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MIDDLE SCHOOL SOLS ADDRESSED
6.5, 7.5, 8.5: The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.
6.6, 7.6, 8.6: The student will read and demonstrate comprehension of a variety of nonfiction texts.
HIGH SCHOOL SOLS ADDRESSED
9.4: The student will read, comprehend, and analyze a variety of literary texts including narratives, narrative nonfiction, poetry, and drama.
9.5, 11.5, 12.5: The student will read and analyze a variety of nonfiction texts.
10. 5: The student will read, interpret, analyze, and evaluate nonfiction texts.
DO NOW
List three instructional practices that help your students grow as readers.
TURN AND TALK
Share your strategies with an elbow partner.
LEARNING TARGETS
I can create lessons that gradually release students to help ensure
mastery; pair text to equip students to analyze and
respond to conflicting evidence or viewpoints; anchor reading, analysis, and discussion to a
guiding question; use graphic organizers as a tool for students to
make inferences and draw conclusions using relevant evidence from the text as support;
utilize meaningful student dialogue as a means to frequently check for understanding.
INSTRUCTIONAL PRACTICES THAT WORK1. Gradual Release
I Do (Model) We Do (Guided Practice with a small group or partner,
with teacher feedback in the moment) You Do (Independent Practice to check for strengths
and needs)
2. Visual Scaffolds Resources that provide a clear image of the
expectations and allow students to troubleshoot
3. Student Created Graphic Organizers Use the language of Curriculum Framework Require relevant, specific supporting details Analyze to determine the writer’s intent
LET’S GET STARTED
Jot down how you use the word ‘like’.
GUIDING QUESTION
Has the use of technology had an impact on the meaning of ‘like’?
PAIRED PASSAGES
RESOURCE FOR PAIRED PASSAGES
Poetry Pairings
http://learning.blogs.nytimes.com/category/poetry-pairings/
“SESTINA: LIKE” BY A. E STALLINGS
Silently read the poem “Sestina: Like” by A. E. Stallings. Consider the following guiding question:
Has the use of technology had an impact on the meaning of ‘like’?
“SESTINA LIKE” BY A. E. STALLINGS
Writer’s Tool Tool Defined
Relevant Detail
Writer’s Intent
Word Choice
Form/Purpose
Devices
Rhyme
Rhythm
Tone
Voice
Main Idea:
THE APPROACH Use the language of the Curriculum Framework Require relevant, specific supporting details Analyze to determine the writer’s intent
MODEL It! Show the students HOW to deconstruct the text.
Give students some independent think time to address the text.
Allow students to practice in pairs. The meaningful dialogue is purposeful.
Keep your model available as a visual scaffold. Require independent practice.
Use with a variety of texts and skills
WRITE ABOUT IT!
YOUR FACEBOOK ‘LIKE’ IS CONSTITUTIONALLY PROTECTED SPEECH
Silently read the news article. Consider the following guiding question:
Has the use of technology had an impact on the meaning of ‘like’?
“YOUR FACEBOOK ‘LIKE’ IS CONSTITUTIONALLY PROTECTED SPEECH”
Writer’s Tool Tool Defined
Relevant Detail
Writer’s Intent
Word Choice
Form/Purpose
Devices
Rhyme
Rhythm
Tone
Voice
Main Idea:
WRITE ABOUT IT!
RESPOND TO THE FOLLOWING QUESTION USING RELEVANT EVIDENCE FROM BOTH THE POEM AND THE NEWS ARTICLE TO SUPPORT YOUR ASSERTION.
Assertion (Your Conclusion):
Evidence Commentary
THE APPROACH Use the language of the Curriculum Framework Require relevant, specific supporting details Analyze to determine the writer’s intent
MODEL It! Show the students HOW to deconstruct the text.
Give students some independent think time to address the text.
Allow students to practice in pairs. The meaningful dialogue is purposeful.
Keep your model available as a visual scaffold. Require independent practice.
Use with a variety of texts and skills
FINAL STEPS
Discuss It!
Write About It!
INSTRUCTIONAL PRACTICES THAT WORK1. Gradual Release
I Do (Model) We Do (Guided Practice with a small group or partner,
with teacher feedback in the moment) You Do (Independent Practice to check for strengths
and needs)
2. Visual Scaffolds Resources that provide a clear image of the
expectations and allow students to trouble shoot
3. Student Created Graphic Organizers Use the language of the Curriculum Frameowork Require relevant, specific supporting details Analyze to determine the writer’s intent
LEARNING TARGETS
I can create lessons that gradually release students to help ensure
mastery; pair text to equip students to analyze and
respond to conflicting evidence or viewpoints; anchor reading, analysis, and discussion to a
guiding question; use graphic organizers as a tool for students to
make inferences and draw conclusions using evidence from the text as support;
utilize meaningful student dialogue as a means to frequently check for understanding.
RESOURCES USED DURING MODELING
Fung, Brian. “Your Facebook Like is Constitutionally Protected Speech.”
The Washington Post, 18 Sept. 2013. Web. 19 July 2014.
Magaziner, Lauren. “Plastic Bags: Convenient and Cruel.” Scope April 2014:
20-21.
Stallings, A. E. “Sestina: Like.” The Learning Network. The New York Times,
27 Feb. 2014. Web. 19 July 2014.
DISCLAIMER• Reference within this presentation to
any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.
