Literacy Professional Development: the ELA Core and Unit Maps Canyons School District 2012

Welcome!

Professional Expectations •  This is a safe place for learning; all ideas are

worth consideration.

•  Please be respectful of those around you; avoid side bar conversations.

•  Use technology to enhance learning (e.g. online shopping = inappropriate; taking notes = appropriate; cell phones silenced = very appropriate).

•  Your participation is needed; please engage in learning and put away outside work.

•  Everything we do here should reflect our commitment to preparing students for citizenship, college and careers.

•  8:30–10:45 ELA Core & Literacy Block Overview •  10:45 - 11:00 BREAK •  11:00 – 12:15 READING •  12:15 – 12:45 LUNCH •  12:45 – 1:45 READING •  1:45 - 2:00 BREAK •  2:15– 3:15 LANGUAGE ARTS •  3:15 - 3:30 Wrap up Day 1

Flexible Agenda

Getting to Know You

Table talk:

•  your name and school

•  a favorite literary text (i.e. a biography, a novel, short story, poem, a play, etc.)

•  a favorite informational text (i.e. an article, a magazine, an informational resource, a blog, a website, etc.)

Today’s Objectives

Participants will become familiar with and increase understanding of

•  CSD Instructional Priorities

•  ELA Curriculum Maps

•  The Elementary Literacy Block

Canyons SD

Instructional Priorities

Explicit Instruction is...

•  For the next few moments, do a whip-around your table, completing the sentence above.

•  Jot down suggestions as you hear them.

Explicit Instruction

Opportunities to Respond

Vocabulary Instruction

Feedback

Grouping for Instruction

Acquisition-Automaticity-Application

Positive Behavior Intervention & Supports

Table Discussion

How do the evidence-based instructional priorities support the implementation of the ELA core?

The ELA Core Standards 101

How is the ELA core organized?

The ELA Core Standards 101

How is the ELA core organized? STRANDS

The ELA Core Standards 101

How is the ELA core organized? College & Career Readiness Anchor Standards

The ELA Core Standards

page 3: ELA Core Standards Framework

The ELA Core Standards

pages 4-5: Key Points in the ELA Core Standards

The ELA Core Standards

page 6: 6th Grade ELA Core Overview

The ELA Core Standards

pages 68-83 The ELA Core for Grades 6-8

The ELA Core Standards

page 84: Text Complexity Visual

The ELA Core Standards page 85: ELA "Practice Standards"

The ELA Core Standards

page 3: ELA Core Standards Framework

pages 4-5: Key Points in the ELA Core Standards

page 6: 6th Grade ELA Core Overview

pages 68-83: The ELA Core for Grades 6-8

page 84: Text Complexity Visual

page 85: ELA "Practice Standards"

Shifts in the ELA Core

TABLE DISCUSSION

Using the yellow graphic organizer at your table, Consider the Text Resources and Guiding

Questions -- Identify your own "Enduring Understandings" as

you begin to process information related to the ELA Core

The Literacy Block

Four Components of the Literacy Block:

•  READING

•  LANGUAGE ARTS

•  SKILL-BASED SMALL GROUP

•  CONTENT INTEGRATION

The Literacy Block

ELA YEAR at a GLANCE

ELA YEAR at a GLANCE

How does this scope and sequence support the implementation of the ELA core?

BREAK

Reading Component

Page 7 in your Curriculum Map

ELA INSTRUCTION: Daily Plan

Build Background

Why Themes?

“A big idea (question) is a concept, theme, or issue that gives meaning and connection to discrete facts and skill…In an education for

understanding, a vital challenge is to highlight the big ideas, show how they prioritize the

learning, and help students understand their value for making sense of all the ‘stuff’ of

content.”

Grant Wiggins, Ed. D., Reading Street Author

Essential Question

•Activate prior knowledge

Cultivate speaking and listening skills

•Provide unifying theme

•Develop oral vocabulary

•Organize thinking

I Won't Grow Up

How can we learn from

characters and the authors who wrote

about them?

Concept Board

Writing on Demand

“It is our choices...that show what we truly are,

far more than our abilities.”

