Reading for informational text and reading for literature lesson design

1. Reading for informational text and reading for literaturelesson design Melanie Quave RISE Educational Services

2. Do you Common Core? When was the last time you had a conversation as to whether the movie version of a book stayed true to the original story – did you discuss the choices made by the director? (8th RL7) How about a time when you were reading two articles on dieting and they provided conflicting information – what did you do? (8th RI9)

3. English Language Arts • More expository text • More short passages that teach students to apply skills on diverse subject matter • Students asked to make meaning from multiple texts and types of sources

4. English Language Arts • Emphasis on informational and argumentative writing • Speaking and listening are assessed • Use of academic language a must

5. A ritualized routine has been to teach reading comprehension or literary analysis by “discussing” while reading, or focusing on program identified skills and strategies. This is quite different from teaching a clean lesson from a standards based learning objective.

10. Average Retention Rate After 24 hours Lower Retention Verbal Processing 5% Lecture 10% Reading 20% Audiovisual Higher Retention Verbal and Visual Processing 30% Demonstration 50% Discussion Group 75% Practice by Doing Doing 90% Teach Others / Immediate Use of Learning Adapted from D.Sousa – 2006: p95

11. LESSON TYPES “Do” DECLARATIVE PROCEDURAL ”Know” Emphasis on Skill Emphasis on Concept Demonstrate understanding of figurative language. (euphemism, oxymoron) ELA 9-10 RL4 Analyze the cumulative impact of specific word choices on meaning and tone. ELA 9-10 RL4 Explain major differences between poems, drama, and prose, and refer to the structural elements. ELA 4 RL5 Determine two or more central ideas of a text and analyze their development over the course of the text. ELA 11-12 RI2

12. How can you best teach this standard? 8th RL 3 • Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision 9-10thRI • Determine an author’s point of view of purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose Declarative Lesson? While you are reading a piece of literature? Procedural Lesson?

13. Sample Lesson

14. Considerations for RL/RI Standards • Must explicitly teach the RI/RL skills. • Independent Practice needs to match the rigor of the standard • You will need multiple sources to effectively teach the standard (models, guided practice, independent practice) • RLs must be taught with literature and RIs must be taught with informational text (some of the standards are very similar across the two domains) • RI lessons can be taught with science and social studies text when the content has been previously taught. • Most standards/lessons will still be procedural and steps can be a challenge. Some steps may be thinking steps or questioning steps.

15. Informational Text 2009 NAEP Reading Assessment: Distribution of literary and informational passages http://www.cde.ca.gov/re/cc/documents/ccss6to12lhstcta.ppt

16. Big Idea • Define attributes of what I am to know or do (example: Setting is when and where the story takes place…) • What is it? • Why it important/why do we do this? “Good readers ……..” • Example to create context • Non example if appropriate

17. Big Idea continued… Is there a graphic organizer that I can use to more clearly illustrate the definition? (example: Use a tree map to provide the characteristics of an elegy, or POV, or fig lang.)

18. Big Idea

19. Organizing 3 Forms of Drama COMEDY TRAGEDY DRAMATIC MONOLOGUE • Often comments about society and the light side of life • Deals with complications of mistaken identity and misunderstandings • Not always funny but lighter than a tragedy • Typically ends happily • Serious in tone and importance • Tells of the fall of a worthwhile noble character • Focuses on a hero or heroine whose potential is great but who is defeated by something out of his or her control • Usually has element of sadness in ending • An unusually long dramatic speech by a single actor • Usually happens at an important part of a play • Reveals character’s (speaker) thoughts or feelings

20. Resources Students need multiple, accessible examples; luckily, there are many examples that students are familiar with that can be used. RL Examples: • Stories read in class this year (reading book, novels) • Familiar stories they know (reading from previous grade levels) • T.V. Shows/Movies (King Kong, Batman) RI Examples: • Science/social studies text • Scholastic/time for kids • News websites • Blogs

21. Whole Part Whole Clean Model Steps or Process Clean Model

22. Modeling and Guided/Independent Practice Students need multiple, accessible examples; these examples can include - • Stories they have read with you (reading book, novels) • Stories with which they are familiar (Harry Potter, Twilight) • T.V Shows/Movies (The Hunger Games, CSI, etc.)

