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The Shifts: Close Reading Pre-Common Core “Prove you read it” type questions: What color was the truck? How many children were there? Types of Writing More journal writing & personal connections Common Core Close Reading/ Analyzing the text for: -Author’s purpose -Point of view -Message(s) -Words, Sentences, &Passages -Craft/ Technique Types of Writing More argument / persuasive writing Shift
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Designing Text Rich Instruction Using Interactive
Technology
William Dove, High School English Teacher, Spencer-Van Etten Central School [email protected]
Dr. Jennifer Dove, Director of Literacy & Humanities, Binghamton City School [email protected]
Reading short, rich informational text Building content knowledge through text Use critical reading strategies to analyze text
construction & message(s) Answering evidence based questions Participating in evidence based discussions &
written responses Using word solving strategies to determine
meaning of key academic vocabulary words in the text
The 6 Literacy Shifts in this Work
The Shifts: Close Reading
Pre-Common Core
“Prove you read it” type questions:
What color was the truck?
How many children were there?
Types of WritingMore journal writing
& personal connections
Common Core
Close Reading/ Analyzing the text for:-Author’s purpose-Point of view-Message(s)-Words, Sentences, &Passages-Craft/ Technique
Types of WritingMore argument /
persuasive writing
Shift
Harvard Guide (6 Steps for
Interrogating Text) http://guides.hcl.harvard.edu/sixreadinghabits
Norms for Collaboration http
://courses.washington.edu/webrhet/engl281/handouts/normsofcollaboration.pdf
Resources for Text Rich Collaboration
Identifying/ Using the Common Frame in A Written
Response/ Text Beginning
-Claim (topic sentence or thesis statement)-Intro (lists main points, background info, etc.)
Middle-Supporting Reasons or Details-Evidence (quotes, statistics, stories, etc.)-Elaboration of evidence & connection to the claim
End -Summary of main points -Clinching sentence leaves reader w/ something to think about
Transitions and transitional phrases
Teaching the Written
Response Modeled (Lots of examples of quality responses & the
actual thinking process that takes place when writing a response)
Shared (Time to write responses together as a class)
Guided (Time to work on writing various parts of a response & eventually the whole response with support/ immediate feedback)
Independent (Time to practice writing responses independently with specific feedback from peers & teacher)
Learning Continuum
Assess
Assess
Assess
Assess
Assess
Demonstrated Learning
Shared Learning
Guided Learning
Independent Learning
Gradually handing over responsibility/the thinking and letting students take on the thinking independently.
Based on the research of Pearson, et al, 1983
Determine where your students are with:
Previewing text Annotating text Identifying the outline of text Comparing & contrasting text Identifying author’s purpose, message, point of view, etc.
Determine where your students are with: Developing a claim (writing a topic sentence or thesis) Using supporting reasons/ details Using evidence & connecting the evidence to the claim Using tools such as transitions and similes to strengthen the
clarity of their writing
Getting Started
Start small (build in the learning)
Identify where students are within the frame
Gradually add to the frame throughout the year
Building the Frame
Paperless system
Public performance (authentic audience)
On-line portfolio (see growth overtime)
Individual & public feedback via wiki
Using the Wiki
www.dovenyscate2013.wikispaces.
com
www.dovesample2013.wikispaces.com
Examples
Use for Data Driven Instruction
Use for individual student writing conferences
Use for parent conferences
Use to inform grades and comments on report cards
Tracking Data
Questions?
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