Building Literacy through Paired Passages

1. Building Literacy through Paired Passages Elizabeth Driggers, M.Ed. Special Education Seneca Ridge MS, Loudoun County Public Schools Elizabeth.Driggers@lcps.org Cheryl Golden, M.Ed.,NBCT General Education English Stonewall Jackson MS, Hanover County Public Schools cgolden@hcps.us

2. Objectives • Conduct mini-research to build background knowledge • Review multiple genres of text to summarize and synthesize information • Identify and define unfamiliar words within an authentic text • Review possible multimodal products • Identify ways to differentiate • Reflect on the process of using paired texts to build literacy Participants will be able to ….

3. 2017 Standards of Learning for English Secondary English SOLs for communication, reading, writing, and research standards integrate use of multiple texts across all the strands. For example, “Teacher Notes” for grade 8 reading includes: • Teachers should teach figurative language using fiction and nonfiction texts. • Teachers should teach a balance of fiction including poetry and nonfiction throughout the academic year. • Although the standard in fiction requires comparing/contrasting details in literary and informational nonfiction texts, teachers should be using paired passages with a variety of texts. • Teachers should have students refer to the text(s) for support. • Teachers should use fictional and informational texts paired on a common theme or topic and have students compare/contrast.

4. Where is text? • Books • Poetry • Magazines • Newspapers • Online Sites • Comics and graphic novels • Billboards • Movies • TV • Plays • Video Games • Social Media How to differentiate? Provide visual and audio versions of the text.

5. What is our purpose? • When reading a passage, the reader needs to ask: • What was said? • How is it said? • Who said it? • Why does it matter? How does this inform or compare to a different passage or text?

6. Theme: Slavery in the past and present • Novels • Documentaries • Current Events • Videos • Primary Documents How to differentiate? Read aloud/audiobook, oral discussion, task cards.

7. Building Background Knowledge • Why build background knowledge? • It increases student comprehension of the topic. • How do we do it efficiently and effectively? • Ready reference materials or quick Internet search - 3 minutes. • How does building background knowledge benefit student learning? • It orients student to the topic or may introduce vocabulary. • In small groups, research the topic given, and in two minutes jot down 2-3 key facts about that topic. How to differentiate? Digital video resources, articles with multiple images, bulletin board for infographics, picture portfolio, completion of graphic organizers.

8. Vocabulary • Identify key vocabulary essential to the topic and used several times in the texts of the unit. • AND/OR • Identify unfamiliar words within the texts. How to differentiate? Pre-teach vocabulary. Add to word wall. Teach pronunciation, morphemes of the words, definitions (don’t assume knowledge). Quick 3 to 5 minute oral review each day.

9. Vocabulary for Today’s Texts Repeated Key Terms: • NightJohn - master, birthing mammy, breeders • Trafficked = agent Unfamiliar/Multiple Meaning Terms: • NightJohn - dumb, twattering, pallet • “Stories of Modern Slavery: - thriving, exploitation Why does the author repeat theseterms? What details in the paragraph of each word describe what the term means? How to differentiate? Have words and the sentences printed out so pairs of students can discuss possible definitions or importance.

10. Diving into “Text” • Novels – Night John, Trafficked, Girl Rising • Pictures – prints of primary documents of slave auctions and life on a slave plantation • Articles • “Stories of Modern Slavery” • “Slave Live on a Southern Plantation” How to differentiate? Locate articles at different reading levels or abridged. Include visuals/videos. Guide the highlighting of main ideas/details. Annotate margins.

11. Summarizing and Synthesizing Review the variety of texts and answer the types of text dependent questions that follow. • What was interesting or surprising about the different texts? • What was confusing or contradictory? • What was the main idea that the author of each text was trying to convey? • What were some comparisons and contrasts between the texts? SAMPLE VDOE QUESTION STARTERS: What ideas are common/opposing in ….? Using evidence from the texts, why ……? Using the sources, what inferences can you draw as to the reasons why…..? What text structure does each author use? Why are/are not they effective? How to differentiate? Generate questions for the students to answer by referring to the text and indicate where the answer was found.

