Collaborative Teacher Training in Reading/Language Arts

Collaborative Teacher Training in Reading/Language Arts

Welcome

Introductions

• Latricia Bronger

• Kimberly Landrum

• Nicole Fenty

• Sean Fenty

• Corrie Orthober

• Karla Stauble

Teacher Introductions

Name

School

Grade Level

Today’s Agenda • Overview of the Project

• Building Community

• Knowledge Survey

• Current Understanding of the New Common Core

• Standards Overview

• College and Career Readiness Overview

• Instructional Strategies

• Planning

• Knowledge Survey

• Evaluation and Feedback

“All states and schools will have challenging and clear standards of achievement and accountability for all children, and effective strategies for reaching those standards.”

— U.S. Department of Education.

Project

• Overview

• Topics and strategies

• Interview results

• Next meeting is March 23rd at Carroll County Co-op office

Community Building Activity

Human Bingo

• Go around the room and meet other teachers.

• When you meet, ask them to share one thing in one of the cells that relates to them.

• Have them sign that square and move on to another person.

• Each person should sign each sheet one time only.

• You can sign your own sheet once.

• The goal is to get four cells in a row (diagonal, across, or down).

• Yell when you have bingo!

Knowledge Survey

You will have 5-10 minutes to complete

Brainstorm Knowledge of the New Common Core Standards in

English/language Arts Continuing Thinking Discussion Chart

•Take a few minutes to complete the first column “What I know now.” •Then share the information from your first column with others at your table. As others share, record any “new information” you learn “from others” in the second column. •Finally, record any “questions still remaining” in the third column. •We will be collecting and using the information you record to plan future sessions.

Why are we here?

We Are Learning: (WALT)

• About the new common core standards for informational text.

• About strategies to support the new common core standards for informational text.

When I Learn: (WILT)

• I can provide strategy instruction to support the new common core standards for informational text.

Where Have We Been? Where Are We Going?

Reflections of our Goals-

Common Core State Standards

Walking together to support

comprehension

Informational Text: Strategies for

Differentiation

12

Why new standards?

• Charge from states

• Senate Bill 1

Common Theme:

Prepare students for college and careers in 21st century, globally competitive society

How are the Standards organized?

College and Career Readiness Standards

Academic Standards for English Language Arts

Academic Standards for Literacy in

History/Social Studies, Science, and Technical

Subjects

College and Career Readiness Standards

English Language Arts

Reading (20)

1)Informational (10)

2)Literary (10)

Writing (10)

Speaking & Listening (6)

Language (6)

Literacy in History/Social Studies, Science, and Technical Subjects

Reading

Writing

Example: R.CCR.7 Integrate and evaluate content presented in diverse media and formats, including visually and

quantitatively as well as in words

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot

RI. 5..7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently

RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors

RI. 9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account

RL. 11-12.7

Analyze multiple interpretations of a story, drama, or poem (e.g. recoreded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist).

How are the Standards organized?

3 Appendices A: supplementary materials and glossary

B: text exemplars, text complexity, and sample performance tasks

C: annotated writing samples at various grade levels

• Strategy use

• Instructional advice

• Everything

• G/T or advanced work

• Interventions

• Supports for students with special needs, ELLs

• The “whole” of CCR

What you won’t see.

What else do I need to know?

• CCR vs. grade-specific Standards

• Grade level Standards for K-8

• Grade band Standards for 9-10 and 11-12

• Emphasis on informational and persuasive text (NAEP)

• A focus on results rather than means

• An integrated model of literacy

• Research and media skills blended into Standards

• Shared responsibility for students’ literacy development

When do I need to be ready?

• Kentucky conditionally adopted standards February, 2010

• Final Standards released June, 2010

• Instruction begins officially in Fall, 2011

• Assessment in Spring, 2012

College and Career Readiness

• Overview of English 101 and 102 at UL

Presentation Overview

• Reaffirm how important Middle School Reading and Language Arts teachers are to student and societal well-being

• Connect Common Core Standards to College and Career Readiness Anchor Standards

• Connect Anchor Standards to Student Success in College

• Connect Anchor Standards to Student Success beyond College

What and How You Teach Matters to Students Because…

• You teach critical thinking and communication skills to young people that form the foundation for all future learning.

• Without you, many students will not make it to college, let alone succeed when they get there.

