4 rich and worthy
TRANSCRIPT
Rich and Worthy
Key Criteria for Text Selection
Source: Instructional Criteria for the CCSS in ELA and Literacy, Grades 3-5; and ELA, Grades 6-12
Participants will learn copyright laws and where to safely access texts. They will identify criteria for choosing rich and worthy texts.
Why is text selection important?
• In the CCSS, text is the focus of instruction.
• From texts, students gain knowledge not only about the world but about how to write, express ideas, and support their ideas with evidence from valid sources.
Text ComplexityStudents should read increasingly complex
text with growing independence as they progress toward college and career
readiness.• Texts should align with the complexity requirements as
outlined in Reading Standard 10.
• All students (including those who are behind) should have extensive opportunities to encounter grade-level complex text.
• Shorter challenging texts that elicit close reading and rereading should be a part of regular instruction.
Text Complexity cont.• Novels, plays, and other full-length texts play an equally
important role.
• Texts selected for instruction should include materials that appeal to students’ interests and encourage independent reading.
Range and Quality of Texts
The CCSS require a greater focus on informational text in elementary school and
literary nonfiction in ELA classes 6-12.• In elementary grades, the CCSS call for a balance of literary and
informational texts.
• In ELA classes 6-12, there should be a blend of literature (fiction, poetry, and drama) and literary nonfiction (essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical scientific, technical or economic accounts including digital sources – especially that which is built on informational text structures).
Range and Quality cont.
• Texts selected should be worthy of close reading and rereading. They should be model texts.
• The CCSS require certain kinds of texts in 9-12 (see pg. 40 Reading Standards 8-9).
• The selection and sequence of texts should provide a well-developed sense of bodies of literature.
• The English I course provides a foundational study of literary genres (novels, short stories, poetry, drama, literary nonfiction). It includes influential U.S. documents and one Shakespearean play.
• English II introduces a literary global perspective focusing on literature from the Americas (Caribbean, Central, South, and North), Africa, Eastern Europe, Asia, Oceania, and the Middle East. It includes influential U.S. documents and one Shakespearean play.
• English III is an in-depth study of U.S. literature and U.S. literary nonfiction especially foundational works and documents from the 17th century through the early 20th century. It includes at least one Shakespearean play.
• English IV completes the global perspective initiated in English II with a focus on European (Western, Southern, Northern) literature. It includes U.S. documents and literature (texts influenced by European philosophy or action) and at least one Shakespearean play.
K-2 includes:
• well-written and richly illustrated texts.
• reading in ELA, Science, Social Studies, and the Arts.
• read-alouds that are well above the complexity students can read on their own.
Cultivating Students’ Ability to Read Complex Text IndependentlyScaffolds should enable all students to experience rather than avoid the complexity of the text.
Activity: Observing with a Critical Eye
• How does the teacher scaffold the text for learners?
• What makes this text rich and worthy?
• What are the learning goals?
• How could the teacher improve the quality of the lesson?
Observing with a Critical Eye
Activity: Observing with a Critical Eye
• How does the teacher scaffold the text for learners?
• What makes this text rich and worthy?
• What are the learning goals?
• How could the teacher improve the quality of the lesson?
Reminder….
Choose texts purposefully!
What do we want our students to learn?
How do you choose a text purposefully?
What questions do you ask yourself?What resources do you use?
Universal Design
A set of principles for curriculum
development that applies to the general
education curriculum to promote learning
environments that meet the needs of all
learners.
Universal Design for Learning (UDL)
Understanding UDL
UDL Principles
Principle 1:Representation
Principle 3:Engagement
Principle 2:Action and Expression
Activity: What Can a Small Bird Be?
• Use chart paper to provide examples of how to address each principle
• Divide paper into three sections Copyright: Shutterstock
Principle I:
Multiple Means of Representation
Represent
Act/Express Engage
http://goo.gl/fvqJS
Principle 1:Representation
Multiple Means of Representation for ELLs
Non-verbal• Modeling
• Pictures
• Realia/Concrete objects
• Gestures
• Manipulatives
• Demonstrations
• Hands-on
• Picture dictionaries
Language Support• Word banks
• Word walls
• Labels
• Graphic organizers
• Sentence starters
• Sentence frames
Represent
Act/Express Engage
Activity: What Can a Small Bird Be?
• Use chart paper to provide examples of how to address Multiple Means of Representation
Copyright: Shutterstock
Principle II:
Multiple Means of Action and Expression
Represent
Act/Express Engage
http://goo.gl/Rvjod
Principle 2:Action and Expression
UDL requires Multiple Means of Action and Expression.
Examples:
Thumbs Up/Thumbs Down
Gallery Walks
Pair/Share
Chalkboard/Whiteboard Splash
Response Hold-Up Cards
Quick Draws
Numbered Heads Together
Line-Ups
Represent
Act/Express Engage
Multiple Means of Expressing for ELLs
• Role-play
• Illustrations/ Drawings / Visuals
• Gestures
• First language
Represent
Act/Express Engage
Activity: What Can a Small Bird Be?
• Use chart paper to provide examples of how to address Multiple Means of Action/Expression
Copyright: Shutterstock
Principle III:
Multiple Means of Engagement
Represent
Act/Express Engage
Principle 3:Engagement
UDL requires Multiple Meansof Engagement.
Examples:
Bounce Cards
Case Studies
Role Plays
Simulations
Concept Charades
Response Hold-Up Cards
Networking Sessions
Flexible Grouping
Represent
Act/Express Engage
Multiple Means ofEngagement for ELLs
• Student Interaction
– Oral comprehension supports reading and writing development
– Differentiate Collaborative Activities
Represent
Act/Express Engage
Activity: What Can a Small Bird Be?
• Use chart paper to provide examples of how to address Multiple Means of Action/Expression
Copyright: Shutterstock
Video Activity: UDL in Action
1. Check the alignment to the Common Core Standards RL 11-12.2, SL 11-12.1a., RL 9-10.2.
2. In what ways do the stations provide multiple means of …representation, action/expression, engagement?
Interactive Stations
Video Activity: UDL in Action
1. Check the alignment to the Common Core Standards RL 11-12.2, SL 11-12.1a., RL 9-10.2.
2. In what ways do the stations provide multiple means of …representation, action/expression, engagement?
Table Talk
• What is another station that you could create that would speak to one or more of the three principles of UDL?
– Representation
– Action/Expression
– Engagement
http://bit.ly/LS5e9s
The Important Thing…
• As we make content more accessible to students, our learning goals as defined by the standards must remain our focus.
http://bit.ly/MGBTAN
Lunch
12:15-12:30 Expo
12:30-1:30 Lunch