12. Possible Multimodality Projects?? • Slides or PowerPoint • Padlet • Information sheet in Word • Drawings/Storyboard • Poster • Prezi • Speech or a debate • Your choice How to differentiate? Have students work in pairs or small groups if needed. Peer edit and revise.

13. Another example of Multiple Texts about a theme: • Explore : What is culture? • Autobiography Excerpts • Lyrics • Current Events • Movie • Reflective Writing Lesson Source: Kristie Browne, Park View High School, Loudoun County Schools

14. When Planning Consider Universal Design for Learning (UDL) • “UDL is a set of principles for curriculum planning that allows all learners equal opportunities to learn. • UDL provides a blueprint for creating instructional goals, methods, materials and assessments that work for everyone--not a single, one-size fits all solution but rather flexible approaches that can be customized and adjusted for individual needs. Use multiple modalities whenever possible. • “Why” - Stimulate interest and motivation for learning i.g. Multiple means of engagement. • “What” - Present information in content in different ways. • “How” - Differentiate the ways that students can express what they know.”

15. More Universal Design Resources More details: Link: UDL Guidelines graphic http://cast.org National Center on Universal Design for Learning (new web link 8/31) Link: Understood.org

16. Reflection What was something new you learned about this process? What questions do you have? (feel free to email us) What is one strategy you can implement this year? cgolden@hcps.us Elizabeth.driggers@lcps.org

17. Resources of the Presentation • CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org – free • VDOE - search for “Text Dependent Questions: Samples and Resources” • ReadWorks.org- online, free, can print, can setup class • Pinterest--search suggestions English, Reading, paired texts • Khan Academy - SAT prep, paired passages - online, free • Newsela- “Text Sets”-- online, can print, subscribe to setup class • Achieve 3000 -- online, can print, subscription • Read Naturally, Inc. - book series of nonfiction reading passages w/ audio by grade level for struggling readers for fluency, comprehension, & intervention

18. Works Cited 1 CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org Mandela, Nelson. Long Walk to Freedom: The Autobiography of Nelson Mandela. Boston: Back Bay Books, 1995. Print. Nye, James. “'The End of Slavery Led to Hunger and Death for Millions of Black Americans': Extraordinary Claims in New Book.” Daily Mail Online, Associated Newspapers, 16 June 2012, www.dailymail.co.uk/news/article-2160484/The-end-slavery-led-hunger-death-millions-black-Americans-Extraordinary-claims-new-book.html. Paulsen, Gary. Nightjohn. Laurel-Leaf Books, 2013.

19. Works Cited 2 Petty, AP. “It Wasn't a Romantic Love Affair, It Was Slave Rape: The Life of Sally Hemings.” Soapboxie, Soapboxie, 30 Jan. 2018, soapboxie.com/social-issues/It-Wasnt-a-Romantic-Love-Affair-It-Was-Slave-Rape-The-Life-of-Sally-Hemings. Purcell, Kim. Trafficked. Viking, Penguin Group, 2012. ReadWorks.org | Solving the Reading Comprehension Crisis. (2018). Paired Texts. [online] Available at: http://about.readworks.org/paired-texts.html [Accessed 28 Jul. 2018].

20. Works Cited 3 Slaves on sale in America . Fine Art. Britannica ImageQuest, Encyclopaedia Britannica, 25 May 2016. quest.eb.com/search/108_263587/1/108_263587/cite. Accessed 30 Jul 2018. Stone, Tanya Lee. GIRL RISING: Changing the World One Girl at a Time. EMBER, 2019. Virginia Department of Education. Text-Dependent Questions: Samples and Resources. 2018. 25 July 2018. http://www.doe.virginia.gov/testing/sol/standards_docs/english/2017/text-dependent/index.shtml Yousafzai, Malala, and Christina Lamb. I Am Malala: the Girl Who Stood up for Education and Was Shot by the Taliban. Weidenfeld & Nicolson, 2013.

21. Disclaimer • Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.