Common Core State StandardsSession 5

3-5 English Language Arts

Day 2 – PM Session1:45-4:15

OUTCOMESParticipants will increase their knowledge of:• how to support and challenge student comprehension of

complex text.• how to effectively integrate reading, writing, listening, and

speaking.• how to actively engage students in reading and writing

tasks.

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Comprehension Instructional Sequence

Demonstration Lesson

3

4

STEP ONE

Final Written Response to the Reading of the TextStudents compare their final written response to their previous written responses to see their growth in thinking across time.

Whole Group Categorizing of Questions

Engage in Collaborative Inquiry to: •search/locate answers to multiple significant questions generated by students•evaluate source/text information:

identify biasdetermine credibility & validity corroboration across sources

•post answers on Question/Answer Concept Board – ongoing process over time

Comprehension Instructional Sequence Timeline Text-Based Discussion on Essential Question(Efferent Discussion)

Model Question Generation – one of the most potent strategies

Directed Note-Taking during Reading #2: students identify relevant & significant text informationFollow-up Text-Based Discussion(Efferent)

Text-Marking during Reading #1: use a coding system that engages students in critical thinkingFollow-up Text-Based Discussion (Efferent discussion)

Topic Question andStrategic Use of Afferent Discussion Grasp the students’ interest

Predictive WritingBefore reading the article, or having text based discussion with their classmates, the students write briefly; this writing reveals the level of prior knowledge students regarding the topic. When they share their writing with each other, background knowledge for the topic will be developed.

Vocabulary Instruction: •Morphemic analysis•Contextual analysis•Both

Student Question Generation during Reading #3All students generate relevant questions on post-it notes to place on poster

Ongoing Collaborative

Inquiry Ongoing

Question & Answer Concept Board

Written Response to Reading

Students use what they have learned from their first and second text-reading, text-based discussions, & note-taking to write a response to the question:•Students use text information to justify claims/positions in their response

STEP TWO STEP THREE

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STEP ONE

Final Written Response to the Reading of the TextStudents compare their final written response to their previous written responses to see their growth in thinking across time.

Whole Group Categorizing of Questions

Engage in Collaborative Inquiry to: •search/locate answers to multiple significant questions generated by students•evaluate source/text information:

identify biasdetermine credibility & validity corroboration across sources

•post answers on Question/Answer Concept Board – ongoing process over time

Comprehension Instructional Sequence Timeline Text-Based Discussion on Essential Question(Efferent Discussion)

Model Question Generation – one of the most potent strategies

Directed Note-Taking during Reading #2: students identify relevant & significant text informationFollow-up Text-Based Discussion(Efferent)

Text-Marking during Reading #1: use a coding system that engages students in critical thinkingFollow-up Text-Based Discussion (Efferent discussion)

Topic Question andStrategic Use of Afferent Discussion Grasp the students’ interest

Predictive WritingBefore reading the article, or having text based discussion with their classmates, the students write briefly; this writing reveals the level of prior knowledge students regarding the topic. When they share their writing with each other, background knowledge for the topic will be developed.

Vocabulary Instruction: •Morphemic analysis•Contextual analysis•Both

Student Question Generation during Reading #3All students generate relevant questions on post-it notes to place on poster

Ongoing Collaborative

Inquiry Ongoing

Question & Answer Concept Board

Written Response to Reading

Students use what they have learned from their first and second text-reading, text-based discussions, & note-taking to write a response to the question:•Students use text information to justify claims/positions in their response

STEP TWO STEP THREE

Topic Question

Sacrifice - What is the progress of Mankind worth:

• Much sacrifice?• Some sacrifice?• Little or no sacrifice?

6

Predictive Writing

On your handout, record your answer to this question:

To what extent is Man’s progress worth personal sacrifice?

7

Prometheus

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Vocabulary

Words introduced in the text:

– fortify/fortified fort = strong

– plummet plumb = vertical line to measure

– revolt re = against vol = to turn

– immortal im = not mort = death

– competitor com = with/together or = one who

– afflict af = toward flict= to beat/knock

– gaunt– liberate liber = free

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Place words on interactive vocabulary word wall.