--Dumbledore from Harry Potter

Text-Related Vocabulary

Academic Vocabulary

Page 8

Literary Text

• Fiction

• Literary Nonfiction

• Poetry

Literary Concepts •  Literary Terms • Story Structure • Genre • Vocabulary Strategy • Retell/Summarize

Literary Text Resources

Other suggested Literary Texts for Unit 1:

•  Bridge to Terabithia

•  Where the Red Fern Grows

•  Summer of the Swans

•  Tuck Everlasting

Page 8

Informational Text • Exposition

• Argumentation

• Procedural

Informational Text Concepts

• Text Features and Structure

• Vocabulary Strategy

• Summarizing

Informational Text Resources

I Won't Grow Up

How can we learn from

characters and the authors who wrote

about them?

Quote from Charlie and the Chocolate Factory:

"Of course you don't know. You don't know because only I know. If you

knew and I didn't know, then you'd be teaching me instead of me teaching

you - and for a student to be teaching his teacher is presumptuous and rude. Do I make myself clear?"

--Mr. Turkentine

LUNCH

until 12:45

READING: Comprehension

Reading is a complex activity

A skilled reader rapidly and accurately decodes the words, attaches the meaning to words and sentences, connects text information to relevant background knowledge, maintains a mental representation of what he or she has already read, forms hypotheses about upcoming information and makes decisions based on his or her purpose for reading – all at the same time.

Carlisle and Rice, 2002 C

Fcrr.org

Carnegie Report: Reading Next

“American youth need strong literacy skills to

succeed in school and in life. Students who do not acquire these skills find themselves at a serious disadvantage in social settings, as civil participants, and in the working world. Yet approximately eight million young people between fourth and twelfth grade struggle to read at grade level.

Some 70 percent of older readers [in grades 4-12] require some form of remediation. Very few of these older struggling readers need help to read the words on a page; their most common problem is that they are not able to comprehend what they read.”

Biancarosa, C., & Snow, C. E. (2006). Reading next—A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York (2nd ed.). Washington, DC: Alliance for Excellent Education.

Examples of current practices: Comprehension Instruction

“Practice of comprehension strategies but virtually no instruction in strategy use”

“we were struck by the almost complete absence of direct instruction about comprehension strategies.”

“we observed only rare instances of explicit comprehension instruction. Indeed, the situation still seems to be much as Durkin described, with a great deal of testing of comprehension but very little teaching of it.”

Pressley, M., Wharton-McDonald, R., Mistretta-Hampston, J., & Echevarria, M. (1998). Literacy instruction in 10 fourth- and fifth-grade classrooms in upstate New York. Scientific Studies of Reading, 2, 159-194.

Why isn't there more comprehension instruction?

Many believe that having students practice comprehension is teaching comprehension.

Many believe that assessing comprehension

is teaching comprehension.

RAND Reading Study Group. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: RAND.

PREVIOUS, MISINFORMED THINKING

NEW THINKING BASED ON RESEARCH

•  Comprehension occurs naturally after a student learns to decode, thus comprehension just needs to be tested.

•  Comprehension will improve through isolated teaching of specific comprehension skills (e.g. sequence, cause and effect, main idea).

•  Students must be taught to flexibly use a repertoire of strategies for text comprehension.

Adapted from Armbruster, Lehr, & Osborn, 2001; Carlisle and Rice, 2002; Smith in Birsh, 1999

Teaching Comprehension

What Do Good Readers Do?

•Make predictions based on background knowledge

•Identify key ideas from text they are reading

•Are aware of text structures

•Monitor their comprehension and know how to employ fix-up strategies

•Have a knowledge of and use a variety of reading strategies effectively.

•Paraphrase, explain and summarize information and construct conclusions

National Reading Panel On Comprehension

•  Directly teaching comprehension strategies leads to improvements in comprehension.

•  Strategies are most effective when taught in combination and used flexibly in active, naturalistic learning situations

•  There is a need for extensive teacher preparation to teach comprehension.

National Reading Panel, 2002

…a growing body of research has

demonstrated that students can be taught the strategies that good readers use spontaneously and that when students are taught those strategies, both their recall and their comprehension of text improve. (Pressley, 2002; Stahl, 2004)

READING: Comprehension Instruction

Comprehension Strategy Instruction: Teacher Actions for Student

Success •  Make explicit connection between strategy and

application in text

•  Repeatedly state and model the “secret” to doing it successfully so students “see” the mental workings involved

•  Provide students with multiple opportunities to perform the strategy themselves

•  Base assessment on both strategy use and text comprehension

(Duffy, in Comprehension Instruction ed. by Block and Pressley, 2002)

3 Phases of a Reading Comprehension Lesson

Before Reading During Reading After Reading

< ------------------------------ Questioning/Analyzing ----------------------------- >

-take notes -monitor comprehension -review

-underline (metacognition) -summarize

-survey -self-test -synthesize

-outline -generate answers (group or

-organize -generate more questions individual)

Before Reading Tasks After Reading Tasks

Unless students read with the after reading task in mind, they will not benefit from the lesson because they will not read any differently than they usually do.