• Those who do make it remember and appreciate you and what they learned in your classes (I have Literacy Narratives to prove it!).

What and How You Teach Matters to Society Because…

• The skills you are teaching help shape young minds so that they are better equipped to contribute to society in a meaningful way (you teach the future “music makers and dreamers of dreams”).

• Not all students will have as many future opportunities as we hope to learn and refine these thinking, reading, and writing skills (if they don’t learn from you, they may never learn).

Common Core Standards Build Toward College and Career Readiness

Progression of Reading Standard for Informational Texts 8: • RI.8.6: Trace and evaluate the argument and specific claims in a

text, distinguishing claims that are supported by reasons and evidence from claims that are not.

• RI.8.7: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

• RI.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

Similarity to Corresponding College and Career Readiness Standard: • Delineate and evaluate the argument and specific claims in a text,

including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

College and Career Readiness Standards and FYC Learning Outcomes

College and Career Readiness Reading Standard 8: • Delineate and evaluate the argument and specific claims in

a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Related Writing Learning Outcomes for English 101 and 102: • Choose evidence and details consistent with purpose and

audience. • Summarize argument and exposition of a text accurately. • Provide supporting evidence from research sources. • Identify and evaluate sources. • Use research sources to discover and focus a thesis.

How Mastering Standards Can Help Students Beyond College

College and Career Readiness Standards: 8. Delineate and evaluate the argument and specific claims in a text,

including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

These Standards are Echoed by Employers: At UofL, we are currently rewriting our learning outcomes for ENGL

306. To get a better handle on what matters most to the future employers of our students, we interviewed members of the business community. We have found that the skills they identify as keys to their success are the same skills we are trying to teach with standards such as these. For example…

Real World Applications for these Standards

Students who have mastered these standards can apply these skills in the workplace when they:

• Evaluate customer feedback to improve products and services

• Compare differing solutions to workplace problems and determine the best course of action based on an analysis of the evidence

Students can apply these skills outside of the workplace when they:

• Evaluate competing claims to determine what product or service to purchase

• Compare different approaches to social, economic, and political issues to determine the best way to vote or act

Components of Comprehension

Strategy Instruction

Key strategies

Preparation Organization Elaboration Metacognitive

What are the key strategies? • Preparation strategies

– Using prior knowledge, setting purpose, previewing, predicting

• Organizational strategies

– Identifying main idea, summarization

• Elaboration Strategies

– Questioning, making inferences, visualizing

• Metacognitive Strategies

– Regulating, checking and repairing

Informational Text Integration of Knowledge and Ideas

6th Grade 7th Grade 8th Grade

Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

6th Grade 7th Grade 8th Grade

Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Take a few minutes at your tables to talk about what each of the standards

mean at your specific grade level.

Informational Text

In your discussion consider

(1) how you would explain the standard(s) to a student or parent

(2) what students in you class need to know and understand to attain mastery on the standard(s)

(3) what students in your class need to do to demonstrate mastery of the standard(s)

Concept Mastery Routine

Assessment

• Consider how you would assess student understanding of this strategy

The Use of Praise

Do You Praise Your Students?

• Think of a recent example of when you used praise.

• Do you think praise works for your students?

• Have you ever considered praise to be a controversial academic and behavioral strategy?

Two Sides of Praise: Alfie Kohn’s Side

• Published in Young Children, 2001

• Criticized the use of praise with young children

• He suggested that is can be harmful for five reasons

• For a more detailed look a the issues as well as comprehensive list of citations to relevant research—please see his books

– Punished by Rewards

– Unconditional Parenting

• Disclaimer: the following slides include direct quotes from the article for the purpose of this activity.

Reason #1: Manipulating Children Kohn’s Argument

• Rheta DeVries, a professor of education at the University of Northern Iowa, refers to this as “sugar –coated control”

• Often times, praise is used to control children’s behavior

• It is a way of doing something to children to get them to comply instead of working with students

• It does not engage them in a conversation about what makes a classroom function smoothly which will help students become thoughtful people

• Young children want our approval, we have a responsibility not to exploit the dependence for our own convenience – Example: Saying “Good Job” to reinforce something that makes our lives

easier but can take advantage of children’s dependence

• Kids may also feel manipulated by this

Reason #2: Creating Praise Junkies Kohn’s Argument

• The more we say “ I like the way you….” or Good _____ ing,” the more kids will come to rely on our evaluations and our decisions about what is good and bad, rather than learning to form their own judgments

• Mary Budd Rowe, a researcher at the University of Florida, found that students who were praised lavishly by their teachers were – More tentative in their responses – More apt to answer in a questioning tone of voice – Tended to back off an idea if an adult disagreed with them – Less likely to persist with difficult tasks or share ideas with other students

• “Good Job” does not reassure students, it makes them feel less secure

• Vicious circle – The more we praise, the more the need it!

