Boston 5-8Reading PD1

7/31/2019 Boston 5-8Reading PD1

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5-8 Reading Workshop

August 14, 2012

Boston, MA


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Todays Agenda

Comprehension Close Reading

Reading Systems Control the Game

Accountable Independent Reading

Implicit Vocabulary Explicit Vocabulary

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Taxonalities!


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Taxonalities!

One person will go

through the taxonomyterms and the rest of

the group will try to

guess them.

Each round will last 1

minute.

Keep track of how

many terms your groupguesses in each round.


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Reflection

What book or books were your watershed texts as a

student?

Which ones changed the way that you thought, madeyou love the study of book, and just maybe, set you

on the path to becoming an teacher?

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Common Core Examples


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Common Core Sample Passage #1

Take 3 minutes to read the passage.

After reading each article, answer with a partner: What grade level is this text from? Why do you

think so?

How aligned is your teaching to what it takes to

read this?

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1. What do you already do in your instruction that

supports student understanding of this type of

text?

2. What are two things you would need to startdoing that you dont already do to help students

read a text of this complexity?


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After reading the article:

Circle the first eight pronouns. List the referent

for each.

If this were the state test at the end of thiscoming year, what is one thing your students

would need to be prepared to do in nine months

time? (i.e. that they wouldnt be ready for today.)

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Underline sections where youthink students may struggle to

follow the narrative or

understand the description.

Number them and list the

questions you would ask to

support students

understanding at each point.

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Takeaways from Common Core Samples

What are your takeaways from reading thesethree sample passages?

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Takeaways from Common Core Samples They could not take it; He walked at the others

heels = Lower the Level case studies. Big

picture comprehension hinges on understandingof the small and mundane.

Not just difficulty of text, complexity of text

archaic, allusive, stylized

Thank goodness for the fiction? Not

necessarily!

The necessity of careful, attentive methodical

reading. The importance of background knowledge

Syntactical and grammatical complexity

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Grapes of Wrath Close Reading

Participate in the model as an adult student.

You may take notes on page 1 of your additionalpacket.

Page 1


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Bayonet


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Grapes of Wrath Close Reading

What two takeaways do you have

about Close Reading afterparticipating in the model?

Page 1


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Close Reading


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5 Plagues of the Developing Reader

Archaic

Language

Historical context, vocabulary, and

syntax of older texts (over 50 yearsold) are typically more complex than

texts written today.

My fathers family name beingPirrip, and my Christian namePhilip, my infant tongue couldmake of both names nothinglonger or more explicit than Pip.

So, I called myself Pip, andcame to be called Pip.

1

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Symbolic

Text

Literary texts with a single level of

meaning are easier to read than those

where the message isfigurative/symbolic.

"Yup," said George. He tried to think a little about theballerinas. They weren't really very good-no better than

anybody else would have been, anyway. They wereburdened with sashweights and bags of birdshot, and theirfaces were masked, so that no one, seeing a free andgraceful gesture or a pretty face, would feel like something

the cat drug in. George was toying with the vague notionthat maybe dancers shouldn't be handicapped. But hedidn't get very far with it before another noise in his earradio scattered his thoughts.

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Non-Linear

TimeSequence

Frequent use of flashbacks, flash-

forwards, and other manipulations oftime and sequence.

As the central ribs of strengthgrew weak, each leaf tilteddownward. Then it was June,and the sun shone morefiercely.

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Misleadin

g Texts

Fictional texts can have unreliable

narrators whose depiction of events is

deliberately or accidentally inaccurate.

They can have multiple narrators, non-

human narrators, or satiric narration.

TRUE! - nervous - very, very dreadfullynervous I had been and am; but why willyou say that I am mad? The diseasehad sharpened my senses - notdestroyed - not dulled them. Above all

was the sense of hearing acute. I heardall things in the heaven and in the earth.I heard many things in hell.

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Hyper-

(difficult)Text

Extremely rigorous and complex text.

