Secondary Pre-ServiceElk Grove Unified School District

English-Language Arts

Emily DiehlKristina Richardson

9th-12th Grade

Historical Reference

Trainings Preparing for The CCSS:

• Pre Service 2012

• January 2013 Release day

GRR is not always linear!

Pre Service 2012

ELA CCSS Release Days Winter 2013

• Speaking and Listening Standards as foundational for all instruction

• Reading literature and creating text dependent questions

• Reading informational text and defining close reading using Saying-Doing graphic organizer

• Connecting reading to writing…with a research layer

• Brief overview of the shifts in assessment (Smarter Balanced)

Implications for Diverse Learners

Pro-social Interactions and practiceAcademic Language practice

Synthesizing InformationCommunicating in a variety of contexts

English Language Learners

Students with Disabilities

Underperforming Groups

Implement close reading instruction with various text mediums

Infuse structured student interaction into instruction of close reading

Connect reading instruction, speaking and listening, and writing

New Evaluation Form

Your Role Today

Structure of the Day

• Active participant (as a “student” )

• Critical consumer of resources

• Consider diverse learners

• We will participate as students• We will debrief as teachers

o CCSS lenso GRR lens

• We will continue examining materials in “chunks”

CPL Accompanying Resources

Your gift with purchase!

• Odell teacher instructional materials• Student texts• CPL created prompts and graphic

organizers• Editable resources for optional use

But Wait! There’s More!

Order by August 28th and each student will receive

his/her OWN copy of Odell texts!

Odell Units

• Aligned to CCSS and teaches close reading

• Developed by New York Regents as free curriculum

• More curriculum is in development

Text Overview

CONTENTS:

•Text titles•Authors•Citation info•Lexile level•Odell writing task•Extended reading

Unit Overview

Each part of the unit is intended to explicitly and gradually teach how to approach, question, and analyze text.

In Reviewing Odell…we found…

• An excellent variety of grade-appropriate informational text.

• A good model of a close reading unit.

• An expanded definition of “text”.

• Opportunities for collaborative work

we did not find…• Detailed strategies

for instruction (e.g., SSI, annotation).

• Opportunities for more substantial writing tasks.

• Graphic organizer support for all close reading tasks.

“Close Reading”What is it?

• Reading for the gist/central idea

• Re-Reading

• Re-Reading

• Re-ReadingWhat does the text reveal to us?

Purpose for Close Reading

Deep understanding – getting to the heart of the text

–Content meaning–Organization/structure–Author’s purpose– Integration of ideas– Informed personal decisions

Implications for Diverse Learners

The lessons are targeted and specific:– vocabulary, syntax, and language – deepening understanding of the content– critical thinking skills for comprehending texts

English Language Learners

Students with Disabilities

Underperforming Groups

Where to Begin?Classroom Lesson One: What is

close reading?

Close reading is…1. Approaching texts2. Questioning texts3. Analyzing DetailsAnd throughout the process…Communicating what you learned

• Through written marginalia • Through partner and classroom discussions• Through graphic organizers• In formal written responses (on demand and process)

These are steps we take with each text.

Assessing Student Progress: Writing

– Approaching texts (meta-cognitive prompts)

– Questioning texts (student generated questions)

– Analyzing Details (using a graphic organizer and/or paragraph writing)

– Communicating what you learned • Look at student marginalia • Class discussions, Socratic Seminars• Collect and assess graphic organizers• CCSS writing rubric for standards 1, 2, and 3

Menu of Prompts

• The prompts provide direction for your lesson design (a compass!)

Read through these prompts to orient yourself.

Approaching Texts

Reading Purpose - Reading for the gist

Photo 1: –What is the text mainly about?–What stands out to me as I

examine the text?

Read for the Gist

Approaching Texts

Reading Purpose: reading for the gist

Photo 1Partner A: What is the text mainly

about?Partner B: What stands out to me as

I examine the text?

Pair-Share

Repeat!Photo 2

Read for the Gist

Questioning Texts

In partners, re

cord re-

reading observations.

Second Read

Photo 1:

Questioning

What is this photo communicating about education?

Questioning Texts

Share out.

Second Read

Photo 1:

Questioning

Repeat!Photo 2

Questioning Text

Table Share Protocol

• Your group is your grade level team

• Each of you gets a number (1,2,3,4…)

• We will call on your grade level team with our popsicle sticks.

• A different number will respond each time your school is called.

Third Read: Analyzing Photo 1

Analyzing based on text evidence.

NOTE: Opposing conclusions may be supported!

Third Read: Examining Photo 1

I Do/We Do

Repeat!Photo 2

Analyzing Text

Check for Understanding

What is the message conveyed in this photo?

Photo 1– You do it togetherPhoto 2 – You do it alone

Writing Task

Teacher Debrief

How were these common core standards reflected in the activity this morning?

Where was GRR evident?

Table Talk

Purposeful Reading

1. First read: explicit understanding

2. Next reads: inferential understanding for deeper learning

How Many Reads?

