Session 5 3-5 English Language Arts Common Core State Standards.
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Transcript of Session 5 3-5 English Language Arts Common Core State Standards.
Session 53-5 English Language Arts
Common Core State Standards
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Day 3 – PM Session1:15-3:15
Participants will increase their knowledge of planning supportive comprehension instruction: • vocabulary tasks• discussion tasks• reading-to-think tasks• writing tasks
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Comprehension is both a journey and a destination
Comprehension is a reader embarking on a short expedition through text, in search of the yet unknown.
destination
The reader traces the author’s trail, in pursuit of relevant ideas, and ultimately, the message.
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Comprehension is both a journey and a destination
It is the journey that escorts the reader to the final destination of important conclusions, knowledge, insights, and solutions.
The destination is important but the journey is essential.
destination
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STEP 1: Selecting the Text
• Text drives comprehension instruction.
• Texts are designed for different purposes.
• Select text carefully by analyzing:
– Text structure– Language demands– Knowledge demands– Levels of meaning
Pave the Way
Handout
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STEP 1 PLANNING: Carefully Select TextObjective Purpose & Goal
Independent ReadingIndependent reading for fluent decoding and comprehension
Levels of Meaning Texts that contain: - new, abstract, or complex ideas - multiple perspectives - argumentation (i.e., essay)
Knowledge Demands Texts with specific new content-area concepts
LanguageComplex texts to challenge student oral/written language development
Text StructureTexts with a specific text structure(cause/effect, comparison, contrast)
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COMPREHENSION:Both a Journey & a Destination
Lesson Malfunction
The right text with the wrong lesson leads to the same outcome.
The wrong text with the right lesson doesn’t take you very far.
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What about those students with decoding challenges?
Teachers can provide support during instruction:• Pairing Students: Have students partner with a
stronger reader to read the text together.• Oral Reading: The teacher could either read the
complex text aloud or provide a text recording while students read to follow along silently.
• Text-Marking: Students engage in text-marking while reading complex text.As a means of informal assessment, the teacher notes where
students place their codes for text-marking codes on the page; this informs the teacher about specific comprehension difficulties.
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What about those students with comprehension challenges?
STEP 1: Does the text contain a structure familiar to students?
YES
Provide comprehension monitoring practice & basic comprehension instruction
Students having difficulty with main idea: Provide summarizing instruction.
NO
Provide text structure
instruction
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Provide Text Structure Instruction
Expert Interview Uncovering Text StructureJoanna P. Williams, Ph.D.Teachers College, Columbia University
Dr. Joanna Williams discusses the importance of teaching children about narrative and informational text structure and describes some instructional tools she has used in her research with teachers. (5:46 min)
DOING WHAT WORKS Website www.doingwhatworks.org
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STEP 1: Does the text contain a structure familiar to students?
YES
Comprehension monitoring
Summarizing instruction
NO
Text structure instruction
Multi-Strategy
Instruction(Close Reading & CIS)
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Efferent Literacy Instruction
Reading
Writing
Speaking& Listening
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GROUP WORKOBJECTIVE:
To plan & deliver a multi-strategy comprehension lesson using a short complex text.
GOAL: To support implementation of comprehension instruction that challenges student development:• academic language (both oral and written)• reading to think• writing to think
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GROUP WORK
Locate 2 handouts:• Quest for the Tree Kangaroo
(CCSS Text Exemplar)
• Planning a Comprehension Lesson: Multi-Strategy Instruction
MATERIALS
Handout
Handout
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GROUP WORKDIRECTIONS:1. Divide into groups of 10-12 members.
2. Within your group, divide into partners (2-3 people).
3. Partners will work on one specific task:Vocabulary TaskDiscussion TaskReading TaskWriting Task
2 Handouts
2 Handouts
3 Handouts
2 Handouts
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VOCABULARY TASK CARD & Planning Chart
Partner Work:• Read and discuss the handout entitled
Vocabulary Instruction. • Use the handout information as a guide to plan
the vocabulary lesson.• Record your plans in the Vocabulary Planning
Chart.
Group Work: • Deliver this vocabulary lesson to your group.
Handout
Handout
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DISCUSSION TASK CARD & Planning Chart
Partner Work:• Read and discuss the handout entitled
Efferent Discussion.• Use the handout information as a guide to plan
interactive discussion.• Record your plans in the Discussion Planning Chart.
Group Work: • Deliver the interactive discussion you have planned
to your group.
Handout
Handout
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READING TASK CARD & Planning Chart
Partner Work:• Read and discuss the following handouts: (choose 1)
– Efferent Reading Instruction: Text-Marking– Question Generation Instruction
• Use the handout information as a guide to plan the reading task for the lesson.
• Record your plans in the appropriate planning chart.
Group Work: • Deliver the reading task you have planned to your
group.
Handout
HandoutHandout
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WRITING TASK CARD & Planning Chart
Partner Work:• Read and discuss the handout entitled
Efferent Writing Instruction.• Use the handout information as a guide to plan the
writing lesson.• Record your plans in the planning chart.
Group Work: • Deliver the writing task you have planned to your
group.
Handout
Handout
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GROUP PLANNINGDIRECTIONS:1. Divide into groups of 10-12 members.
2. Within your group, divide into partners (2- 4 people)
3. Partners decide which task to work on:Vocabulary TaskDiscussion TaskReading TaskWriting Task
EXAMPLE: Jim, Cindy, & Donna
EXAMPLE: Barbara & Joel
EXAMPLE: Susan & Karen (text-marking) Monica & Linda (question generation)
EXAMPLE: Holly & Patricia
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STEP ONE
DELIVERING COMPREHENSION LESSON
WRITING TASK:
Predictive Writing
WRITING TASK:
First Written
Response to Reading
STEP TWO STEP THREE
DIS
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STEP ONE
DELIVERING COMPREHENSION LESSON
WRITING TASK:
Predictive Writing
WRITING TASK:
First Written
Response to Reading
DIS
CU
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ION
TA
SK
Op
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Dis
cuss
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VO
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xt-M
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DELIVERING COMPREHENSION LESSON
STEP TWOR
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Stu
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DELIVERING COMPREHENSION LESSON
STEP THREE
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DEBRIEFING
So how did it go?
Are we there yet?
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Comprehension:Journey & Destination
We wish you the best as you continue this journey in your classroom, school, and district.
destination
CONGRATULATIONS!
You have completed this journey with us.