading InformationalWithin each of the above categories, sort into clusters:

Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, Range of Reading and Text Complexity

Discussion: What stood out to you after examining the Reading Informational Standards?How do the Reading Literature Standards support the Reading Information Standards?

Essentials of Reading Instruction

Informational Reading

• Malcolm Gladwell, in Outliers, reminds us that one of our jobs is to teach students to work hard—that is the key to extraordinary success. So here, you’ll begin by showing students how to approach a text in a serious, intellectual manner.

Boxes and Bullets (informational)

Main Idea• Detail• Detail

Main Idea

• Detail• Detail

Story Structure (Literature)

• Beginning, Middle and End• Scenes and plots

Informational Text Tool

Informational Reading Unit of Study

Previewing the Text • What text features do I notice? (pictures, headings, charts, captions )• What do they tell me?• What do I think this text will be about?

Activating Background Knowledge & Setting a purpose • What do I already know about the topic?• What might I read to find out?

Activating Knowledge of Text Structure (Boxes and Bullets)• What do I know about how informational texts are structured?• How is this text organized?

Making a plan for reading• Where will I start reading?

Before Reading Strategies

Informational Reading Unit of Study

Self-Monitoring for Meaning: • Coding the text• Summarizing• What did I just read?

• Questioning• What is confusing? • What am I wondering?

• Envision• What am I envisioning? (see, hear, touch, smell, feel)

• Main Idea/topic & Supporting Details: • What is the main idea/topic?• What details support the main idea/topic?

During Reading Strategies

Informational Reading Unit of Study

• Determining Important Details (Throughout Reading)• What is this whole text mostly about?• What is important to remember after reading this text?

• Synthesizing• What do I think now after reading this text?

• I used to think ______ but now I think__________

• Do I agree with the author?• What is the Big/Central Idea?• How does this fit with other information on the same

topic?

After Reading Strategies

Professional Reading

Points of EntryBy Nancy Frey and Douglas Fisher

Interactive Structures

Interactive Structure Options• Whip Around• Heads Together• Talking Stick/ Talking Chips• Think, Pair, Share• Think, Write, Pair, Share• Partner work• Quick Write

What structures have you used?How have they increased student engagement and allowed you to check for understanding?

Accountable Talk

Accountable Talk

Examine A TextAs a Team:• Read the selection• Summarize the selection • What is the text mainly about?• What are the main ideas?

First Read

The GOAL of the first read is for students to have a general understanding of what the text is about

Planning For The First Read

Decide what information must be frontloaded• If informational text is not connected to prior learning,

provide limited background information

Decide what vocabulary needs to be clarified• Informational text will have academic vocabulary that

students should be allowed to struggle through

Decide how the text will be read• Read Aloud, Whisper Read, Choral Read, Partner Read,

Independent Read

*This will depend on the complexity of the text and time of year and grade level.

Before First Read of Informational Text

Preview the text • Notice the headings, captions and pictures• What do you think this text is about?

Set a Purpose for Reading• Establish why they are reading the text• What will I learn?

Students share• This text will be about……• I think I will learn about….

Practicing the First Read

Read the entire selection Frontload information if necessaryStop only to define key vocabulary words that

cannot be defined in context and may interfere with meaning

Students Annotate: What was confusing? What do you wonder about?

Students Summarize the text• This text is mainly about….

Students share • I’m confused about _______ because…..• I wonder about …….

Planning For The First Read

Determine the Central Ideas after reading the Text• Kids can make a difference and take a

stand• Laws and beliefs are different around

other parts of the world• All kids deserve an education

Examining the Standards

What standards seem to be most suited for this text?

Planning For Close Reading

Chunk the text into Pivotal PassagesWhat sections merit a second read?

• Important and interesting sections or parts

• Sections that include different ideas or information

• Complex information; various structures within a paragraph

• Lengthy and substantial information

Planning For Close Reading

Determine Understanding to be DevelopedWhat do we want students to understand after

reading this section of the text?What idea is essential for them to understand?

Test your Understanding to be developedDoes it capture the main idea? Can it be supported with details from the Pivotal

Passage?Does is support the Central Idea/s?

Understanding To Be DevelopedTaliban is an oppressive group but Malala stood up to them

Planning For Close Reading

Develop Text Based Questions• Draft questions that will help students get

to the understanding that needs to be developed• Ensure questions lead students back to the

text and support discussion

Pivotal Passage #1Understanding To Be Developed:Taliban is an oppressive group but Malala stood up to them

Text Based Questions• What are we learning about the Taliban?• What are we learning about Malala?• Why does the author write “see Who are the

Taliban?”• What details from the text does the author use

to support the idea that the Taliban is an oppressive group?• Why does the author include a map? How

does it relate to what we read?

