5-8 Reading Workshop August 14, 2012 Boston, MA

Todays Agenda
Comprehension Close Reading

Reading Systems Control the Game Accountable Independent Reading Implicit Vocabulary Explicit Vocabulary

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Taxonalities!

Taxonalities!
One person will go through the taxonomy terms and the rest of the group will try to guess them.
Each round will last 1 minute. Keep track of how many terms your group guesses in each round.

Reflection What book or books were your watershed texts as a student? Which ones changed the way that you thought, made you love the study of book, and just maybe, set you on the path to becoming an teacher?

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Common Core Examples

Common Core Sample Passage #1

Take 3 minutes to read the passage. After reading each article, answer with a partner: What grade level is this text from? Why do you think so? How aligned is your teaching to what it takes to read this? 1. What do you already do in your instruction that supports student understanding of this type of text? 2. What are two things you would need to start doing that you dont already do to help students read a text of this complexity?

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Common Core Sample Passage #2

Take 3 minutes to read the passage. After reading the article: Circle the first eight pronouns. List the referent for each. If this were the state test at the end of this coming year, what is one thing your students would need to be prepared to do in nine months time? (i.e. that they wouldnt be ready for today.)

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Common Core Sample Passage #3

Take 3 minutes to read the passage.
Underline sections where you think students may struggle to follow the narrative or understand the description. Number them and list the questions you would ask to support students understanding at each point.

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Takeaways from Common Core Samples

What are your takeaways from reading these three sample passages?

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Takeaways from Common Core Samples

They could not take it; He walked at the others heels = Lower the Level case studies. Big picture comprehension hinges on understanding of the small and mundane. Not just difficulty of text, complexity of text archaic, allusive, stylized Thank goodness for the fiction? Not necessarily! The necessity of careful, attentive methodical reading. The importance of background knowledge Syntactical and grammatical complexity

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Grapes of Wrath Close Reading

Participate in the model as an adult student. You may take notes on page 1 of your additional packet.

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Bayonet

Grapes of Wrath Close Reading

What two takeaways do you have about Close Reading after participating in the model?

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Close Reading

5 Plagues of the Developing Reader

1

Archaic Language

Historical context, vocabulary, and syntax of older texts (over 50 years old) are typically more complex than texts written today.

My fathers family name being Pirrip, and my Christian name Philip, my infant tongue could make of both names nothing longer or more explicit than Pip. So, I called myself Pip, and came to be called Pip.

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5 Plagues of the Developing Reader

2

Symbolic Text

Literary texts with a single level of meaning are easier to read than those where the message is figurative/symbolic.

"Yup," said George. He tried to think a little about the ballerinas. They weren't really very good-no better than anybody else would have been, anyway. They were burdened with sashweights and bags of birdshot, and their faces were masked, so that no one, seeing a free and graceful gesture or a pretty face, would feel like something the cat drug in. George was toying with the vague notion that maybe dancers shouldn't be handicapped. But he didn't get very far with it before another noise in his ear radio scattered his thoughts.

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5 Plagues of the Developing Reader

3

NonLinear Time Sequence

Frequent use of flashbacks, flashforwards, and other manipulations of time and sequence.

As the central ribs of strength grew weak, each leaf tilted downward. Then it was June, and the sun shone more fiercely.

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5 Plagues of the Developing Reader

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Misleadin g Texts

Fictional texts can have unreliable narrators whose depiction of events is deliberately or accidentally inaccurate. They can have multiple narrators, nonhuman narrators, or satiric narration.

TRUE! - nervous - very, very dreadfully nervous I had been and am; but why will you say that I am mad? The disease had sharpened my senses - not destroyed - not dulled them. Above all was the sense of hearing acute. I heard all things in the heaven and in the earth. I heard many things in hell.

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5 Plagues of the Developing Reader

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Hyper(difficult) Text

Extremely rigorous and complex text.

Over the weekend the vultures got into the presidential palace by pecking through the screens on the balcony windows and the flapping of their wings stirred up the stagnant time inside, and at dawn on Monday the city awoke out of its lethargy of centuries with the warm, soft breeze of a great man dead and rotting grandeur.

