modesto city schools common core reading break out sessions january 29, 2013

Modesto City Schools

Common Core Reading Break out

SessionsJanuary 29, 2013

Checking in...

After this morning’s keynote, I feel more prepared to ________, because

________, and I’m checking in.

Sharing Past Work

Outcomes for Reading Session K-5

1. Understanding shifts between CA 1997 and 2010 CCSS standards for Reading

2. Focus on Standards 1 & 2 3. Practice Reading Routines4. Create text-dependent questions.5. Practice argumentative dialogue.6. Redesigning a current module for

Treasures to align with CCSS

Protocol for Crosswalk

1. Star CCSS 1 and 2 (Key Ideas and Details).

2. Take five minutes to individually look through your grade level standards and CCSS.

3. Note gaps, or areas of concern or question.

4. Meet in grade alike teams to discuss.

5. Come back to K-5 team to vertically articulate.

Key Shifts in ELA/Literacy CCSS

1.Complexity: Regular practice with complex text and its academic vocabulary

2.Evidence: Reading, writing and speaking grounded in evidence from text, both literary and informational

3.Knowledge: Building knowledge through content rich nonfiction

Reading Standard Informational Text Standard 1 Key Ideas and

Details K-2 2010 1997

K - 1. With prompting and support, ask, and answer questions about key details in a text

R2.5 Ask/answer questions about essential elements of text.

1-1. Ask/Answer questions about key details in a text

R2.2 Respond to who, what, when, where, and how questions

2-1. Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

R2.4 Ask clarifying questions about essential textual elements of exposition (eg. Why, what,-if)t


Details 3-5 2010 1997

3.RI.1 Ask and answer such questions to demonstrate understanding of a text, referring explicitly to the text a the basis for the answers

R.2.2 Ask questions and support answers by connecting prior knowledge with literal information found in and inferred fro, the text

4.RI.1 Refer to details and examples in text when explaining what a text says explicitly and when drawing inferences from text

R2.6 Distinguish between cause and effect and between fact and opinion in expository text (moves to 5th grade in CCSS)

5 RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text

R2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge


Details K-2 2010 1997

RI.2. With prompting and support, identify the main topic and retell key details of a text.

none

RI.2. Identify the main topic and retell key details of a text.

R.2.7 Retell the central ideas of simple expository or narrative passages. [Also see CCSS RL.2 above]

RI.2. Identify the main topic of a multi paragraph text as well as the focus of specific paragraphs within the text.

R.2.5 Restate facts and details in the text to clarify and organize ideas.


Details 3-5 2010 1997

RI.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

R.2.5 Distinguish between main idea and supporting details in expository text.

RI.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

none

RI.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

R.2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.


Details 6-8 2010 1997

6 RI.1.Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

R.2.3 Connect and clarify main ideas by identifying their relationships to other sources and related topics.

7. RL.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

none

8. RI.1.Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

none

Reading Standard 1 History/Social Studies Key Ideas and Details 6-8 2010 1997

Cite specific textual evidence to support analysis of primary and secondary sources.


Details 6-7 2010 1997

RI.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

R.2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.

RI.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

W 2.5 Write summaries of reading materials:a. Include the main ideas and most significant details.b. Use the student’s own words, except for quotations.c. Reflect underlying meaning, not just the superficial details.

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Reading• Engage with texts

of increasing complexity

• Explore a wide range of reading opportunities

• Focus on informational text and citing textual evidence

Key Points in Content Area Literacy

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The Challenge: Engaging ALL Students

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Developing Your Module

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Establishing a Purpose for Reading

1. Determine and articulate the purpose for reading.• After reading, be prepared to identify ___.• After reading, be prepared to discuss ___.

2. Assign a text-based, active reading task.• During reading, circle a detail about ____.• During reading, underline what happens

when ____.

TPT

T Text - What kind of text is this? How do we know?

P Purpose - What is the purpose of this particular text? How do we know?

T Task - What is your job as you read this text? How will I know you got it?

Text Impressions

• This strategy helps students gain understanding of the text prior to reading the text.

• It also elicits interest and provides motivation for students to read the text thoroughly.

• Students practice creating a summary using a scaffolded approach.

Text Impressions

• Examine the text you expect students to read.

• Choose 7-10 key words from the text - words that are key to understanding it.

• Create a list of those words - in order.

• Have students read the list and with a partner, create a written summary of the text, using each word in the sequence it was written on the list.

• Read text and compare your summary to actual.

Text Impressions

Netherlands

healthy

sturdy

redheaded

unsatisfactory

lonely

outsider

painter

Topic: Vincent van Gogh

Try it

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• Engage students in focused and on-task reading.

• Build comprehension while ensuring accountable reading.

• Demonstrate fluent reading.

• Provide access to the text, laying the foundation for making meaning.

