Pre-assessment Collaboration for Text Complexity Post –assessment Lunch Collaboration for...
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Welcome…we are so glad you are here! Pre-assessment Collaboration for Text Complexity Post –assessment Lunch Collaboration for effective communication Student writing-strengths and next steps with Paragraph development
Pre-assessment Collaboration for Text Complexity Post –assessment Lunch Collaboration for effective communication Student writing-strengths and next steps
Pre-assessment Collaboration for Text Complexity Post
assessment Lunch Collaboration for effective communication Student
writing-strengths and next steps with Paragraph development
Slide 2
Bellringer!! Please open your materials to the first page and
begin: Write into the day
Introductions Whats in a name?? Gates Foundation National
Writing Project (NWP)
Slide 5
What is a Claim? A proposition that conveys the writer's
interpretations of or beliefs about something. Sometimes we call it
a THESIS. Not a fact but rather a conclusion that the writer draws
from facts.
Slide 6
What is Evidence? Support or facts that are presented in one of
three ways: A Quotation: When you quote from the text, you copy the
words exactly as they appear in the original, and you put quotation
marks around the words you take from the text. Quotation marks tell
readers that what they see in your essay is exactly what they would
see in the original text. A Paraphrase: When you paraphrase, you
put into your own words an idea that the writer conveys in the
text. The paraphrase in itself should not convey any interpretation
of your ideas. In general, when you paraphrase, you use about the
same number of words to convey the idea that the writer uses in the
text. You should not put quotation marks around words you
paraphrase, but you should make sure that you are conveying the
same meaning that the writer conveys and that you really are using
your own words to convey the idea. A Summary: When you summarize,
you use considerably fewer words to convey a writer's ideas. Reread
the information from the text carefully and then summarize the
writer's points, perhaps using only a few sentences to convey an
idea that the writer develops in a page or more. Make sure that
your summary is accurate, that it really does convey concisely the
points that the writer develops. When you summarize, you should not
put quotation marks around your own words.
Slide 7
What is the National Writing Project? In the folders on your
table, you will find some materials about the National Writing
Project (NWP). Peruse and discuss these documents among your
tablemates. Make a claim as to what NWP is, does, or believes.
Example: NWP enhances teacher professionalism. Non-example: NWP is
a national organization. Chart your claim, using supporting
evidence from the materials (quotation, paraphrase, or
summary).
Slide 8
Why This Work? The Bill and Melinda Gates Foundation is
dedicated to the idea that all people deserve the chance to live a
healthy and productive life. Literacy plays a key role in making
that dream come true.
Slide 9
What makes a difference? 25+ years of careful research shows
that schools which immerse at-risk students in reading and writing
ALL DAY LONG perform at the same levels as privileged school
populations.Dr. Sam Stringfield, editor, Journal of Education for
Students Placed at Risk.
Slide 10
What it takes to be a turn-around school. Understanding that
failing to teach literacy to all students has disastrous
consequences to individuals, schools, and communities Implementing
locally developed, whole school programs Understanding that buy-in
and implementation make the difference between successful schools
and struggling ones
Slide 11
If everyone isnt doing it, it doesnt make an impact. (Low
Reliability Organizations)
Slide 12
Todays focus: TEXT COMPLEXITY & CLOSE READING Increased
rigor in the new standards means students must read more complex
texts. Complex texts require close reading Close reading skills can
be taught Practicing close reading skills regularly will increase
student performance
Slide 13
Relevant Standards (handout) Anchor Standards, ELA/Literacy
Reading Informational 1: 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. Reading Informational 10: Read and
comprehend complex literary and informational texts independently
and proficiently.
Slide 14
Grade 6-8 Standards for Close Reading: CITE SPECIFIC TEXTUAL
EVIDENCE Highlight key words for each content and grade look for
what is different or for what changes.
Slide 15
Grade 6-8 Standards for Close Reading: CITE SPECIFIC TEXTUAL
EVIDENCE SS/History: to support analysis of primary and secondary
sources. Sci/Tech. Subjects: to support analysis of science and
technical texts. Grade 6: to support analysis of what the text says
explicitly as well as inferences drawn from the text. Grade 7: Cite
several pieces of textual evidence Grade 8: Cite the textual
evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
Slide 16
Grade 6-8 Standards for Close Reading: CITE SPECIFIC TEXTUAL
EVIDENCE SS/History: to support analysis of primary and secondary
sources. Sci/Tech. Subjects: to support analysis of science and
technical texts. Grade 6: to support analysis of what the text says
explicitly as well as inferences drawn from the text. Grade 7: Cite
several pieces of textual evidence Grade 8: Cite the textual
evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
Slide 17
Claims, Evidence, Analysis: Keys to close reading and effective
writing
Slide 18
CCSSO Requires 3 Shifts in ELA Literacy 1. Building knowledge
through content-rich non-fiction 2. Reading, writing and speaking
grounded in evidence from text, both literary and informational 3.
Regular practice with complex text and its academic language
Slide 19
Shift 3 Staircase of Complexity
http://engageny.org/resource/common-core-in-ela-
literacy-shift-3-staircase-of-complexity As you watch the video,
jot your questions on Post-its Raise questions to clarify; dispel
confusion; wonder; doubt; etc.