Since the after reading task is done after the students have read, the before reading phase must preview or show what the after reading

task will be or the after reading task is only a test.

Before & After Reading Comprehension Instructional Strategies

•  Reciprocal Teaching •  Think-Alouds •  Read & "Say

Something" •  Sentence/Paragraph/Page

Check •  Story Maps •  Questioning •  Retelling

•  Teach text structure •  Summary Frames •  Synthesizing •  Inquiry Chart (I-

Chart) •  Anticipation Guides •  Graphic Organizers •  Building/Accessing

Prior Knowledge •  Concept Mapping

Reciprocal Teaching Process Strategies included are:

Summarizing – identifying and paraphrasing main ideas.

Questioning – formulating and answering questions about the content.

Clarifying – recognizing and correcting “breakdowns” in comprehension

Predicting – forming hypotheses about upcoming events or information.

Visualizing – making mental pictures of important information and content

Reciprocal Teaching Process •  During reading, students consider

information from the text.

•  After reading a segment of text, students summarize, asks questions “that a teacher might ask”, clarifies any difficulties and makes a prediction..

•  Specific strategies are applied to appropriate text sections. The only rule is that all 4 are applied during every session.

Think Alouds

Before and After Reading:

During comprehension instruction, teacher verbalizes and models the thinking as he/she models or guides the class through the comprehension strategy.

Comprehension Strategies:

Read and Say Something Ask a Question

I wonder?

Why?

How?

Make a Prediction

I think _________will happen

Make a Connection

This reminds me of when…

I used to…

She/he is just like…

Make a Comment

Comment on something you like, a part you may not like, or a

concept you do not understand

Harste, Short & Burke, 1988

Make a Connection:

This reminds me of when…

Comprehension Strategies: Sentence/Paragraph/Page Check

My Reading Check Sheet

Sentence Check…”Did I understand this sentence?

If you had trouble understanding the meaning of the sentence, try…

reading the sentence over.

reading the whole paragraph again

reading on

asking someone

Paragraph Check…”What did the paragraph say?”

If you had trouble understanding what the paragraph said, try..

reading the paragraph over

reading the paragraph before or after

summarizing out loud

asking someone

Page Check…”What do I remember?”

If you had trouble remembering what was said on this page, try…

rereading each paragraph on the page, and asking yourself, “What did it say?”

Adapted from Anderson (1980) and Babbs (1984)

Comprehension Strategies: Story Maps

Characters:

Setting: Place: Time:

Problem:

Resolution:

Teacher Questions Student Responses

As they started scrubbing, what fell off?

What does George want to do with his friend?

Find him

The mole found a new _____? Home

Dirt

Beck and McKeown, 2001

Questioning: Constrained Questions = Limited Student Response

Teacher Questions

How does what Harry did fit in with what we already know about him?

He doesn’t really want to get clean, he just wants to stay dirty.

What’s Harry up to now?

He decided to dig a hole and get the brush so he could wash, and then they would recognize him.

They called Harry “this little doggie.” What does that tell us?

That means that they don’t know that it’s their doggie. They don’t know his name, so they just call him little doggie.

Questioning: Open Questions = Deeper Student Response

Beck and McKeown, 2001

Student Responses

Retell with Visualization

•  Read a passage related to the topic. •  As you read, draw simple pictures that

mark the actions, events, or key points. •  After reading, retell the passage as you

point to the pictures in sequence. Incorporate important vocabulary into the retelling.

•  Students retell the passage after you have modeled.

©2003 Neuhaus Education Center. Used with permission, 713/664-7676 www.neuhaus.org

“A New Way Of Travel”

© 2003 Neuhaus Education Center. Permission granted to reproduce for classroom use only. © 2003 Neuhaus Education Center. Permission granted to reproduce for classroom use only.