Reason #3: Stealing a Child’s Pleasure Kohn’s Argument

• Children should have the right to choose when to take delight in their accomplishments instead of adults telling them when to

• Every time we tell as child “Good Job” we are telling a child how to feel

• Constant stream of value judgments is not necessary or useful for children’s development

• “Good Job” is just as much as an evaluation as “Bad Job” • People, including kids don’t like to be judged • I resist the knee-jerk reaction of “good job” because I

don’t want to dilute her joy – I want her to share her pleasure with me, not look at me for

a verdict

Reason #4: Losing Interest Kohn’s Argument

• Lilian Katz, one of the countries leading authority on early childhood education, warns “once attention is withdrawn, many kids won’t touch the activity again.”

• An impressive body of scientific research has shown that the more we reward people for doing something, the more they tend to lose interest in whatever they had to do to get the reward – The point is not to draw, to read, to think, to create—the point is to

get the goody

• In a study done by Joan Grusec at the University of Toronto, young children who were frequently praised for displays of generosity tended to be slightly less generous on a everyday basis than other children were – Generosity became a means to an end

Reason #5: Reducing Achievement Kohn’s Argument

• Researchers keep finding that kids who are praised for doing well at a creative task tend to stumble at the next task and they don’t do as well as children who weren’t praised to begin with.

• Why?

– Praise creates pressure to keep up the good work

– Their interest in what they are doing may have declined

– Less likely to take risks once they start thinking about how to keep positive comments coming their way

Closing Arguments: Kohn’s Suggestions

• Praise involves evaluative eruptions from adults

• “We praise more because we need to say it rather than because children need to hear it”

• Alternatives: – Say nothing

– Say what you say • simple evaluation free statement—”you put your shoes on by

yourself”

– Talk less, ask more • Even better than descriptions are questions

– “What was the hardest part to draw?”

Two Sides of Praise: Philip S. Strain & Gail A. Joseph’s Side

• Published in Journal of Positive Behavior Interventions, 2004

• Argue that Kohn’s article is misleading

• Kohn’s article misrepresents behavioral interventions, depreciates professionals who use them, and specifically distorts positive reinforcement.

• Does not accurately depict the available evidence of positive reinforcement

Rebuttal #1: Manipulating Children Strain & Joseph’s Argument

• The conversational alternative is developmentally inappropriate for very young children (as well as others with special needs)

• Kohn offers an intervention alternative of minimal applicability

• An impressive body of literature that demonstrates reinforcement can be used to teach such things as creativity in toy play, to make choices, or to solve interpersonal conflicts (Wolery, 2000)

Rebuttal #2: Creating Praise Junkies Strain & Joseph’s Argument

• We could only find evidence that pinpointed to its inaccuracy – For example, well-developed set of strategies for systematically

reducing reinforcement over time (Timm, Strain, & Eller, 1979) and three decades of research on its efficacy (Kratochwill & Striber, 2000)

• On the contrary to what Kohn argues, one might want to consider the longitudinal data on children form abusive and neglectful circumstances as depicting the consequences of too little positive reinforcement (Kolko, 1996; Thompson & Wyatt, 1999)

• Observational data on the advanced academic achievement and social competence of children in elementary school who receive the most praise (Strain, Kerr, Stagg, Lambert, & Lenkner, 1984)

• Relatedly, if Kohn were correct in his assertion, surely we would all know a troubled adolescent who got that way from too much praise early on in life. We have yet to run across such a person.

Rebuttal #3: Stealing a Child’s Pleasure Strain & Joseph’s Argument

• We agree that children should take pleasure in their accomplishments

• From what is know about socialization, we contend that feedback from adults is the primary means by which children learn to take pride in those acts (Delpit, 1995).

• Literature suggests that “Good job” is but one example of adult behavior that could operate as positive reinforcement.

