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“ If we change the way we look at things, the things we look at change .”

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64 diapositives · 1.1K Views · Jul 28, 2014

“ If we change the way we look at things, the things we look at change .” . Norms. Be engaged!  Collaborate with colleagues. Commit to applying what we learn today. Ask questions and take risks. Exhibit professionalism. Learning Outcomes. Participants will…

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  1. “If we change the way we look at things, the things we look at change.”

  2. Norms • Be engaged!  • Collaborate with colleagues. • Commit to applying what we learn today. • Ask questions and take risks. • Exhibit professionalism.

  3. Learning Outcomes Participants will… • Understand components of balanced literacy • Review CCSS ELA • Learn new strategies for shifting instruction • Craft text dependent questions • Link the strategies and text dependent questions to a book/lesson that they will use and report back on!

  4. Writing Reading Non-negotiables…Balanced Literacy • Read Aloud • Shared Reading • Guided Reading • Independent Reading • Modeled/Shared Writing • Interactive Writing • Guided Writing • Independent Writing I Do We Do You Do I Do We Do You Do Word Study

  5. Time Allocations for ALL Structures • Ex. 20 minute GR Lesson • 15 minutes students are reading • 5 minutes you are modeling/sharing Mini Lesson Sharing Do not neglect! Reading EYES ON TEXT Guided reading Independent reading Partner reading Listen to reading Shared reading

  6. Reading Volume of 5th Grade Students of Different Levels of Achievement *Matthew Effect

  7. Ask yourself… How much of what I’m asking students to do is actual reading versus how much of what they are being asked to do is stuff about reading, but not actual reading? Is what I am asking my students to do really what readers do in the real world? -Morgan, 2009

  8. Balanced Literacy“Boot Camp” Presented by Erica Bissell *http://helloliteracy.blogspot.com/

  9. Reading Standards: 4 Distinctive Categories “WHAT” is said “HOW” it is said Compare texts

  10. “Owning” the Standards#1-#3 = Key Ideas and Details

  11. “Owning” the Standards#4-#6= Craft and Structure

  12. “Owning” the Standards#7-#9= Integration of Knowledge and Ideas

  13. “Owning” the Standards#10= Range of Reading/Text Complexity

  14. Shift #1 Read 50/50 F/NF Digging Deep! Shift #2 Text Evidence Shift #3 Complex Text & Tier 2 Vocabulary Informative Opinion Teaching the READER, not the reading! Narrative

  15. Share Out What is the ONE shift you are working on this year?

  16. Peace, Locomotion

  17. Close Reading 1st Read: • get the gist (central ideas/key details) 2nd Read: • start using text dependent questions to peel back layers in book and build larger ideas 3rd Read: • Notice patterns in text or pictures • Analyze word choice • Put pieces together to understand theme, tone, mood, changes • Author’s Craft—why the author presented ideas a certain way, used text placement, chose certain pictures, fonts, setting, grammar, etc

  18. Text-dependent Questions What are the reasons Lonnie and Lili not together anymore? What parts of the text let you know how Lonnie feels about them being apart? Key Details Question

  19. Text-dependent Questions What words does the author use to show how Lonnie’s memories are becoming less clear? Vocabulary and Organization Questions

  20. *http://helloliteracy.blogspot.com/

  21. *http://helloliteracy.blogspot.com/

  22. READING Introducing the ACE Strategy for Reading… Answer the question…1 pt Cite evidence from the text…2 pt Extend your answer…1pt

  23. ACE ASSIGNMENT

  24. SAMPLE SENTENCE PROMPTS

  25. A Chair For My Mother https://docs.google.com/a/pender.k12.nc.us/file/d/0B1BJELee2MdyUjREeUlrNThNOGs/edit?pli=1

  26. http://www.slideshare.net/Pumamaqui/istvan-banyai

  27. Followed by your opinion, tells others our rationale for our thinking The Magic Word… *http://helloliteracy.blogspot.com/

  28. *http://helloliteracy.blogspot.com/

  29. *http://helloliteracy.blogspot.com/

  30. Develop Text-dependent Questions for Your Reading • Do the questions require the reader to return to the text? • Do the questions require the reader to use evidence to support his or her ideas or claims? • Do the questions move from text-explicit to text-implicit knowledge? • Are there questions that require the reader to analyze, evaluate, and create?

  31. Progression of Text-dependent Questions Whole Acrosstexts Entire text Segments Paragraph Sentence Word Part

  32. Key Details in Kindergarten • How long did it take to go from a hatched egg to a butterfly? • What is one food that gave him a stomachache? What is one food that did not him a stomachache?

  33. Compare the sets of questions. What is the difference?

  34. Now you Try!1) Develop at least 3 text dependent questions.2) Try to make them at different levels.3) Identify what standard your questions address.*Challenge: scaffold your questions!

  35. Debrief – Table Partners Please choose a language frame: • Two things that I learned about text dependent questions are_______ and _______. • One thing that I learned about text dependent questions is _________, but I still have a question about ________.

  36. Unique Characteristics/Features Text 1 Text 2 Similarities

  37. Opinionsand Intertextual Connections in Kindergarten Narrative Informational How are these two books similar? How are they different? Is this a happy story or a sad one? How do you know?