Text MarkingCodes to mark the text:

N – NeedS – SacrificeP – Progress for Mankind

Directions:• Teacher models use of the codes to mark the text.• Students read and mark their text.

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Text Marking

NEXT: Partner Discussion

Compare and discuss differences in your text-marking:

How did you code/mark your text differently than your partner?

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Directed Note-taking

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Directed Note Taking: PrometheusGuiding Question:

Who had the greatest impact, and what was that character’s motive? Paragraph # NOTES Insert a relevant word under appropriate category .

Action Character Quality MotivePage 3,

paragraph 17EXAMPLE: Prometheus said, “Mankind shall have fire.” Determination To help man

Directed Note-taking

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NEXT: Prioritize your notes• Place a star next to your most significant note

THEN: Partner Discussion• Compare and discuss differences in your notes:

How do your notes differ from those of your partner?Do you think your partner’s most significant note has

been identified correctly?

Writing in Response to Reading

Answer the following questions on your handout:

Which characters made a personal sacrifice, and what did they sacrifice?

Which sacrifices brought progress to Mankind?

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15

STEP ONE

Final Written Response to the Reading of the TextStudents compare their final written response to their previous written responses to see their growth in thinking across time.

Whole Group Categorizing of Questions

Engage in Collaborative Inquiry to: •search/locate answers to multiple significant questions generated by students•evaluate source/text information:

identify biasdetermine credibility & validity corroboration across sources

•post answers on Question/Answer Concept Board – ongoing process over time

Comprehension Instructional Sequence Timeline Text-Based Discussion on Essential Question(Efferent Discussion)

Model Question Generation – one of the most potent strategies

Directed Note-Taking during Reading #2: students identify relevant & significant text informationFollow-up Text-Based Discussion(Efferent)

Text-Marking during Reading #1: use a coding system that engages students in critical thinkingFollow-up Text-Based Discussion (Efferent discussion)

Topic Question andStrategic Use of Afferent Discussion Grasp the students’ interest

Predictive WritingBefore reading the article, or having text based discussion with their classmates, the students write briefly; this writing reveals the level of prior knowledge students regarding the topic. When they share their writing with each other, background knowledge for the topic will be developed.

Vocabulary Instruction: •Morphemic analysis•Contextual analysis•Both

Student Question Generation during Reading #3All students generate relevant questions on post-it notes to place on poster

Ongoing Collaborative

Inquiry Ongoing

Question & Answer Concept Board

Written Response to Reading

Students use what they have learned from their first and second text-reading, text-based discussions, & note-taking to write a response to the question:•Students use text information to justify claims/positions in their response

STEP TWO STEP THREE

Question Generation

Generate questions yet unanswered from your previous reading and rereading of the text:

What questions are you still wondering about?

Record your questions on the Question Generation handout.

Question Generation: PrometheusParagraph # QUESTIONS Check the relevant category.

Action Character Quality MotiveP 2, par 12 EXAMPLE: What are zephyrs?

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Question Generation

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NEXT: Prioritize your questions• Place a star next to your most significant question that is most

relevant to the topic of the text.

THEN: Small Group Discussion• Compare and discuss differences in your questions:

How do your questions differ?Do you think your group members have accurately

identified their most significant and relevant question?

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STEP ONE

Final Written Response to the Reading of the TextStudents compare their final written response to their previous written responses to see their growth in thinking across time.