• Not all phrases that function as positive reinforcement need to have an evaluative element, as Kohn implied

• We find a number of other arguments to be illogical – Evidence has suggested that children’s immediate and long-term

responses to positive and negative feedback are fundamentally different (Hawkins, Catalano, & Miller, 1992).

Rebuttal #4: Losing Interest Strain & Joseph’s Argument

• Hundreds of empirical demonstrations has shown that praise (when it in fact operates as positive reinforcement) increases the likelihood that the prosocial behavior will increase in the future, not decrease, as Kohn suggested (Odom & Strain, 2002).

Rebuttal #5: Reducing Achievement Strain & Joseph’s Argument

• Data suggest that positive reinforcement only serves to strengthen the behavior. Moreover, children who have received a lot of positive reinforcement are popular with other children because they utilize positive feedback in their interactions with others (Strain & Kohler, 1998; Webster-Stratton, 1999)

Closing Arguments: Strain & Joseph’s Argument

• In our view, adults and children do not hear “Good Job” enough

• Moreover, Kohn’s arguments resemble more of a high school debate than reflective practice, critical inquiry, and the advancement of meaningful discourse about facilitating children’s development.

Group Assignment

• Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Frame

What is the Framing Routine?

A visual device that

1. Promotes understanding and recall of key ideas

2. Allows students to preview material and/or take

notes

The Framing Routine

Increases classroom learning by helping students

• understand and learn information through concrete representation of abstract ideas

• focus on studying most essential information

• focus on relationships between main ideas and details as well as among main ideas

• MOST importantly, structure their thinking

Top to bottom,

Left to right.

Supporting Research

• The Framing Routine was studied in intermediate

and secondary classes (grades 4-12) characterized

by diversity.

• In each study, teachers learned the routine easily,

and student learning gains were observed by

teachers and researchers.

• Students gained an average of 10 to 15 percentage

points on tests or tasks that required

demonstration of mastery.

Supporting Research

• Students improved 21% on essay tests

• Students identified more information more meaningfully

• Writing fluency increased dramatically

– Students wrote an average of 102 more words on post-test writing tasks;

ideation was significantly more coherent; improved mechanics

The FRAME Linking Steps

Step 1: Focus on the Topic

• Name the key topic

• Give a short explanation of the topic

• Involve students in an activity to

“hook” them and activate their prior

knowledge

a period of social change in the U. S.

To really create social change, many people have to be organized, outspoken, and persistent!

Progressive Era

Unsafe food

Monopolies

Limited voting rights

Unsafe and unfair working conditions

Muckrakers wrote about problems

Bully pulpits forced new laws

Demonstrators created public pressure

Activists organized protests

Meat Inspection Act

Anti- trust Act

Voting rights expanded

Commerce and Labor Departments

Social Problems Tools for Social Change Social Changes

The FRAME Routine Key Topic

Main idea

is about…

So What? (What’s important to understand about this?)

Essential details

Main idea

Essential details Essential details

Main idea

THE KEY TOPIC

The name of the key topic being studied.



Progressive Era

Unsafe food

Monopolies







Meat Inspection Act

Anti- trust Act





Main idea

is about…


Essential details

Main idea


Main idea

“IS ABOUT” STATEMENT

A brief explanation of what

the key topic is about.

Checklist for Focus on the topic

• Is the topic a key word(s) about the critical content?

• Does the paraphrase capture the essence of topic? – Is it a short explanation or definition in

student-friendly language?

– Does it connect the topic to students’ prior knowledge?

Step 2: Reveal Main Ideas

• Introduce each main idea

• Provide an overview of how

they are related



Progressive Era

Unsafe food

Monopolies







Meat Inspection Act

Anti- trust Act





Main idea

is about…


Essential details

Main idea


Main idea

MAIN IDEAS

Depicts the main ideas behind the key topic.

Can be subtopics or brief phrases representing

components of the key topic or items that are

sequentially related to each other and the key

topic. The actual number of main ideas may

vary.

Factors to Consider When Selecting Main Ideas

• Related to topic

• Essential for understanding topic

• Parallel

• Coherent

• Foundational p. 19

Example Key Topics and Main Ideas

• Plate Tectonics Convergent

Divergent

Transform Fault

• States of Matter Solids

Liquids

Gas

Plasma

• Characteristics of Life

What main ideas would be parallel and coherent?

