Elizabeth Moeller

ECI 545: Theory and Research in Literacy

Common Core Connections

“There are a number of fantastic texts that are worth the work required to

understand them. It’s just that teachers should know why these

texts are complex, if they are appropriate for students in the

classroom, and how they might best be taught.”

Fisher, Frey, and Lapp, 2012, p.50

Introduction

Background InformationLocation

Coopers Elementary SchoolNash County Public SchoolsHome of the Bulldogs!

Grade LevelSecond

Student GroupMixed AbilityWhy?

I wanted to expose each student, regardless of ability, to the complex texts and the rigorous text dependent questions.

Common Core ConnectionsInstructional Focus and Standards Addressed

Two – Tiered Lesson RI.2.4: Determine the meaning of

words and phrases in a text relevant to a grade 2 topic or subject area.

RI.2.5: Know and use various text features to locate key facts or information in a text efficiently.

Main Objective RI.2.6: Identify the main purpose of

a text, including what the author wants to answer, explain, or describe.

Culminating Activity SL.2.2: Recount or describe key

ideas or details from a text read aloud or information presented orally or through other media.

Literacy Theories

Literacy Theories

Social Constructivism

Reader Response TheorySchema Theory

Social ConstructivismScaffolding

Schema TheoryTuning

Reader Response TheoryEfferent

Responses

Text Complexity ProgressionFirst Text

Giant Pandas by Kira Freed

Lexile Level: 601 - 650

Developmental Reading Assessment Level: 28

Note: Perfect Fit!

Qualitative Reflection Considerate Text

Coherent Text Appropriate for Audience

Second Text

Giant Pandas by Gail Gibbons

Lexile Level: 860

Developmental Reading Assessment Level: 38

Note: Stretch Band

Qualitative Reflection Increase in Complexity

Sentence StructureConsiderate Text

Pre – Assessment StrategiesAdmit Slip

What do you know about giant pandas?

Anticipation GuideTrue or False?

KWL Plus What I Know What I Want to Learn What I Learned What I Thought I Knew

{Misconceptions}

Examples of ScaffoldingBefore Reading

Making PredictionsIntroduce Vocabulary

TermsContent Specific

During ReadingShow Me the

Evidence!Importance of

Rereading and Reflecting on Thinking

Scaffolding Video

Text Based Questioning: ExamplesGiant Pandas, by Gail Gibbons

1. What is the author’s purpose for using a map? What do the colors show?

2. Why did the author use the word “poor” to describe the giant pandas eyesight?

3. Compare and contrast a bark and a squeal. When might a panda bark?

Giant Pandas, by Kira Freed

1. Describe what makes a panda “easily recognizable” in the wild.

2. What is the author’s purpose for writing the section titled “Food and Feeding?”

3. Describe the signs that giant pandas use to mark their territory.

Text Based Questioning Video

Evidence of LearningLesson One

3, 2, 1Lesson Two

Tree Map: Can, Have, AreCulminating Activity

VoiceThreadEach student had the

opportunity to demonstrate their understanding of the Author’s Purpose by reflecting on a section of text.

“I know that the author wanted to explain _____ because _____.”

1. Building knowledge through content – rich nonfiction. Students were able to actively construct knowledge while reading

the text and refine, or tune, their schema.

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational.

Students were able to answer text dependent questions with specific evidence from the text.

3. Regular practice with complex text and its academic language.

The two texts that I selected for the lesson increased in complexity.

The first text was easier for my students to interact with and understand, due to the author’s use of text features.

The second text was much more difficult for my students because the author did not use text features, and the sentence structure was much more complex.

Reflection: The Three Shifts

Close Reading In the future, I would not read the entire text with the students,

but a small section of text. This would allow for a close reading of the text, which would

increase the students ability to answer text dependent questions. Text

Because I used a trade book for the second read aloud, each student did not have a copy.

In the future, I will make a copy of a portion of the text for each student. This way, each student can annotate the text to help them better understand the meaning.

Author’s Purpose Instead of waiting until the culminating activity for my students

to demonstrate their understanding of the Author’s Purpose, I will assess the objective throughout. Graphic Organizer Post – It’s

What would I change for future implementation?

Questions?

Suggestion

s?

Audience Feedback