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LT 4a. I can analyze text for its complexity using both quantitative and qualitative measures.

EXPERIENCING THE MODULES : Instructional Practices and Scaffolds that help students read and comprehend complex text. LT 4a. I can analyze text for its complexity using both quantitative and qualitative measures.

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LT 4a. I can analyze text for its complexity using both quantitative and qualitative measures.

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  1. EXPERIENCING THE MODULES: Instructional Practices and Scaffolds that help students read and comprehend complex text

  2. LT 4a. I can analyze text for its complexity using both quantitative and qualitative measures. LT 4c. I can analyze the role of specific practices and scaffolds in helping all students read and comprehend complex texts.

  3. Analyzing the Text based on Gradients in Complexity Directions: • Locate a specific complex text in this module • Locate the “Gradients in Complexity: Literary Texts” (Day 4) • Analyze the text based on the gradients: • What do you notice? • What do you wonder?

  4. Framing • Experiencing the modules through the lens of a learner • Consider one’s own experience as a “Common Core era” learner • Based on one’s own experience, reflect on the implications for students

  5. Supporting Learning Targets for this lesson (as “students”)

  6. Opening:

  7. Work Time: .

  8. Closing and Assessment:

  9. Supporting Learning Targets for this lesson (as “students”)

  10. Debrief LT 3b. I can analyze the role of specific practices and scaffolding in helping all students cite and use evidence from text. Directions: • Begin to fill in Text Complexity recording form.

  11. Analyzing the scaffolds to help students access complex text: within a lesson Directions: • Locate a lesson late in the unit (TBD) • Focus on the body of the lesson: what are the specific moves that scaffold for student success? • Focus on the “Meeting Students’ Needs” column: what additional scaffolds are suggested and how might they help?

  12. Analyzing the scaffolds to help students access complex text: across multiple lessons Directions: • Locate 2-3 lessons that precede the lesson you just analyzed (TBD) • Focus on the body of the lessons: what are the specific moves that scaffold for students’ success over time? • Focus on the “Meeting Students’ Needs” column: what additional scaffolds are suggested and how might they help?

  13. Analyzing specific scaffolding strategies • For those who are ready or for all participants • Examine lesson #1. Note how specific strategies are built into the body of lesson and included in the “Meeting Students’ Needs” column. • What do you notice? • What do you wonder • How might these serve as a model for scaffolding in other parts of the unit?

  14. Back to our learning targets • LT 4a. I can analyze text for its complexity using both quantitative and qualitative measures. • LT 4c. I can analyze the role of specific practices and scaffolds in helping all students read and comprehend complex texts.

  15. Debrief Directions: At tables • Discuss what you want to capture on your Text Complexity recording form about scaffolding based on the following: • Your analysis of complex text • Your experience of a lesson related to complex text, and • Analyzing scaffolding within and across lessons. • How might these practice support all students in meeting the standards? • For those ready for an additional challenge, incorporate how the lesson reflects our research reading from the morning. • Chart key ideas from your discussion. • Present key ideas to the whole group.

  16. Thank you! • This is our final grade-level session for the week. • Appreciations . . . .

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