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Close Reading

Close Reading
Key Idea: Close Reading is a method of unlocking difficult text--above students comfort level--using intentional reading and intentional questioning.
The Purposes of Close Reading 1. To understand Plot and Argument 2. Symbolism, imagery, rhetorical structure 3. To prepare for independence and master the Cold Read

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Close Reading
Key Idea: Close Reading is a method of unlocking difficult text--above students comfort level--using intentional reading and intentional questioning. Includes 1. Multiple reads; multiple reading approaches 2. Attention to type of text complexity 3. Text dependent questions

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Layered Readings
Line by Line Read. Pause. Read. Pause Text Focus: Lower the Level, Paraphrase, Deliberate Design

Contiguou Full read with flow s Read Independent or Shared Leapfrog Read Jumps from spot to spot to trace a key idea throughout the text Especially useful in figurative and symbolic texts

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Text Dependent Questions

Key Idea: Questions where the answer cant be faked based on participation in discussion and/or partial understanding of the text. NON EXAMPLE: How has Holden changed over the course of the novel?

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Text Dependent Questions

Lower the Level Focus on the meaning of words and phrases that may disrupt larger understanding What does the phrase They could not take it mean? Who couldnt take it? What couldnt they take? Ask students to cite all of the evidence or arguments made in a passage. Avoids students cherry picking Pushes students to see how evidence works as a whole

Finite Evidence

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Text Dependent Questions

Ask students to paraphrase a Paraphrase complex passage Simplify all elements Advanced: Mirror the passages point of view and tone

Critical Phrase Analysis

Study how a text defines a phrase in layers of depth and context What does the word dedicate mean the first two times Lincoln uses it? How does Lincoln use it the final two times? How is it related to devotion?

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Text Dependent Questions

Symbolic /Figurativ e Reading
Similar to paraphrase but makes the figurative literal Why did the author choose to describe the navy this way? Were their boats really little? What does he mean? Ask about the structure of argument or ideas What does Dr. King compare horse and buggy pace to and why? Why would he choose to make this comparison?

Deliberat e Design

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Close Reading and Intellectual Autonomy

Key Idea: The goal of Close Reading is for students to own itto be able to do it when were not there and finding their own way through the text. Some ideas toward achieving autonomy: I/We/You Add Some Reflection Normalize the Struggle Let Students Lead

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Close Reading-Four Steps to Implementation

Step One
Choose a complex and challenging text. Choose it intentionally reflecting on the different types. Make it hard. Do layered readings Read two or three times adding a line by line or a leap frog read.

Step Two

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Close Reading-Four Steps to Implementation

Step Three
Stop frequently and attend to language. Use Lower the Level and Paraphrase to make sure kids get it. CONGRATULATIONS- YOU ARE NOW CLOSE READING As you and your students are ready and as the text dictates, add in more complex questions such as: Deliberate design Critical phrase Symbolic/figurative reading Finite evidence

Step Four

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Close Reading Practice Part I

Use the remaining questions for Grapes of Wrath to practice Close Reading with your small group. Select the questions you will ask from Step the choices provided. One

Step Two

Plan how you will have students read the passage (Line by Line read, Contiguous Reading, or Leap Frog Read).

Step Three

Now script 2-3 additional questions and practice again asking your questions.

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Break

Reading and the Path to College

Reflection: Whats the average number of minutes per day our kids need to spend reading to succeed in college? Consider: What is the average amount of time in minutes per day that you spent reading in college? Context: What is the average amount of time in minutes per day that students spend reading in a typical school?

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20 min/day

17 min/hour

Road Miles

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Road Miles
What are some of the barriers that prevent students from reading more during class?

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Video Analysis
Colleen Driggs How many are students reading in Colleens class? How do you know?

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Control the Game

Control the Game

Key Idea: a system for engineering student oral reading to make it productive, accountable and efficient; and to ensure that kids read a lot. Key Terms: Primary Reader Secondary Reader Leverage

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Control the Game Skills

Unpredictabl e Durations Short Durations

Identity of Reader Unpredictabl e Minimize Transaction Costs Spotting

Bridging

How many of these do you see Colleen do?

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Control the Game Video Analysis

Nikki Frame How does Nikki respond to students not being ready to read? What else does she add here thats effective?

Anna Myers

How does Anna support her most struggling reader during this Control the Game reading of a non-narrative nonfiction text?

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Supplementary Text Packets

First Chapters and Content Area Articles from Unit 1

Control the Game Planning

Review the passage in your packet. Using the names of students at your table, mark up the text for how you would use CTG. Consider:

1. How to make durations and readers unpredictable 2. Keep durations short 3. How will you minimize transaction costs? (i.e. how will you call on students to read) 4. When/how will you bridge? 5. Will you spot check? How?

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Control the Game Practice

Teachers Practice reading the passage with your group using Control the Game. Comply with your teachers directions when asked to read.

