Educator Enhancement AcademyELA, Grades 2Day 2 Ashley Gunnoe– Title 1, Wirt County Carrie Cronin – 2nd Grade Teacher, Ritchie County Charles Thomas – Academic Coach, Calhoun County
Session Objectives • Understand the need for various type of reading within a school day • Experience and assess integrated learning that is building toward mastery of a standard • Understand the role of text complexity in the Next Generation CSOs • Analyze an informational and literary text using the qualitative rubric • Zero in on Close Reading
Predominate Focus Prior Standards Next Generation Standards
…with prompting and support, ask and answer questions about key details in a text. …ask and answer questions about key details in a text. …ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. …ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. …refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. …quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Standards-Based Lesson Design Example: Non-Example: Go to the next text chapter Teacher idea and then map to standards Cute The kids will like it! Standards as a to-do list, to be checked off • Standards, Standards, Standards • “Performance” as evidence • Tool for evaluation • Student personalization • Checkpoints
What we know: • Students must have more than surface-level exposure to words. (Most weekly word lists are surface-level.) • We must plan for direct and incidental vocabulary instruction. (Are we purposeful with all of our time?)
Text Sets • Open “Wonders of Nature 2-3” from Day 1 folder. • With partner, use text evidence to determine what a text set is and how it might be used. • http://www.youtube.com/watch?v=k7yQk6a501s
Informational vs. Literary Text Commoncore.org - English Language Arts standards page 31 of pg 66.
Overview of Text Complexity • Text complexity is defined by: Quantitative measures – readability and other scores of text complexity often best measured by computer software. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Source:
Step 1: Quantitative Measures • Measures such as: • Word length • Word frequency • Word difficulty • Sentence length • Text length • Text cohesion
Quantitative Data See Appendix A in Day 1, Session 2 folder.
Step 2: Qualitative Measures • Measures such as: • Layers of meaning • Levels of purpose • Structure • Organization • Language conventionality • Language clarity • Prior knowledge demands • Cultural demands • Vocabulary
Close Reading Steps • Students read story to self • Teacher reads story aloud • Teacher asks text dependent questions • Students defend their answers by finding evidence to support their answers from the text (tell page number and restate where it was found) 4. End with a text dependent writing prompt.
What was my target? Identify 2nd grade Standards to which we have been teaching.