Daily Reading Routines

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Using Reading Routines

READING ROUTINESREADING ROUTINES

LE

VE

L O

F S

CA

FF

OLD

ING

LE

VE

L O

F S

CA

FF

OLD

ING

HIGHHIGH

MEDIUMMEDIUM

LOWLOW

Mod

eled

Flu

ent

R

eadi

ngM

odel

ed F

luen

t

Rea

ding

Ora

l Clo

zeO

ral C

loze

Cho

ral

Rea

ding

Cho

ral

Rea

ding

Par

tner

C

loze

Par

tner

C

loze

Inde

pend

ent

Rea

ding

Inde

pend

ent

Rea

ding

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Oral Cloze Routine

1. Preview the text and select words to omit.• Select familiar or pre-taught words near the end of

sentences.• Practice reading aloud.

• Explain the purpose of the routine.

• Read aloud and have students chime in chorally.

• Monitor students’ responses and engagement.

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Try it

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Oral Cloze Routine

On March 30, 1853, the handsome, soberly dressed Reverend Theodorus van Gogh entered the ancient townhall of Groot-Zundert, in the Brabant, a province of the Netherlands. He opened the birth register to number twenty nine, where exactly one year earlier he had sadly written “Vincent Willem van Gogh, stillborn.” Beside the inscription he wrote again, “Vincent Willem van Gogh,” the name of his new, healthy son, who was sleeping soundly next to his mother in the tiny parsonage across the square. the baby’s arrival was an answered prayer for the still-grieving family.

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Partner Cloze Routine


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Modeled Fluent Reading Routine

1. Preview the text.• Chunk the text.• Practice reading aloud.

2. Provide an active reading prompt.

3. Read aloud and have students follow along.

4. Pair students to discuss their responses tothe reading prompt.

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Try it

What evidence can you find in the text that indicates what kind of personality Vincent van Gogh had?

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Daily Reading RoutinesThe first Vincent lay buried in a tiny grave by the door of the church where Pastor van Gogh preached. The vincent who lived grew to be a sturdy red headed boy. Every Sunday on his way to church, Vincent would pass the headstone carved with the name he shared. Did he feel as if his dead brother were the rightful Vincent, the one who would remain perfect in his parents’ hearts, and that he was merely an unsatisfactory replacement? That might have been one of the reasons he spent so much of his life feeling like a lonely outsider, as if he didn’t fit anywhere in the world.

modeling metacognition


This is a LONG time ago - over 150 years!

handsome - sober? He wasn’t drunk? No, sober also means serious

super old...hmmm...Netherlands, that isn’t in the US - here it is on the map....

oh, that’s sad, he and his wife had a baby who died :(

wow...that seems kind of wierd and nice at the same time...

this is another word for the house a paster lives in.

that seems like a lot of pressure - and sad that the family is still grieving for the baby that died.

you try it

The first Vincent lay buried in a tiny grave by the door of the church where Pastor van Gogh preached. The vincent who lived grew to be a sturdy red headed boy. Every Sunday on his way to church, Vincent would pass the headstone carved with the name he shared. Did he feel as if his dead brother were the rightful Vincent, the one who would remain perfect in his parents’ hearts, and that he was merely an unsatisfactory replacement? That might have been one of the reasons he spent so much of his life feeling like a lonely outsider, as if he didn’t fit anywhere in the world.

An analogy…

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from novice to expert

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1. Number the paragraphs.

2. Circle key terms, names, and dates.

• Underline the author’s claims.

• Star relevant information, such as details that connect with another text.

• Use symbols, such as check marks or exclamation points, to react to text.

Close Reading With Text Marking and Annotation

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Text Coding

√ Place a check mark next to something you already knew.

* Place a star next to any new and important information.

? Place a question mark next to anything that confuses you.

! Place an exclamation point next to a connection you can make.

Text Coding

Close Reading Strategies:

•Number paragraphs•Circle key terms, names, and dates•Underline the author’s name•Star relevant information•Use symbols such ! when you agree or are surprised by information

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Writing Text-Dependent Questions

KEY STEPS:

1. Preview the text multiple times.

• Identify one or more conclusions that students might draw based on information in the text.

• Frame the conclusion as a probing question that requires text evidence.

KEY STEPS:

1. Preview the text multiple times.

• Identify one or more conclusions that students might draw based on information in the text.

• Frame the conclusion as a probing question that requires text evidence.

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Sequencing Text-Dependent Questions

Word Analysis

Details

Identifying Arguments

Inferences and Judgments

Applications and Evaluations

How did Van Gogh’s family relationships shape the artist’s childhood?According to the

authors, why did Vincent Van Gogh feel like an outsider in his own family?

In paragraph 1 of the model text, what does unsatisfactory replacement mean?

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Writing Text-Dependent Questions

Which statement best supports the idea that Vincent van Gogh was not a happy-go-lucky person?

What do you think the author meant by the phrase “the rightful Vincent”?

What does the word “headstone” refer to?

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Asking Text-Dependent Questions

STEP 1 Select an exemplar text from Treasures

Write one or two possible conclusions on a sticky note.

Re-frame your conclusion as a question.

