Day 2 – AM Session10:45-12:00

OUTCOMESParticipants will increase their knowledge of:• how the CCSS integrate reading, writing, listening

and speaking by experiencing text using all four modes of language;

• the most powerful strategies for literacy and how to integrate those strategies into any complex text;

• the intricacies of reading and extracting meaning from complex text.

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Integrated Model for English Language ArtsCommon Core State Standards

Reading

Writing

Speaking& Listening

Reflective Journal

Please take a moment to think about:

How do we teach students to think as they read?

After writing your response, share with the person sitting on your left.

George Washington George Washington …the man who refused to be King of America

Text Directions

• Please listen as I read aloud the first paragraph of George Washington’s letter to you.

• After I read, you will be asked to write a brief response with some guidance.

Written Response

Take a moment and write down what you are thinking about what I just read aloud to you.

You may:(1) paraphrase it in your own words, or (2) write a question you have about this paragraph, or,(3) write about something you want to know more about.

Responding to Writing

• Turn to the person behind you. • Read aloud your responses to each other.• Now, select ONE response to strengthen.• Use some text details to support the response.

Remember to use quotation marks to set off any direct quotes from the text you may chose to use.

Groups of 4• You and your partner work with another group

to form a group of 4.

• Together, examine both the first responses and the strengthened responses and discuss:

– What is the evidence of improvement?– How did that happen?– How does this relate to classroom instruction?

Practice

• Please read the second paragraph of the letter silently.

Practicing • Write down in your own words

(paraphrase) the second paragraph, or

• Write a question you have about this paragraph, or

• Write down something you want to know more about having read this paragraph.

1. Read your response to your NEW partner – the person sitting in front of you.

2. Select a response to strengthen.

Strengthening A Response

• Reading aloud (hear your own words)

• Use text details to support the strengthened response.

• Remember to use quotation marks to set off direct quotes taken from the text.

Teaching Students to Think As They Read

• Read/Think/ Write/Read Aloud & Share/Strengthen

• Teacher Think Alouds – what are the students doing? smiling and nodding; we are asking students to write down what they are

thinking.

• How do you teach someone to think as they read?

• Writing your thoughts down as you go forces you to think and understand as you read.

• It is important to cognitively challenge students through cognitive group work; we are teaching habits of the mind!

Review of the Steps – Teaching Students to Think As They Read

a. Teacher posts and reads aloud brief complex passage/paragraph(s).

b. Students write down a paraphrase, summary, question they have, what they are wondering about, or what they want to know more about.

c. Students share that written response with a partner.

d. The partners then select one response to strengthen.

e. Teacher directs students to use text evidence, direct quotes and quotation marks to help strengthen the response. Teacher asks students to articulate how their responses are improved.

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Background InformationFollowing Lord Cornwallis’s surrender at Yorktown, Virginia, in October 1781, General

George Washington and the bulk of the Continental army returned north to face the remaining British forces in and around New York City. For the remainder of the Revolutionary War, Washington’s main task was to hold his army together while the tortuous peace negotiations at Paris moved slowly toward completion. This was, unfortunately, much more difficult than it sounds. As the British military threat receded, the former colonies became increasingly reluctant to provide the Continental Congress with the means to supply and pay the army properly and in a timely fashion. Furthermore, because of the weakness of the central government enshrined in the Articles of Confederation, Congress found it difficult to enforce its will upon the states. Not surprisingly, during the final years of the conflict Washington on several occasions received petitions from his officers complaining of the Continental Congress’s inability to

meet the army’s needs.

Cognitively Challenging, Text Based Questions

Why did the letter Colonel Nicola sent to George Washington anger George Washington so? Provide text based details to support your answer.

Forced with the prospect of the military slipping out of his control, based upon the two texts, how did George Washington keep a complaining and suffering army within bounds? Cite text evidence to support your answer.

How much complex text is enough?

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FALL WINTER SPRING1/3

Complex text1/2

Complex text2/3

Complex text

Deep Understanding of Complex Text

How do we deepen students’ understanding of text without just asking questions?

Portioning the text for a close read at first (small doses of brief text)

Teacher reads aloudStudents reread or read on and paraphraseStudents share, revise, strengthenPairing text around a common or related topic, theme.

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Reading Strategies

Comprehension Monitoring: Being aware of how well you understand what you are reading.

Paraphrasing: Stating the sentences in your own words.

Prediction: Predicting what will come next in the text.

Elaboration: Linking information in the sentence to information you already know.

Bridging: Linking different parts of a text together.

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Teaching Students to Think as They Read

• Use one question a period that will be written rather than verbal. Select the most cognitively challenging question planned that day for instruction.

• Write the question down (teacher posts, students write).

• Turn to your neighbor and tell them what the question means—what is it asking? Write this down.

• Introduce the subsequent reading with “as we read, we will gather evidence across time and the text to answer this question.”

• As the students read, we ask, “is there anything in this section of the text that supports answering this question?

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Deepening Teaching and Learning

How do I teach students to think?

We have to work collaboratively in cognitively challenging tasks. We have to teach using text that is cognitively challenging enough. Not frustrating –but challenging.

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USING RUBRICS

Conventions

1 EXPERIMENTAL

2EMERGING

3DEVELOPING

4CAPABLE

5EXPERIENCED

Nearly every convention requires editing

Some conventions are correct, most are not

Half of conventions are correct and half need editing

More conventions are correct than not

Conventions require little editing to be published

Spelling is not evident, only strings of letters

Semi-phonetic spelling is attempted(R U KM)Are you coming?

Phonetic spelling is used; high-frequency words are still spotty

Spelling is usually accurate for grade-level words

High-frequency words are spelled correctly; spelling is very close on others

No sense of punctuation

Random punctuation

End punctuation is usually correct; experiments with other punctuation

End punctuation is correct; some other punctuation is correct

Punctuation is usually correct and/or sometimes even creative

Conventions (continued) 1 EXPERIMENTAL

2EMERGING

3DEVELOPING

4CAPABLE

5EXPERIENCED

Print sense is still emerging

Upper and lowercase letters are randomly used

Capitals are inconsistent but begin most sentences and some proper nouns

Capitals are more consistent and begin sentences and most proper nouns

Capitals are consistently accurate for sentence beginnings, proper nouns, and titles

No awareness of grammar and/or usage exists

Part of a grammatical construction is present

A grammatical construction is present

Subject/verb agreement, proper tense are present but the rest is still spotty

Some control is shown over basic grade-level grammar

http://educationnorthwest.org/resource/464 Education Northwest

Self Assessment• Using the rubrics listed below (from your

handouts), assess your writing and your participation in the discussions. Feel free to share your self assessment with your partner.

1) Extended Text Discussion Self Assessment Rubric2) Rubric: Writing in Response to Reading3) Rubric for Student Writing

DISCUSS: How might these rubrics help students self assess?

Reflective Journal

How do we teach students to think as they read?

What might you add to your answer from the beginning of this session?