Designing Text Rich Instruction Using Interactive Technology
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Transcript of Designing Text Rich Instruction Using Interactive Technology
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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]
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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
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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 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
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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
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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
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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)
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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
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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
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Start small (build in the learning)
Identify where students are within the frame
Gradually add to the frame throughout the year
Building the Frame
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Paperless system
Public performance (authentic audience)
On-line portfolio (see growth overtime)
Individual & public feedback via wiki
Using the Wiki
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www.dovenyscate2013.wikispaces.
com
www.dovesample2013.wikispaces.com
Examples
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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
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Questions?
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