We see cars everywhere we go. Can you imagine a world without any cars? Cars have been around for only about a hundred years. [Write 100.]

Before cars were invented, people traveled by horse or by a carriage or wagon pulled by horse. Travel was very slow. [Draw a wagon.]

At one time cars were a rare sight on the city streets. Cars were expensive. Most people could not afford them. [Draw $$$$$$$$.]

It took a long time to make a car. There were so many parts to put together. It took a few people many, many hours to put a car together, so there were not many cars available. [Draw four clocks.]

A man named Henry Ford came up with an idea to make cars low cost and faster to make. His idea was known as an assembly line. [Draw a line.]

To assemble a car, many workers stood in a line. Each worker was responsible for putting on only one part of a car. As a car moved down the line of workers, each worker put on their one part. [Write 1.]

With more workers and each worker responsible for putting on only one part repeatedly, more cars were made in a shorter period of time. [Draw one clock.]

All of the cars were similar, with the same parts and colors, and less expensive. [Draw $$.]

100

$$$$$$$$

1

$$

Comprehension Strategies: Graphic Organizers

Before & After Reading Comprehension Instructional

Strategies

•  Reciprocal Teaching •  Think-Alouds •  Read & "Say

Something" •  Sentence/Paragraph/Page

Check •  Story Maps •  Questioning •  Retelling

•  Teach text structure •  Summary Frames •  Synthesizing •  Inquiry Chart (I-

Chart) •  Anticipation Guides •  Graphic Organizers •  Building/Accessing

Prior Knowledge •  Concept Mapping

After Reading Tasks

A variety of after reading tasks are necessary in order to teach a variety of comprehension strategies and text structures.

Use a group task after reading to increase motivation and success.

Group Tasks

In a group task, the teacher completes the task in writing as the students in the class or group tell the teacher what to write.

In a group task, the teacher guides the process, but does not do the task for the group.

So, while a reading comprehension lesson has 3 phases (before, during, after)

it has only 2 types of tasks: •  during reading format and tasks •  before and after reading tasks

During Reading Strategies for Comprehension

FORMATS: •  Shared Reading

•  Choral Reading

•  Echo Reading

•  Partner Reading

•  Cloze Reading

•  Whisper Reading

•  Reciprocal Teaching

•  Highlighters

•  Read-Cover-Remember-Retell

TASKS for THINK ALOUD:

•  Question and monitor what they are reading & thinking

about •  Make inferences •  Visualize •  Continue to make

connections •  Continue to make predictions

Think Alouds

During Reading:

During a choral or oral reading, teacher stops to verbalize the thinking that takes place when difficult or confusing material is encountered.

Summary Of Best Practices: Teaching Comprehension

- Show how reading tasks & strategies change according to text and purpose - Explain and model steps in strategy - Present more than one situation or text in which strategy would be useful - Provide many opportunities for practice - Encourage think alouds - Have student suggest times and conditions for strategy Mason and Au, 1986

Comprehension and Fluency

•  Fluency is one of several critical factors needed for reading comprehension.

•  Fluency is gained by way of two instructional approaches: repeated oral reading and independent silent reading.

•  Both approaches had significant positive impact on word recognition, fluency, and comprehension across a range of grade levels.

•  Results apply to good readers as well as those experiencing reading difficulties.

National Reading Panel Research (December 2000)

Fluency

What is Fluency?

•  Prosody~ Reading quickly and in a meaningful way •  Decoding and comprehending simultaneously •  Freedom from word identification problems •  Fluency is derived from the Latin word fluens which

means “to flow” •  Smooth and effortless reading

•  Fluency = Prosody, Automaticity/Rate, Accuracy

Dysfluent

When the reader focuses all of his/her attention

on word recognition, it drains cognitive resources, and

thereby leaves little room for comprehension.

Fluency Passages

Possible resources: •  Readworks.org passages •  a page from a novel "snippet" •  Houghton Mifflin Triumphs poem/passage •  Aimsweb progress monitoring passages •  an excerpt from an article

Fluency practice is most powerful as a REREAD... choose a selection from a text that has been read previously.