Whole Group Categorizing of Questions

Engage in Collaborative Inquiry to: •search/locate answers to multiple significant questions generated by students•evaluate source/text information:

identify biasdetermine credibility & validity corroboration across sources

•post answers on Question/Answer Concept Board – ongoing process over time

Comprehension Instructional Sequence Timeline Text-Based Discussion on Essential Question(Efferent Discussion)

Model Question Generation – one of the most potent strategies

Directed Note-Taking during Reading #2: students identify relevant & significant text informationFollow-up Text-Based Discussion(Efferent)

Text-Marking during Reading #1: use a coding system that engages students in critical thinkingFollow-up Text-Based Discussion (Efferent discussion)

Topic Question andStrategic Use of Afferent Discussion Grasp the students’ interest

Predictive WritingBefore reading the article, or having text based discussion with their classmates, the students write briefly; this writing reveals the level of prior knowledge students regarding the topic. When they share their writing with each other, background knowledge for the topic will be developed.

Vocabulary Instruction: •Morphemic analysis•Contextual analysis•Both

Student Question Generation during Reading #3All students generate relevant questions on post-it notes to place on poster

Ongoing Collaborative

Inquiry Ongoing

Question & Answer Concept Board

Written Response to Reading

Students use what they have learned from their first and second text-reading, text-based discussions, & note-taking to write a response to the question:•Students use text information to justify claims/positions in their response

STEP TWO STEP THREE

Question GenerationNEXT: Classify and post your questions

Place the most significant and relevant questions in the appropriate column on the Class Question Generation Poster.

CLASS QUESTION GENERATION POSTERPrometheus

Action/Event Character Quality Motive Other

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Question Generation

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REORGANIZE QUESTIONS: Sort questions by resources needed

Which questions will require additional resources to locate their answers?

CLASS QUESTION GENERATION POSTERPrometheus

Action/Event Character Quality Motive Other

Addi

tiona

lRe

sour

ces What role did zephyrs

play in Greek mythology?

What other qualities does Zeusdisplay in other Greek myths?

Clas

sTe

xt

From Question Generation to Research

OVER TIME: Refer to Question Generation Poster to engage in collaborative inquiry

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CLASS TEXT: Which sections of text contain answers to posted questions?

ADDITIONAL RESOURCES: Do the resources we have located answer the

questions partially or fully? Is a diverse collection of media resources needed to

locate information sufficient for developing answers that are more complete?

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STEP ONE

Final Written Response to the Reading of the TextStudents compare their final written response to their previous written responses to see their growth in thinking across time.

Whole Group Categorizing of Questions

Engage in Collaborative Inquiry to: •search/locate answers to multiple significant questions generated by students•evaluate source/text information:

identify biasdetermine credibility & validity corroboration across sources

•post answers on Question/Answer Concept Board – ongoing process over time

Comprehension Instructional Sequence Timeline Text-Based Discussion on Essential Question(Efferent Discussion)

Model Question Generation – one of the most potent strategies

Directed Note-Taking during Reading #2: students identify relevant & significant text informationFollow-up Text-Based Discussion(Efferent)

Text-Marking during Reading #1: use a coding system that engages students in critical thinkingFollow-up Text-Based Discussion (Efferent discussion)

Topic Question andStrategic Use of Afferent Discussion Grasp the students’ interest

Predictive WritingBefore reading the article, or having text based discussion with their classmates, the students write briefly; this writing reveals the level of prior knowledge students regarding the topic. When they share their writing with each other, background knowledge for the topic will be developed.

Vocabulary Instruction: •Morphemic analysis•Contextual analysis•Both

Student Question Generation during Reading #3All students generate relevant questions on post-it notes to place on poster

Ongoing Collaborative

Inquiry Ongoing

Question & Answer Concept Board

Written Response to Reading

Students use what they have learned from their first and second text-reading, text-based discussions, & note-taking to write a response to the question:•Students use text information to justify claims/positions in their response

STEP TWO STEP THREE

Extended Text DiscussionThink about the following questions:

Which characters made a personal sacrifice, and what did they sacrifice?

Which personal sacrifices brought progress to Mankind?

Was this progress to Mankind worth these personal sacrifices, and why was it worth it?

Share your response with a partner, using evidence from text to support your answer.

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Final Writing in Response to Reading

According to the text, what progress for Mankind was worth personal sacrifice, and why?

Use evidence from text to support your answer.

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