Odell’s Guiding Questions for Good Readers

Communicating Throughout

Approaching

Questioning

Analyzing

Annotation GuidelinesWhat it is• Putting pencil to

paper/active reading

• Making meaning of text

• Purpose-driven• Individual

What it isn’t• Highlighting for

highlighting’s sake• An obstacle• Random• Conformist

Approaching Texts

Reading Purpose - Reading for the gist with annotation (RI 1)

Text 2: Hellen Keller– What is the text mainly about?– What stands out to me as I examine the

text?

First Read: Approaching Text 2

Between a First and Second Read…

Some Quick Ways to Check for Student Understanding

• Whip Around (with a select group)• Pair-Share• Ticket in/out the door• Numbered Heads Together• Jigsaw Gist Summary(by paragraph)• Pieces of a Pie

Communicating Throughout

Reading Purpose: Annotate considering the

following questions (RI 4)

Text 2: Hellen Keller

• What words or phrases stand out to me as I read? • What words or phrases are powerful to me or unique• What do the author’s words cause me to see or feel?

Questioning Texts

Second Read: Questioning Text 2

Analyzing Texts

Reading Purpose: Analyze text to examine how the author uses language to convey meaning (RI 1,4; L5).

Third Read: Analyzing Text 2, Hellen

Keller

Continue to analyze the text by completing one row of this graphic organizer.You may work alone or in partners

Model

Debrief

Let’s share your analysis

Teacher Debrief

As a teacher, what challenges with vocabulary do you anticipate for your students?

How were these common core standards reflected in the activity this morning?

Table Talk

Getting Your Student Consumables:

Ordering date: Aug. 28 via 7-12 ELA Steering Rep

Take time to review student texts.Notify your site’s Steering rep. if you wish

copies.Site rep. will complete order form (hard copy or

electronically) and bring/send to LaRae Blomquist on Aug. 28.

Any alternative site without Steering rep should designate one person from site to complete order form and submit to LaRae by Aug. 28.

ELA Steering Rep!

break

Text 3: Ted Talk

Listening Purpose – Listening for the gist with annotation (RI 1)

Text 3: Ted Talk

Viewing Options:1.Just watch with guiding

questions in mind2.Take notes (words and

phrases or ideas that stand out)

Remind students that they WILL view it again.

TED Talk Lesson

Listen One: Debrief (RI 1, 2)

Listen Two: 2 column chart

(RI 6)

Listen (or transcript) Three:

(RI 2,5)

• What were their initial observations?

Communicating Throughout

• What is the central idea? How does the speaker develop his ideas?

Teacher Debrief

What strategies would you use for using this type of medium in

your classroom?

Table Talk

Texts 5 and 6

• Colin Powell• Maria

Montessori

CCSS RI 1,2, 4, 6

Approaching Texts

Students can use metacognitive reflections to communicate to their teacher (and to themselves) how they approached a text.

• What strategies did they use?• What questions did they ask?• To what extent did they apply effective effort?

Teacher Debrief

In what way is this prompt different from or similar to

prompts we have used in the past?

Texts 7-9

• Continue to gradually release the close reading tasks

• These texts are more complex

• Teachers will want to anticipate possible reader needs or challenges.

Lesson Plan

Thomas Jefferson• First Read: RI 1 and 4 gist (consider providing chunks)• Second Read: RI 1 annotate and summarize the chunks• Third Read: RI 9Graphic organizer with analysis of

text

Chunking the Text

We chunk texts to make the information more accessible for students.

Not only does it ease students anxiety about challenging texts, but it also allows for students to make meaning of part-to-whole.

Chunking Strategies

• Natural breaks in texts (like paragraphs and subtitles)

• Rhetorical choices• Shifts in tone• Saying-Doing Chart• Say-Do-Mean

Chunking the Text

Text 8: JeffersonPurpose: Read for the gist (RI 1)

First Read

In anticipating your students needs, where would you chunk the text? why? About lines 1-30.

Second ReadConsider your diverse learners

Third Read: Analyzing Text

• What is Jefferson’s argument for stating “an amendment to our constitution must here come in aid of the public education?”

• What is the ultimate purpose for education according to him?

RI 9Cite

Evidence!

Teacher Debrief

Put on your diverse learner ‘hat.’ How would the chunks you selected support diverse learners?

The BIG Picture

Menu of Prompts

• The prompts provide direction for your lesson design (a compass!)

Read through these prompts to orient yourself

What strategies did we use to help students

closely read?• Annotation• Graphic organizer• Collaborative work• Checks for Understanding• Sentence frames• Writing tasks/Assessments• Chunked texts

Resources for You

• Student consumables• Midyear training coming up• Odell website• EGUSD Blog

Closure – This hasn’t been our experience as

past learner

Based on what you learned today, how will you incorporate these materials in your instruction?

Table Talk

C/PL Evaluation

Please take some time to respond to the evaluation and survey

provided.

Getting Your Student Consumables:

Ordering date: Aug. 28 via 7-12 ELA Steering Rep

Take time to review student texts.Notify your site’s Steering rep. if you wish

copies.Site rep. will complete order form (hard copy or

electronically) and bring/send to LaRae Blomquist on Aug. 28.

Any alternative site without Steering rep should designate one person from site to complete order form and submit to LaRae by Aug. 28.

ELA Steering Rep!