The Tie That Binds
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Transcript of The Tie That Binds
The Tie That Binds
Barb WilliamsElaine Hoffert
The Tie That Binds:Reading, Writing, and Assessment
Goals
• To identify for all courses the connections among– Standards– Texts – Strategies – Assessments (Writing)
Clear TargetBecome cognitive of best practices needed for TN
Standards/CCSS
R. 9-10.1, 11-12.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
W. 9-10.4, 11-12.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Overarching Question
What are the best practices needed in order to equip students with the ability to read closely to determine what the text says explicitly?
What do I want my students to know and
be able to do by the end of this lesson?
• Content understanding requires comprehension of text: written, auditory, visual
+• Comprehension is achieved through strategic
reading=
All teachers are teachers of reading!
Practice: The Shillybog
• Last night after closty, my flimers and I went downtown to the shillybog. It was late and my other flimers were already there. Some of them were trogging and others were lutzing to the blane. I’m not a very good lutzer, but I love to listen to the blane. My friends nelled me a few trogs and pretty soon I was lutzing, too! I don’t really sartle it clearly. I woke up this morning in my warban with a terrible kerfufle. My roommate gave me two sloves to vipax, so I should feel twiggle soon. I hope so because I don’t want to be late for Lynn’s molentale!
Practice: The Shillybog
• 1. Where did the writer go last night?
• 2. Who went with the writer and what did they do?
• 3. How did the writer feel this morning? Why? • 4. How did the writer solve the problem?• ON HANDOUT
Connections Standards
Texts Strategies
Assessments
Standards
Content Examples• WG.7 Analyze and explain
how different cultures use maps and other visual images to reflect their own interests and ambitions.
Literacy• CCR 7:• Social Studies 9-10: Integrate
quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text
• Science /Technical Subjects 9-10;Translate quantitative or technical information expressed in words in a text into visual form (e.g., table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Webb’s Depth of Knowledge
• Level 1 Recall
• Level 2 Skill/Concept
• Level 3 Strategic Reasoning
• Level 4 Extended Reasoning
• Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison.
Webb’s Depth of Knowledge vs Blooms Taxonomy
• Teachers were encouraged to pay attention to Bloom’s verbs to identify the level of cognitive complexity / rigor.
• 4th Grade: Identify examples of effect.
• 6th Grade: Analyze examples of cause and effect.
Webb’s Depth of Knowledge vs Blooms Taxonomy
Many new standards require teachers to look beyond the verb to determine the level of
cognitive complexity.
• 1st Grade: Describe characters, settings, and major events in a story using key
details.
• 2nd Grade: Describe how characters in a story respond to major events and
challenges.
• 3rd Grade: Describe characters in a story (e.g., their traits, motivations, or feelings),
and explain how their actions contribute to the sequence of events.
StandardsWhat is it we want all students to learn?
How will we know the students have mastered the essential learning?
Power/ Essential Standards Common assessments and rubrics.
Tie to where they are coming from & where they are going to.
Know what data we are looking for
Include curricular information (pacing guide, etc.).
Identify who is proficient and who is not & define the criteria.
Identify/model exemplars for students to reference.
Formative assessment data
Standards: What we know is normal
• There are too many standards to cover in one course on state or national lists
• Content teachers are not typically trained in teaching reading
• Use data to determine student preparedness• Plan and use formative assessments • Respond to data from formative assessments• Keep track of student progress (students take
ownership of this)
Standards: What we can/can NOT control
• Work with 2 shoulder partners
• Discuss 3 things you can control and 3 things you can not control regarding the standards you teach in your classroom.
• 5 minutes Then share with another trio• ON HANDOUT
The CCSS Requires Three Shifts in ELA/Literacy (FROM CCSS)
1. Building knowledge through content-rich nonfiction
2. Reading, writing and speaking grounded in evidence from text, both literary and informational
3. Regular practice with complex text and its academic language
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Texts
• CCSS shift to complex texts• Content texts are already complex• Teachers supplement textbooks with other
text• Text selection is at discretion of teacher,
school, district
Features of Complex Text• Subtle and/or frequent transitions
• Multiple and/or subtle themes and purposes
• Density of information
• Unfamiliar settings, topics or events
• Lack of repetition, overlap or similarity in words and sentences
• Complex sentences
• Uncommon vocabulary
• Lack of words, sentences or paragraphs that review or pull things together for the student
• Longer paragraphs
• Any text structure which is less narrative and/or mixes structures
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Complex Text: Finding Readability• http://
office.microsoft.com/en-us/help/test-your-document-s-readability-HP010148506.aspx
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Complex Text: Finding Readability
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Complex Text: Finding Readability
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Complex Text: Finding Readability
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Complex Text: Finding Readability
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Texts
• Identify 2 texts that pose difficulty for students in your course.