Over the weekend the vultures got intothe presidential palace by peckingthrough the screens on the balconywindows and the flapping of their wingsstirred up the stagnant time inside, andat dawn on Monday the city awoke out

of its lethargy of centuries with thewarm, soft breeze of a great man deadand rotting grandeur.

5

Page 3


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Close Reading


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Close Reading

The Purposes of CloseReading

1. To understand Plot and

Argument

2. Symbolism, imagery,

rhetorical structure

3. To prepare for

independence and master

the Cold Read

Key Idea: Close Reading is a method ofunlocking difficult text--above students comfort

level--using intentional reading and intentionalquestioning.

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Close Reading

Includes

1. Multiple reads; multiple

reading approaches

2. Attention to typeof textcomplexity

3. Text dependentquestions

Key Idea: Close Reading is a method ofunlocking difficult text--above students comfort

level--using intentional reading and intentionalquestioning.

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Layered Readings

Read. Pause. Read. Pause

Text Focus: Lower the Level,Paraphrase, Deliberate Design

Line by

Line

Full read with flow

Independent or Shared

Contiguou

s Read

Jumps from spot to spot to trace a

key idea throughout the text Especially useful in figurative and

symbolic texts

Leapfrog

Read

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Text Dependent Questions

Key Idea: Questions where the answer cant be

faked based on participation in discussion and/orpartial understanding of the text.

NON EXAMPLE: How has Holden changed overthe course of the novel?

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Lower the

Level

Focus on the meaning of words andphrases that may disrupt largerunderstanding

What does the phrase They couldnot take it mean? Who couldnttake it? What couldnt they take?

FiniteEvidence

Ask students to cite all of theevidence or arguments made in apassage.

Avoids students cherry picking

Pushes students to see howevidence works as a whole

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Paraphrase

CriticalPhrase

Analysis

Ask students to paraphrase acomplex passage

Simplify all elements

Advanced: Mirror the passagespoint of view and tone

Study how a text defines a phrase inlayers of depth and context

What does the word dedicatemean the first two times Lincolnuses it? How does Lincoln use itthe final two times? How is itrelated to devotion?

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Symbolic/Figurativ

eReading

Similar to paraphrase but makes the

figurative literal

Why did the author choose to

describe the navy this way? Were

their boats really little? What does

he mean?

Deliberate Design

Ask about the structure of argument

or ideas

What does Dr. King compare

horse and buggy pace to andwhy? Why would he choose to

make this comparison?

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Close Reading and Intellectual Autonomy

Some ideas towardachieving autonomy:

I/We/You

Add Some Reflection

Normalize the Struggle

Let Students Lead

Key Idea: The goal of Close Reading is forstudents to own itto be able to do it when

were not there and finding their own way throughthe text.

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Close Reading-Four Steps to Implementation

StepOne

Choose a complex and

challenging text. Choose itintentionally reflecting on the

different types.

Make it hard.

StepTwo

Do layered readings Read two

or three times adding a line by

line or a leap frog read.

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Close Reading-Four Steps to Implementation

Step

Three

Stop frequently and attend to language.

Use Lower the Level and Paraphrase to

make sure kids get it.

CONGRATULATIONS- YOU ARE NOW

CLOSE READING

StepFour

As you and your students are readyand as the text dictates, add in more

complex questions such as:

Deliberate design

Critical phrase Symbolic/figurative reading

Finite evidence

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Cl R di P ti P t I


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Close Reading Practice Part I

Select the questions you will ask from

the choices provided.StepOne

Use the remaining questions forGrapes of Wrathtopractice Close Reading with your small group.

Plan how you will have studentsread the passage (Line by Line

read, Contiguous Reading, or Leap

Frog Read).

StepTwo

StepThree

Now script 2-3 additional questionsand practice again asking your

questions.

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Break


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Consider: What is theaverage amount of time in

minutes per day that youspent reading in college?

Context: What is the

average amount of time inminutes per day that

students spend reading in

a typical school?

Reading and the Path to College

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Reflection: Whats the average number of

minutes per day our kids need to spend readingto succeed in college?