Ask an elbow partner your question and have him/her answer using text evidence.

STEP 2

STEP 3

STEP 4

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Text-Dependent Starters

Which sentence best emphasizes ___? Which statement best supports ___? Which is the most accurate statement ___? Use details and information from the

text ___? Which fact provides the best evidence ___? Which detail best illustrates ___?

More Text-Dependent Question Starters

• What does the author mean by _____?

• How can you tell?

• How can you tell from the text that _____?

• What in the text makes you think that _____?

• How does the author show that _____?

• What clues does the author give to imply that _____?

• How does the author support (his/her) claim that _____?

• What evidence does the author provide to support the idea that _____?

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Using a Routine to Summarize Text

1. Read a section of the text using the Oral Cloze or Partner Cloze Routine.

2. Ask and answer text-based questions.

3. Identify the topic and central idea.

4. Locate and describe key supporting details using sentence starters or frames.

5. Write a section summary in under 35 words.

visual text

visual text

SEE THINK WONDER

QuickTime™ and a decompressor

are needed to see this picture.

media text

Self Portrait



media text

Starry Night Animation



media text

Van Gogh Lecture

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Grouping Informational Texts for Deep Understanding

Main Content-Area

Text orTextbook

Anchor Media

Primary Source

Text

Secondary Source

Text

Literary Text

Text Feature

Digital/Media Text

Film or Documentary

PG page 23PG page 23

our Van Gogharticle

A painting by Van Gogh

a video clipof Van Gogh

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Drawing Evidence-Based Conclusions

Text Evidence Text Evidence

Conclusion

What do you know?What do you know?

How do you know?How do you know?

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Linking Reading to Writing

What do you know?What do you know?

How do you know?How do you know?

organize with graphics

was..

I think Vincent van Gogh

because I know... and the text says...

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“Academic writing in particular calls on writers not simply to express their own ideas, but to do so as a response to what others have said.”

—Graff & Birkenstein, 2006

Supporting Evidence-Based Writing

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Summarizing other’s views

Responding with our ideas

Listening/ reading closely

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Rethinking Argument

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THEN NOW

Thesis

Reasons

Support

Conclusion

Thesis

Reasons

Support

Conclusion

Dynamic conversation

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Rethinking Argument

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NOW

Dynamic conversation

Respond to text

Articulate a claim

Use evidence to support your position

Discover counterclaim

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Try it with Vincent van Gogh

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Using Frames to Structure Arguments

After examining (topic) _________________________

in the (text type) ___________ by (author) _____________,

I (agree/disagree/believe) that (your claim) __________________

__________________________________________.

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Evidence Frames• For example, _____.

• To illustrate, _____.

• In the (novel/article), _____.

• The author also _____.

• In my experience, _____.

• Among my peers, _____.

• Within my culture, _____.

• Based on my experience with _____.

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Our Argument Frame

After examining (topic) _________________________

in the (text type) ___________ by (author) _____________,

I (agree/disagree/believe) that (your claim) __________________

__________________________________________.

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•I recognize that one common belief is_______, (introduce what others are saying)•I believe __________. (respond)• To illustrate, __________________. (summarize and quote)•Although some may ________, (plant a naysayer)• I think ___________ (distinguish what you say from what they say).•After all, ____________ (say why it matters).•Therefore when considering ________ (tie it all together).

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Using Frames to Structure Arguments: K–2

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Aliki says that all five senses are important. I

(agree/disagree). I think that _____ is (just as

important as/more important than) _____. For

example, _____. Some people may think that

_____. I believe that _____. This helps me to

understand that _____.

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Using Frames to Structure Arguments: 3–5

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In “Seeing Eye to Eye,” the author suggests

that we need eyes to survive. The author states,

“_____.” I (agree/disagree) with this opinion. I have

heard _____. In addition, research shows _____.

Scientists may say that _____. I strongly believe that

_____. This is important because _____.

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Using a Rubric

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1. Identify task and learning outcome.

2. Establish criteria to assess.

4. Write descriptors for eachcriterion.

3. Determine levels of mastery, or scale.

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Supporting Self-Assessment

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Question Rating

Is the claim clearly stated? Do strong reasons and evidence support the claim?

Do transitions introduce reasons and evidence?

Is there a clear counterclaim and response?

Is citation information included?

1 = Insufficient 2 = Developing 3 = Sufficient 4 = Exemplary

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Facilitating Peer Feedback

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Title: _______________________________________ Writer: ______________________________________ Responder: __________________________________

One effective part of your ______________________ was _______________________________________________because ________________________________________

One question I have is ____________________________________________________________________________

As you revise, be sure to ___________________________________________________________________________

PG page 24

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Reflection

• What three steps will you implement in writing?

• Share with your elbow partner.

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thank you

Margaret Glick - ICLE [email protected]

1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

E-mail: [email protected]

www.LeaderEd.com

mailto:[email protected]

mailto:[email protected]

modesto city schools common core reading break out sessions january 29, 2013

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