The ERWC MIDDLE SCHOOL MODULES An Introduction
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The ERWC MIDDLE SCHOOL MODULES An Introduction The Expository Reading and Writing Course Certification Tools Conference Oakland - Long Beach - Merced
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Transcript of The ERWC MIDDLE SCHOOL MODULES An Introduction
The ERWC MIDDLE SCHOOL MODULES
An Introduction The Expository Reading and Writing Course Certification
Tools Conference Oakland - Long Beach - Merced
Session Aims
understand the context and objectives of the ERWC Middle School Modules
experience part of a Module
learn what modules are available
the ERWC middle school modules
An Introduction
Middle Grades Matter• According to a study by Johns Hopkins, “a student’s
middle grades experience strongly impacts the odds of graduating from high school.”
http://www.amle.org/portals/0/pdf/research/research_from_the_field/policy_brief_balfanz.pdf
• The MetLife Foundation reports that “Sixth graders who failed math or English/reading . . . had only a 10% to 20% chance of graduating high school on time. In a study of middle schoolers, less than 1 out of every 4 students with at least one of these ‘off-track indicators’ graduated high school in five years or less.”
http://www.afterschoolalliance.org/issue_46_collegecareer.cfm
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context and objectives
the ERWC middle school modules
An Introduction
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context and objectives
the ERWC middle school modules
An Introduction
• Building knowledge through content-rich nonfiction• Reading, writing and speaking grounded in
evidence from text, both literary and informational• Regular practice with complex text and its
academic language
Shifts in Content and Instruction
College and Career Readiness Anchor Standards for Reading
The Anchor Standards are the outcome – the literacy goals of a K-12 education.
Skim through the anchor standards for reading
With an elbow partner, discuss:
what’s new?
what are the implications for teaching and learning?
context and objectives
the ERWC middle school modules
An Introduction
become familiar with the specifics of one of the modules
get a sense of the pedagogy, pacing, and instructional practices of effective implementation
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the ERWC middle school modules
An Introduction
experience a module
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the ERWC middle school modules
An Introduction
experience a modules
Activity 5: Surveying the Text
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Colvin’s Opening Sentences: “What makes Michael Jordan great? What made Berkshire Hathaway Chairman Warren Buffett the world's premier investor? We think we know: Each was a natural who came into the world with a gift for doing exactly what he ended up doing. As Buffett told Fortune not long ago, he was "wired at birth” to be an investor. It's a one-in-a-million thing. You've got it - or you don't.
Well, folks, it's not so simple. You are not a born CEO or investor or chess grandmaster.”
What are these first two paragraphs about?
Why does Colvin say “We think we know”?
the ERWC middle school modules
An Introduction
experience a module
Activity 5: Surveying the Text
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Colvin’s Two Last Lines:
“But the striking, liberating news is that greatness isn't reserved for a small few who – gifted with natural talent – were born to be great. It is available to you and to everyone.”
What might Colvin mean when he says “greatness” is
available to everyone? Why would his news that
greatness is available to everyone (and not those just born with natural talent) be liberating?
o From what might this “news” be liberating us?
o What’s liberating about it?
experience a module
the ERWC middle school modules
An Introduction
Activity 6: Making Predictions and Asking Questions
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Based on reading these few paragraphs, complete the following sentences:
1.I predict that the article will be about ________________
_______________________________________________.
2. I will predict that the author will argue _______________
_______________________________________________.
experience a module
the ERWC middle school modules
An Introduction
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experience a module
Activity 4: Introducing Key Concepts
the ERWC middle school modules
An Introduction
What do these activities do for an inexperienced reader?How is this similar or different from the instructional scaffolding you usually offer?
Turn To a Colleague
Insights or Questions?
the ERWC middle school modules
An Introduction
experience a module
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PREREADING
Prereading describes the processes that readers use as they prepare to read a new text. It involves survey ing the text and considering what they know about the topic and the text itself, including its purpose, author, form, and language. This process helps readers to set a purpose and plan for reading, anticipate what the text will discuss, and establish a framework for understanding the text when reading begins.