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20 min/day


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17 min/hour

R d Mil


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Road Miles

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R d Mil


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Road Miles

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What are some of the barriers that preventstudents from reading more during class?

Vid A l i


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How many are students reading in

Colleens class? How do youknow?

Video Analysis

Colleen

Driggs

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Control the Game

C t l th G


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Control the Game

Key Terms:

Primary Reader Secondary Reader

Leverage

Key Idea: a system for engineering student oral

reading to make it productive, accountable andefficient; and to ensure that kids read a lot.

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C t l th G Skill


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Control the Game Skills

Unpredictabl

e Durations

MinimizeTransaction

Costs

Spotting

ShortDurations

Bridging

Identity ofReader

Unpredictable

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How many of these do yousee Colleen do?

Control the Game Video Analysis


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How does Anna support her most

struggling reader during this Control

the Game reading of a non-narrative

nonfiction text?

Control the Game Video Analysis

AnnaMyers

NikkiFrame

How does Nikki respond to students

not being ready to read? What elsedoes she add here thats effective?

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Supplementary Text Packets


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First Chapters and Content Area Articles from Unit 1

Supplementary Text Packets

Control the Game Planning


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Review the passage in your packet. Using the

names of students at your table, mark up the text

for how you would use CTG. Consider:

1. How to make durations and readers

unpredictable2. Keep durations short

3. How will you minimize transaction costs? (i.e.

how will you call on students to read)4. When/how will you bridge?

5. Will you spot check? How?

Control the Game Planning

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Control the Game Practice


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Practice reading the passage with

your group using Control the Game.

Control the Game Practice

Teachers

CoachesGive teacher feedback, using the

principles and common language of

Control the Game:

One thing you did well was

One thing you could try

differently..

StudentsComply with your teachers

directions when asked to read.

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Control the Game Practice 2 0


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Pick up reading the passage with your

students using Control the Game.Incorporate feedback from your coach.

Control the Game Practice 2.0

Teachers

CoachesGive teacher feedback, using

common language ofControl theGame:

One thing you did well was


differentl ..

Students

Comply with your teachers

directions when asked to read.ONE student will not be ready toread when called on.

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Lunch

Accountable Independent Reading Video Analysis


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Accountable Independent Reading Video Analysis

Boris

Zarkhi

How does Boris combineCTGwhile

also ensuring that students have theopportunity to read independently?

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Silent Reading Speed Dating


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Silent Reading Speed Dating

1. What else could a teacher do to make silent

reading accountable?

2. When is silent reading most appropriate?

3. When is silent reading least appropriate?

4. How could you adapt silent reading that is

accountable to your classroom?

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Accountable Independent Reading

Accountable Independent Reading (AIR)


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Accountable Independent Reading (AIR)

Key Idea: A system to prepare students to readon their own productively, accountably, and

efficiently.

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Elements of AIR

Accountability Tools

What and When

Gradual Release

AIR


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AIR

53

Accountability Tools

Question

Mark Up

Hash Marks

Read Back

What andWhen

GradualRelease

Objective

Mastery

Pre-Readingfor Fluency and

Close Reading

Re-Reading

Length of

Reading

Time lag for

follow up

Rigor ofQuestions

Difficulty of

passage

Autonomy

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AIR Video Analysis


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AIR Video Analysis

BethVerrilli

What is High School about Beth

Verrillis use of Accountable

Independent Reading in this clip?

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ChristyLundy

What accountability tools doesChristy use to support her AIR

moment in this class?

Control the Game and AIR Planning


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Use the same passage that you used forControlthe Gameand incorporate a moment of

Accountable Independent Reading(AIR). Considerthe following:

How will you cue students to start and stop AIR?

What focus question will you ask to hold studentsaccountable?

What will you do while students are reading?

How will you hold students accountable afterreading?

Control the Game andAIR Planning

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Control the Game and AIR Practice


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Practice reading the passage with

your group using Control the Gameand AIR.