Create Your Own

Come up with at least two key topics with three main ideas for each topic.

Step 3: Analyze Details

• Discuss specific information about each

main idea

• Record Essential Details to be learned

and remembered

• Additional, non-essential information

may be discussed, but not recorded on

the form.



Progressive Era

Unsafe food

Monopolies







Meat Inspection Act

Anti- trust Act





Main idea

is about…


Essential details

Main idea


Main idea

ESSENTIAL DETAILS

Details that are essential for students to

know and remember about each main idea.

Checklist for Analyze Essential Details

• Do the essential details reflect what all students should know about the main idea and what will be assessed?

• Do detail boxes contain a few key words (rather than long sentences)?

• Are details critical and not trivial? pp.19-20

Step 4: Make a “So What?” Statement

“What’s important to understand

about this-- content and real

world connections?”



Progressive Era

Unsafe food

Monopolies







Meat Inspection Act

Anti- trust Act





Main idea

is about…


Essential details

Main idea


Main idea

A statement designed to help students understand:

• how the current topic is related to the overall unit.

• how the topic can be used to solve or understand a

real-world problem.

SO WHAT?

OR

WHAT’S IMPORTANT TO

UNDERSTAND ABOUT THIS?

Types and Examples of “So What?”

Statements (p. 20)

• Summary or conclusion •All foods have health dangers.

• Connects to real-world context •Given the dangers that can exist in the food chain, we need to monitor origin and content.

• Metaphor or simile related to key topic •Eating certain foods is like playing on the freeway during rush hour.

Types and examples of “So What?”

Statements (p. 20)

• Identifies application or implications

•As citizens, we need to demand more of the FDA.

• Basic “life truth”

•Eat you die; don’t eat you die!

Checklist for Make a “So What?”Statement

• Does your so what statement explain how the current topic is related to the unit of study?

• Or how the knowledge of the topic can help solve a “real world” problem?

• Or how the information relates to the students’ lives?

• Or does the statement crystallize the conclusion or understanding from from exploring the topic?

Step 5: Extend Understanding (pp. 21 & 22)

•Use small bubbles to help students interact with the content and develop a deeper understanding of the topic.

– Potential “Menu”

• • Prioritize importance of ideas and details

• • Prioritize main ideas according to other criteria

• Speculate “What if…?”

• Forecast, predict or anticipate

• Connect ideas each other information previously learned past experiences in the real world

Step 5: Extend Understanding (additional ideas pp 36-42)

Or Extend Understanding with activities:

• Linear and Cause and effect FRAMES

• Summary Paragraph

• Fill in the blank FRAMES

• Exit Slip

• Other? • 1. • 2. • 3. • 4. • 5. • 6.

Self-Reflection Checklist: Extend Understanding

• Did your activity help students to process the topic and gain a deeper understanding of the the critical content?

• Did your activity help make the abstract, complex content more understandable for students?

The Linking Steps

• Focus on the topic

• Reveal main ideas

• Analyze details

• Make a “So What?” Statement

• Extend understanding

The Purpose of the Linking Steps

Guide the teacher to:

• Present the information in the Frame to

students in an effective manner.

• Involve students in constructing the Frame.

• Focus student attention on learning.

2 4 3

1

5

1-Intro: Topic

+Thesis

2- Main Idea +

Details

3- Main Idea +

Details

4- Main Idea +

Details

5-Conclusion: So

What?

Topic

Your Turn!

FRAME References

• Ellis, E. S. (1998). Framing Main Ideas and Essential Details to Promote Comprehension. Retrieved 2011, February 12, from http://www.ldonline.org/article/5765

• Ellis, E. S. (2008). The University of Kansas Center for Research on Learning. The Framing Routine: Framing the big picture with essential details. http://www.kucrl.org/library/cer/frame.shtml

85

http://www.ldonline.org/article/5765

http://www.kucrl.org/library/cer/frame.shtml

Assessment

• Consider how you would assess student understanding of this strategy

Plan with Grade Level Common Core Standard __________________________________________________________

Start Date: End Date:

Instructional Strategy:

Key Ideas and Details:

Common Assessment (Description):

Plan with School

• Carroll

• Gallatin

• Trimble

Knowledge Survey

• Take 5-10 minutes to complete.

Evaluation Form

Documents

Collaborative Teacher Training in Reading/Language Arts