Slide 20
Discussion Protocol Share questions with a neighbor. Try to
formulate POSSIBLE answers to your questions. Bring unanswered
questions to your table group. Again, try to come up with POSSIBLE
answers. Bring unanswered questions to the whole group. Weve just
done a close reading protocol with visual text.
Slide 21
Close Reading Roles 1. Code Breaker Understanding the text at
the surface level (i.e., alphabetic, structural) 2. Meaning Maker
Interpreting the text at the level intended by the author 3. Text
User Analyzing the factors that influenced the author and the text,
including a historical grounding of the context within which it was
written 4. Text Critic Evaluating the text, understanding that the
text is not neutral and that existing biases inform calls to action
(Text Complexity, p. 107-8)
Slide 22
Elements of Close Reading Instruction should Focus on words,
sentences, paragraphs that pose the biggest challenge to
confidence, comprehension, and stamina Ask text dependent questions
that require students to closely examine the text Ask students to
make inferences based on evidence beyond what is explicitly stated
Pay close attention to a variety of text structures
Slide 23
Reports from CCMS classrooms where teachers are trying CLOSE
READING PROTOCOLS Science Social Studies P.E. Language Arts
Slide 24
Todays Meet Text Complexity and Close Reading Strategies Your
thoughts now??
Slide 25
Experiencing Other Close Reading Protocols (handouts) Reading
and Rating (student accountability polls) Analyzing Credibility
(SciJourn protocol)
Slide 26
Todays Meet Text Complexity and Close Reading Strategies Your
thoughts now??
Slide 27
Close Reading and Writing: Developing Paragraphs in an Age of
Rigor Determining the LRPLeast Restrictive Protocol
Slide 28
Beyond the 3.5 (topic, 3 examples, conclusion) Claim, Evidence,
Analysis as a paragraph development strategy Close Reading
Protocol: Lifting a Line
Slide 29
What is a Claim, again? A proposition that conveys the writer's
interpretations of or beliefs about something. Sometimes we call it
a THESIS. Not a fact but rather a conclusion that the writer draws
from facts.
Slide 30
What is Evidence? Support or facts that are presented in one of
three ways: Quotation Paraphrase Summary
Slide 31
Now lets add Analysis In the language of argument, we talk
about claims, evidence, and warrants. A warrant is the logical
connection between a claim and a supporting fact. We dont simply
make a claim and then cite a piece of supporting evidence. It is
the writers job to explain how and why a particular piece of
evidence is good support for a specific claim. In the world of
close reading, it is the readers job to analyze the evidence a
writer submits, to determine whether it is credible and
relevant.
Slide 32
Example Claim: It rained last night. Evidence: The streets are
wet. Our students often stop here. They really havent supported the
claim; theyve merely listed a piece of evidence for it.
Slide 33
Close reading involves analysis Claim: It rained last night.
Evidence: The streets are wet. READERS Response: Analysis While wet
streets certainly could be the result of rain during the night,
there are other explanations that would explain wet streets: the
streets might have been cleaned; a neighbors lawn sprinkler might
have been left on; a water pipe could have burst, and so on. What
stronger evidence might the writer have offered?
Slide 34
Good writing includes analysis Claim: It rained last night.
Evidence: The streets are wet. What stronger evidence might the
writer have offered? How might the writer tie that evidence to the
claim?
Slide 35
Claim-Evidence-Analysis Advantage: Not formulaic
Standards-based Elevates level of thinking and writing
Slide 36
Example Weak claim or thesis: Mary Poppins is a great movie. It
lacks detail and direction. Strong claim or thesis: The wacky songs
in Mary Poppins not only encourage laughter but also our personal
connection to the characters. Evidence:
Supercalifragilisticexpialidocious is an entertaining song. This
cannot prove the point on its own, though, so the writer needs to
explain the evidence through analysis. Analysis: Shows the
relationship between claim and evidence. This song has a tune that
gets stuck in your head because of the silly lyrics such as
um-diddle-iddle-iddle-um-diddle-i, which lift your spirits when you
hear them. Furthermore, the song is based on a ridiculously long
word, supercalifragilisticexpialidocious. Just trying to say the
word provides comic relief, especially when George Banks finally
breaks down laughing when he is being fired from his job. The
audience can relate to his inappropriate laughter and can then
laugh along.
Slide 37
What would close reading this look like in my classroom? A
focus on claims, evidence, analysis? Advantages? Challenges?
Adaptations?
Slide 38
How can we make a difference? Integrating literacy into the
daily operation of all classes raises student achievement and turns
struggling students and struggling schools into students and
schools on the road to success. Fisher, Frey, & Lapp, 2009
Slide 39
Next Steps Text Complexity: Your thoughts now?? Post to Todays
Meet Challenge/Commitment 2 times per week Close Reading Strategies
Coming soon: Text Dependent Questions More Claims, Evidence,
Analysis
Slide 40
After Lunch Tricia Bronger will share mini-lessons and ideas on
paragraph development