Control the Game andAIR Practice

Teachers

StudentsComply with your teachers

directions when asked to read.

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CoachesGive teacher feedback, using the

principles and common language of

Control the Game: One thing you did well was


differently..

Control the Game and AIR Reflection


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What factors would you consider in determining

how long to allow an individual student to read?

How can you best address the needs of both

struggling and advanced readers during oral

reading?

How could you effectively use Control the Gameto support your use of Accountable Independent

Reading?

Control the Game andAIR Reflection

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Break


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Implicit Vocabulary

Implicit Vocabulary


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Implicit Vocabulary

Four Key Actions:

Define

Define and Practice

Pronounce

Ignore

Key Idea: Teaching a word or two daily withdepth and subtlety, teachers also have to

reinforce implicit vocabulary while students arereading.

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Video Analysis


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y

What criteria do you think about

to decide whether to usePatricks or Nikkis technique?

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Frame &Pastore

What is especially effective abouthow Tondra addresses Implicit

Vocabulary? What other

elements of reading instruction

do you see here?

TondraBailey

Implicit Vocabulary Practice - Planning


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Implicit Vocabulary Practice Planning

Choose 6-7 words in the first few

paragraphs of the reading that students

might not know.

Page 24

Step 1

On page 24, categorize the words for howyou will teach them. If you are defining theword, use www.wordcentral.com. Useshort and accurate definitions.

Step 2

Be prepared to practice in your small

group!Step 3

Implicit Vocabulary Practice - Planning
http://www.wordcentral.com/http://www.wordcentral.com/


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Implicit Vocabulary Practice Planning

Read a small portion of the text usingCTG. As you encounter the implicitvocabulary, use the method youplanned to reinforce the word.

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Teacher

Be prepared to read and answer

questions when called on.Students

Give feedback on the areas listed on

page 25.Coach

Implicit Vocabulary Reflection


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p y

What general rules would you draft for how

teachers should decide which words to teach

implicitly and how to teach them?

What are your two most important take-aways

from the activity?

Page 25
http://uncommonschools.smugmug.com/Rochester/RPWC/RPWC-November-2011/18545144_mBr99d


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Explicit Vocabulary

Explicit Vocabulary


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Explicit Vocabulary

Reflection:

How many times doyou have to use a

word before you own

it?

Key Idea: Definitions are insufficient for wordmastery. Focus on using words correctly to

develop depth of word knowledge.

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Principles of Vocabulary Instruction


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Principles of Vocabulary Instruction

Start with the

Definition

Combine,

Compare,and Contrast

Stress the

Syntax

Picture This

Multiple

Takes

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Glare


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Word Play


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What takeaways do you have forhow to effectively reviewvocabulary words with yourstudents?

Stephen

Chiger

Word Play


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Using the template on page 18-19, script how you might roll out a

single word for the first time in 3.5minutes. Try to use (and havestudents use) the word 10 times.

Page 18-19

Option 1:

Single Word

Chose from the words anddefinitions on the next slide anddraft how you will use word play toreview 3 words with students in 3.5minutes.

Option 2:MultipleWords

Explicit Vocabulary Definitions (www.wordcentral.com)


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Word Definition

generate To bring into existence

pleaded Begged; special legal case: argued for or against a

claim;

intrigued Aroused the interest or curiosity of

content Satisfied with what one has or is-- (its an adjective

and refers to people)clambering Climbing awkwardly

network A system of related and connected parts

resource Something useful and valuable

dominate To have a commanding position or controlling powerover

alliance A union (with a goal) between people or groups

restrain To prevent from doing; to curb; to limit or keep under

control

What is on Uncommon Connect?
http://www.wordcentral.com/http://www.wordcentral.com/


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The 5-8 ReadingBinder

Materials from today

More video!

Implementation in School Teams


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Consider all the techniques and how you will roll

them out to your students. Use the prompts todiscuss your plans in school teams.

Boston 5-8Reading PD1

Documents

Transcript of Boston 5-8Reading PD1