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Dive into educator Ashley Gunnoe's session on ELA enhancement for Grades 2, with a focus on integrating learning while mastering standards. Learn about text complexity and close reading, along with practical lesson design examples and the importance of text sets. Explore quantitative and qualitative measures of text complexity and steps for close reading. Join this dynamic session to elevate your literacy teaching skills!
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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.