A Major Component of the Assignment Template [by which all of the modules were developed]
the ERWC middle school modules
An Introduction
experience a module
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Peruse the Prereading section of the What It Takes to be Great Module [teacher version]
the ERWC middle school modules
An Introduction
experience a module
things to notice
many prereading activities
potential responses from students
support for teachers
?s
IMPORTANT IDEA: Not all activities need to be done. Teachers select activities based on the needs of their students.
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You have read the first three paragraphs and the conclusion. Now read the rest of the article silently. As you read, think about the predictions you made before you read the article, and then answer the following questions. Of your original predictions, which were right? Which changed as you read the entire article?
What was surprising or most interesting to you?
What part of the text or idea would you like to understand better?
Ready for a First Read?
•What was surprising or most interesting to you?•What part of the text or idea would you like to understand better?
the ERWC middle school modules
An Introduction
experience a module
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experience a module
Activity 11: Rereading the Text
the ERWC middle school modules
An Introduction
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Activity 15: Reading the Assignment
One of your final assignments is to write a summary of Geoff Colvin’s article “What It Takes to be Great.” A summary of an essay helps someone who has not read an article to be able to understand its major parts and its main ideas. A summary is not a review of the article where you state your opinion about it.
To help you become familiar with summary writing, you are being asked to use a SUMMARY GUIDE. Using the guide will help you to become more familiar with the language used in summary writing, the parts of an article to include, and how to connect the different ideas of an article in a summary. With this practice, you will soon be able to write effective summaries without a summary guide.
You can choose to use this summary guide as it is, to change or expand it as you see necessary, or to create a summary without using the summary guide. If you choose not to use the summary guide, make sure that you include in your summary each of the parts of Colvin’s article which are detailed in the summary guide’s six sentences. It is important to read the parts and sentence frames of the summary guide carefully so that you make sure you address all aspects of the assignment.
the ERWC middle school modules
An Introduction
experience a module
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How is this task similar to/different from a typical summary? What makes this a rigorous assignment? How prepared are students to successfully undertake this task?
the ERWC middle school modules
An Introduction
What it Takes to be Great
Take a few moments to look through the remainder of the module, including the “Second Final Assignment” and the rubrics that are included.
What questions do you have? Concerns?
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the ERWC middle school modules
An Introduction
experience a module
Teaching for Transfer
“This [the ERWC] template presents a process for helping your students read, comprehend, and respond to nonfiction
texts. We recommend that, at the beginning of the semester, you guide your students through each step of the process.
As they become familiar with the reading and writing strategies and internalize some of the basic processes, they
will be able to complete some of the steps on their own.” ~ ERWC Semester One Materials
the ERWC middle school modules
An Introduction
Reading Rhetorically
PrereadingDuring ReadingPost Reading
Connecting Reading to WritingWriting to LearnUsing the Words of OthersNegotiating Voices
Writing Rhetorically
PrewritingWritingRevising and EditingEvaluating and Responding
the ERWC middle school modules
An Introduction
Social Networking
When is Lying Okay?
Robots in School
The Construction of a College Experience
Learn what modules are available
What It Takes to Be Great
Tap vs. Bottled Water
Helicopter Parents
The Impact of Celebrities
the ERWC middle school modules
An Introduction
Grade Seven Grade Eight
• More active learners• More engaged learners• More confident in their opinions• Asking smarter questions• More students talking – especially the quiet ones• Improved collaboration• Better understanding of Close Reading• Improvement in argument writing• Improved vocabulary• More students completed work
What teachers in Los Angeles reported:
How do I learn more?
• Contect Della Larimore or Laurie Wiebold at the Los Angeles County Office of Education
• [email protected] - 562-922 - 8334
• [email protected] - 562-922-8618
Session Aims
understand the context and objectives of the ERWC Middle School Modules
experience part of a Module
learn what modules are available
the ERWC middle school modules
An Introduction
www.calstate.edu