E.g.,• A textbook chapter on
“Technology and the Constitution”
• An internet article on “Teen Economy: How Teens Can Manage Their Limited Finances”
• List one reason for the difficulty each text poses.
E.g, • Vocabulary is too
complex
• Students lack background knowledge on topic
Strategies
• Reading Strategies are the key to unlocking text and opening the door to comprehension.
• Teachers use strategies without realizing that they are literacy or reading fix-ups
• Strategic use of these empowers students to comprehend regardless of their existing abilities or the complexity of the texts
Strategies
Strategies
Strategies
Reading Strategies: Three major divisions
• Before Reading
• During Reading
• After Reading
Strategies
• Start small• Be consistent• Use the language of the strategy• Select a resource and stick with it
Strategies: Before Reading
Strategies: Before Reading
Passage Prediction • Sort key vocabulary words into categories• Predict the content based on the words &
categories
Sets purpose, creates anticipation, engages students in constructing meaning before & during reading
Strategies: During Reading
Strategies: During Reading
Think Aloud• Verbally describes steps used to think & question as we
encounter text• Shows how to make sense of text and develop concrete
questions about confusion related to concepts in text
Develops an inner voice for how to think through unfamiliar text, provides models of how to develop comprehension, shows teacher how students are thinking through content.
Strategies: During Reading
Marginalia• Insert written notes, charts, other marks in
margin of printed text• Provides record of what the reader is thinking
Develops focus during reading & helps remember key ideas, identifies misunderstanding so teachers can effectively reteach
Strategies: After Reading
Strategies: After Reading
Somebody Wanted But So (SWBS)• Identifies elements of process text• Provides framework for summaries
• Can be developed during entire reading process
Creates a record of main information & cause/effect elements that work toward a result, focuses on key information, identifies misunderstanding so teachers can effectively reteach
Strategies: After Reading
Somebody Wanted But So (SWBS)Somebody Wanted But So
People (concept) involved
Goal; motivation; process
Conflict Resolution
Strategies: After Reading
Vocabulary Rubric• Identifies learning by using language of lesson
• Focuses on meaning of words introduced throughout the lesson
• Analyzes how well students understand vocabulary
Overload on vocabulary creates gaps in understanding; rubric gives student & teacher chance to see which words need re-teaching for comprehensions
Strategies: After Reading
Vocabulary Rubric:List content vocabulary under the column that
shows self-assessment of knowledge.
Clueless Heard of it, but don’t know it
I think I know
Expert
Assessments
Formative
• Daily• Non-Graded• Homework• Quizzes• Ungraded
Benchmarks
Summative
• Chapter• Unit• District Common• State Assessments• National
Assessments
Assessments
• Why
• What
• When
Assessments
• Why• To know where students are in their learning
path• What
• Objectives; Goals; Standards• When
• Daily (Formative)• When Students are ready
Assessments
Content teacher responsibility is to assess content in ways that reflect WHAT students really know about the content.Must be standards – basedWriting is the best way to know what students really know.Content teachers feel anxiety when first presented with this approachFormative assessment: Exit card – students tell in a few sentences what they know about the day’s clear target
The Close Reading Process:Tying a Close Reading Lesson to Writing and
Assessment
Reading Practice
Perspective
• Viewpoint• Standpoint• The way we see things• Outlook• Point of view
Perspective
• The green moss-filled pond presented itself as we came over the hill.
• Read the sentence from the perspective of a swimmer. Would the swimmer be excited? Do you think s/he would want to dive in? Why or Why not?
• Read the sentence from the perspective of a fisherman. Would the fisherman be excited? What do you think s/he would be thinking?
The House
• How do our backgrounds and ideas influence what we read?
• What are some disadvantages if we only read material through our perspective?
The House
• Vocabulary that might be troublesome to the reader:
• observe • musty • brag • naturalist • peer
The House
• Choose a partner and decide who will read as the robber and who will read as the home buyer.
• Highlight the information that would be important to that person.
• When finished, discuss what you highlighted. • Was the information highlighted different? Was
there anything both partners highlighted? What accounts for the similarities and differences?
The House: Assessment
• Read several ______about the same event and as a group rewrite the text from a perspective different from the original.
• Local editorial articles• Internet articles• Reviews• Textbook sections• Images
Questions
Resources
Jan Rozzelle & Carl Scearce. Power Tools for Adolescent Literacy. http://www.usingenglish.com/amazon/us/1934009350.html
Chris Tovani. Do I Really Have to Teach Reading? http://www.amazon.com/Do-Really-Have-Teach-Reading/dp/1571103767
Mike Schmoker. Focus: Elevating the Essentials to Radically Improve Student Learning. http://www.amazon.com/Focus-Elevating-Essentials-Radically-Leadership/dp/1416611304