23. How do I model ? • Ask yourself, “How does my brain process this? How do I know what I know? How do I analyze a character when I read?” (Hint: Your brain follows a particular process, even if you’ve done it so often that it seems automatic for you.) • Clue words I find? • Process/steps? • Connect to other examples?

24. Says Leads me to believe the following about this character: Does Thinks Analyze a character based on what they say, do or think

26. Secondary Week Plan

27. When do I use close reading? “Explicitly teaching students to use strategies that good readers use, such as drawing on background knowledge and creating graphic organizers to gain control of the macrostructure of a text, improves comprehension” (Biancarosa and Snow 2006; Underwood and Pearson 2004) ELA/ELD Framework May-June 2014 pg 52

28. The skill to access the text The skill you are going to be able to do after reading Reading for Information and Reading for Literature standards Close Reading Strategies to support literacy Should be taught the first time utilizing BBDI Should be incorporated into layered activities Can be used as a step in a standards based lesson • Skills that students need to be successful in real world scenarios as represented on the SBAC • Should be taught through BBDI • Includes multiple text examples for guided and independent practice

30. Reading for Literature, Standard 3 Grade 8

31. Have you ever been in a fight with a friend? Did you learn something about them by the way they reacted or treated you during the fight?

32. Objective Analyze how incidents in a story reveal aspects of a character

33. Review Character Traits – qualities that reveal someone’s personality Significant Incident – important event in the story

34. Big Idea The way characters respond to incidents or events reveals more about who they really are. We can learn more about characters by analyzing what they say, do, and think, and how others respond to them at important points in the story.

35. The Hunger Games Peeta • Helpful • Compassionate • Peeta burns the bread and gets punished by his mother. Gives bread to Katniss, who is starving Composed, even though his mother has hit him

36. Steps • Read or think about the incident. • Answer as many thinking strategy questions about the character and incident as possible: • What does the character say? • What does the character do? • How does the character act? • How do others respond to the character? • Use the thinking strategies answers to draw a conclusion about the character’s traits.

37. The Hunger Games Katniss Tells Prim it’s going to be ok Volunteers to take Prim’s place in the Games • Protective • Selfless • Brave • Prim’s name is drawn at the Reaping. Composed and quiet

38. The Giver Jonas • Jonas is named the new Receiver at the Ceremony of Twelve.

39. The Giver Jonas • Jonas’s father offers to nurture baby Gabriel at home.

40. Closure • What was our objective? • Explain the relationship between how a character responds to a situation and your analysis of that character. • What thinking strategy questions can we answer to analyze a character?

41. The Giver Jonas • Jonas learns what it means to be “released” from the community

42. Reading for Informational Text Standard 9 Grade 7 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of the facts

43. Reading for Literacy in History Standard 6 Grades 6-8 Identify aspects of a text that reveal an author’s point of view or purpose (e.g. loaded language, inclusion or avoidance of particular facts)

44. During the 2003 invasion of Iraq, the Iraqi Minister of Information, Mohammed Saeed al-Sahhaf, came to be known as “Baghdad Bob.” His proclamations, stated and written, appeared to defy logic as he made claims that could be proven false by looking out the window. Why would he make those claims? Is it possible that the dissemination of information isn’t black and white? That authors or speakers might slant their presentations based on a particular point of view that they are trying to push?

45. Reading for Literature, Standard 4 Grade 9

46. Have any of you ever received a text where you thought the person was yelling at you because the punctuation was in a wrong place?

47. Objective Identify tone and describe how it was created through the elements of voice

48. Review Tone: • The authors attitude toward his audience or subject matter • The speaker or narrator’s attitude toward the listener and subject matter • The feeling that grows out of the material or the feeling the writer creates for the reader

49. Tone Words

50. Big Idea