Short BREAK

Language Arts Literacy Block

Word Study - Spelling

Word Study - Spelling Dictation

Spelling Dictation in Action

Word Study At-a-Glance

Word Study-Spelling Areas of Study

1. Prefixes 2. Derivational Suffixes 3. The Suffix -ion 4. Vowel and Consonant Alternations 5. Greek & Latin Elements I 6. Greek & Latin Elements II 7. Greek & Latin Elements III 8. Advanced Spelling-Meaning Patterns 9. Prefix Assimilation

Word Study: Scope & Sequence

Analyzing the spelling of words

Supports Vocabulary Growth

Provides

Analyzing the spelling of words

Supports Vocabulary Growth

Supports higher-level spelling development

Sorts

Word Study: Standard Weekly Routines

1. Repeated Work with the Words 2. Explore Word Meanings with Dictionaries 3. Writing Sorts & Word Study/Vocabulary

Notebooks 4. Word Hunts 5. Partner Work: Timed Sorts, Blind Sorts,

and Writing Sorts 6. Games and Other Activities 7. Assessment

Grammar-- What do I teach?

Grammar

Grammar Instruction

"If grammar is to make a real difference in improving writing, our approach to

teaching grammar will have to expand into something different... If grammar is

to make a more visible and viable contribution to writing improvement, we

need to teach not so much 'rules of grammar' but 'principles of writing.'"

~ Rei R. Noguchi, author of Grammar and the Teaching of Writing: Limits and Possibilities

Table Talk

What current materials do you use to teach grammar?

How do we move from isolated grammar instruction to embedded grammar instruction?

Writing in the Literacy Block

Writing

•  I Can Statements •  Writing in the Common Core •  Writing to Read •  Four Square strategy •  Unit Writing Tasks •  The Instructional Sequence and Task

Sequence

Writing: I Can Statements

Writing At-a-Glance

Writing in the Common Core

Text Types and Purpose

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

The Difference between Argument & Persuasion

Text Types: Argument, Informative/Expository,

Narrative

Turn to your partner and discuss how

these text types will impact your writing

instruction.

Writing in the Common Core

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Production & Distribution of Writing

At your table, brainstorm and share ideas for producing and publishing

writing using technology.

Writing in the Common Core

Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on

focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Writing

Writing to Read Effective Practices for Strengthening

Reading Through Writing

1. HAVE STUDENTS WRITE ABOUT THE TEXTS THEY READ

Students’ comprehension of science, social studies, and language arts texts is improved when they write about what they read, specifically when they

· Respond to a Text in Writing (Writing Personal Reactions, Analyzing and Interpreting the Text)

· Write Summaries of a Text

· Write Notes About a Text

· Answer Questions About a Text in Writing, or Create and Answer Written Questions About a Text

Writing to Read

2. TEACH STUDENTS THE WRITING SKILLS AND PROCESSES THAT GO INTO CREATING TEXT

Students’ reading skills and comprehension are improved by learning the skills and processes that go into creating text, specifically when teachers

· Teach the Process of Writing, Text Structures for Writing, Paragraph or Sentence Construction Skills (Improves Reading Comprehension)

· Teach Spelling and Sentence Construction Skills (Improves Reading Fluency)

· Teach Spelling Skills (Improves Word Reading Skills)

Writing to Read

3. INCREASE HOW MUCH STUDENTS WRITE

Students’ reading comprehension is improved by having them increase how often they produce their own texts.

Writing: Four Square

Writing: Four Square

Writing: Four Square Example

from Common Core, Grade 6, Argument

We Do: Let's Try It!

How do you know when you're grown up?

Unit Writing Tasks p. 36-59

•  Scaffolded instruction during the unit (page 35 in map)

•  To be completed by the end of each unit (culmination task)

•  Based on the writing focus for that unit (i.e. ARGUMENT)

•  Provides a performance-based formative assessment of the understanding of the theme and core standards

The Instructional Sequence and Task Sequence for Unit Writing

Tasks p. 35

•  How does this sequence scaffold the writing process for students?

•  How does this sequence set students up for success?

Essential Question

Where can I find the powerpoint and information (digital map info) related to

today's work?

http://csdela.weebly.com/

Concept Mapping our Work Today

DAY 1 Wrap Up Personal Post-it Notes: (reminders for Day 2)

•  How does using the ELA literacy block & the ELA core help you “square up” literacy instruction?

• 

•  What questions are still “circling” in your head?

• 

•  Headed in the right direction: DAY 2 Assignment~ Come prepared to collaborate around your school's text resources as they relate to the themes in your ELA Map