Planning For Close Reading

Develop an Enduring Question• Are questions students could think about

and discuss while reading the text that help them uncover the Central Idea

• This is the last question asked after each pivotal passage to build up to the culminating question

Practicing Close Reading

Enduring Question• What does the author want us to know?

Let’s Practice

With your table partner:• Read the second pivotal passage • Script the understanding that you want students to

develop after reading this section• Share with your table and share out to the group

Planning for Close Reading

Determine Understanding to be DevelopedWhat do we want students to understand after reading this

section of the text?What idea is essential for them to understand?

Test your Understanding to be developedDoes it capture an idea that can be supported in the whole

section?Does is support the Central Idea/s

Determine Understanding to be Developed for Pivotal Passage #2 Malala perseveres though this tragedy and continues to spread the message of equal rights

Let’s Practice Close Reading

Understanding to be Developed for Pivotal Passage #2 Malala perseveres though this tragedy and continues to spread the message of equal rightsText Based Questions for Pivotal Passage #2• How does Malala defy the Taliban?• What happened as a result of her actions?• What new information are we learning about the

Taliban?• How does it connect to what we learned?• What information does the photo and caption tell us?• How does it add to our understanding?• Why does Malala mean when she says,” Lets pick...?• Why does the author include it at the end of the

article?

Planning For Close Reading

Develop a culminating question for discussion and constructed response• This question will be asked to engage the

class in an extended discussion about the Main/Central idea• Students will also answer this question in

writing (constructed response)

Let’s Practice

• Culminating Question for discussion and constructed response

The title of the article is Malala’s Dream why did the author choose this title?

How to Answer a Constructed Response

Question1. Read the question at least 2x2. Start your sentence by answering the question• What does the Author want reader’s to know about the Amazon

Frog?• The author wants readers to know that Amazon Frogs are

dangerous predators.

3. Next add a few examples from the text to support your sentence. • Start by writing…..For example, an Amazon frog will try to eat

just about anything, it will even try eating animals that are bigger than itself. The author also wrote that the tadpoles attack each other and other tadpoles. Another idea the author wants readers to know is that Amazon Frogs have horns that help them hide in the forest as they wait for their prey.

4. Conclude with a final statement• Overall, Amazon Frogs are fearless predators that you don’t

want to stand next to in the rainforest.

How to Answer a Constructed Response

QuestionThe author wants readers to know that

Amazon Frogs are dangerous predators. For example, an Amazon frog will try to eat just about anything, it will even try eating animals that are bigger than itself. The author also wrote that the tadpoles attack each other and other tadpoles. Another fact the auhor wants readers to know is that Amazon Frogs have horns that help them hide in the forest as they wait for their prey…… Overall, Amazon Frogs are fearless predators that you don’t want to stand next to in the rainforest.

Examining The Common Core Standards

• Which Writing standards are we addressing?• Standard 1-3 (short constructed response)• Standard 10 (short constructed response)

Constructed Response Resource

http://mdk12.org/assessments/k_8/items/cr_grade3_reading.html

http://mdk12.org/assessments/k_8/items/cr_grade4_reading.html

http://mdk12.org/assessments/k_8/items/cr_grade5_reading.html

Examine Lessons

Using Collaborative

Learning to Foster Discussion and

Writing

Examining The Common Core Standards

Listening and Speaking Standards • Look at Standard 1 Comprehension and

Collaboration• What work have we done already to address this

standard?• What are our next steps?

Teach the behaviors partners

demonstrate

Teach strategies partners use

• Look at each other• Listen to each other

carefully• Lean in closely• Take turns(A&B)(B&A)

• Lean in closely to hear

• Ask a partner to speak up when they cannot hear

• They say things like, “Now it’s your turn.” “What do you think?”

Ways to Listen & Grow IdeasClarifyingWhat do you mean by…?

ClarifyingWhat I’m trying to say is….

ElaborateCan you say more about that?Why is that important?

ElaborateIn the article it says….I think it’s important because……

Supporting with EvidenceCan you show me evidence in the text?Can you show me where it says that?

Supporting with EvidenceThe author wrote…..In the text it says ….

AgreeI agree with what _____ said because….You are right about that because……..I thought about that also since……..DisagreeI disagree with the idea that…. because…..I see it another way because……My idea is different from yours because……..

Adding onI would like to add onto _____’s idea………Another reason is…..In addition to what ____ said……..

Rich and Rigorous Conversations

What Is Our Ongoing Role In Developing Student

Partnerships?

Teach: Model or Fish-Bowl

Observe: Are students….

Coach: Try this…Say this..(whisper

in )

Give Feedback: Today I saw…I

noticed…

Next Steps• Schedule a time to teach the lessons and debrief the

process• Teach Discussion Stems• Review the grade level planning tool for close reading

with your team & try it out• Bring artifacts (charts, student work samples, videos,

pictures, notes)

Thank you!