Students

Coaches

Give teacher feedback, using the principles and common language of Control the Game: One thing you did well was One thing you could try differently..

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Control the Game Practice 2.0

Teachers Pick up reading the passage with your students using Control the Game. Incorporate feedback from your coach. Comply with your teachers directions when asked to read. ONE student will not be ready to read when called on. Give teacher feedback, using common language of Control the Game: One thing you did well was One thing you could try Page 10 differently..

Students

Coaches

Lunch

Accountable Independent Reading Video Analysis

Boris Zarkhi How does Boris combine CTG while also ensuring that students have the opportunity to read independently?

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Silent Reading Speed Dating

1. What else could a teacher do to make silent reading accountable? 2. When is silent reading most appropriate? 3. When is silent reading least appropriate? 4. How could you adapt silent reading that is accountable to your classroom?

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Accountable Independent Reading

Accountable Independent Reading (AIR)

Key Idea: A system to prepare students to read on their own productively, accountably, and efficiently. Elements of AIR Accountability Tools What and When Gradual Release

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AIR
Accountabilit y Tools
Question Mark Up Hash Marks Read Back

What and When

Objective Mastery Pre-Reading for Fluency and Close Reading Re-Reading

Gradual Release
Length of Reading Time lag for follow up Rigor of Questions Difficulty of passage Autonomy

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AIR Video Analysis

What accountability tools does Christy use to support her AIR moment in this class?

Christy Lundy

Beth Verrilli

What is High School about Beth Verrillis use of Accountable Independent Reading in this clip?

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Control the Game and AIR Planning

Use the same passage that you used for Control the Game and incorporate a moment of Accountable Independent Reading (AIR). Consider the following: How will you cue students to start and stop AIR? What focus question will you ask to hold students accountable? What will you do while students are reading? How will you hold students accountable after reading?

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Control the Game and AIR Practice

Teachers Practice reading the passage with your group using Control the Game and AIR. Comply with your teachers directions when asked to read. Give teacher feedback, using the principles and common language of Control the Game: One thing you did well was One thing you could try differently..

Students

Coaches

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Control the Game and AIR Reflection

What factors would you consider in determining how long to allow an individual student to read? How can you best address the needs of both struggling and advanced readers during oral reading? How could you effectively use Control the Game to support your use of Accountable Independent Reading?

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Break

Implicit Vocabulary

Implicit Vocabulary
Key Idea: Teaching a word or two daily with depth and subtlety, teachers also have to reinforce implicit vocabulary while students are reading. Four Key Actions: Define Define and Practice Pronounce Ignore

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Video Analysis
Frame & Pastore What criteria do you think about to decide whether to use Patricks or Nikkis technique? What is especially effective about how Tondra addresses Implicit Vocabulary? What other elements of reading instruction do you see here?

Tondra Bailey

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Implicit Vocabulary Practice - Planning

Step 1
Choose 6-7 words in the first few paragraphs of the reading that students might not know. On page 24, categorize the words for how you will teach them. If you are defining the word, use www.wordcentral.com. Use short and accurate definitions. Be prepared to practice in your small group!

Step 2

Step 3

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Implicit Vocabulary Practice - Planning

Teacher Read a small portion of the text using CTG. As you encounter the implicit vocabulary, use the method you planned to reinforce the word. Be prepared to read and answer questions when called on. Give feedback on the areas listed on page 25.

Students

Coach

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Implicit Vocabulary Reflection

What general rules would you draft for how teachers should decide which words to teach implicitly and how to teach them? What are your two most important take-aways from the activity?

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Explicit Vocabulary

Explicit Vocabulary
Key Idea: Definitions are insufficient for word mastery. Focus on using words correctly to develop depth of word knowledge. Reflection: How many times do you have to use a word before you own it?

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Principles of Vocabulary Instruction

Start with the Definition Multiple Takes Combine, Compare, and Contrast

Stress the Syntax

Picture This

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Glare

Word Play
Stephen Chiger
What takeaways do you have for how to effectively review vocabulary words with your students?

Word Play
Option 1: Single Word
Using the template on page 1819, script how you might roll out a single word for the first time in 3.5 minutes. Try to use (and have students use) the word 10 times.

Option 2: Multiple Words

Chose from the words and definitions on the next slide and draft how you will use word play to review 3 words with students in 3.5 minutes.

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Explicit Vocabulary Definitions (www.wordcentral.com)

Word Definition

generate pleaded intrigued content clambering network resource dominate alliance restrain

To bring into existence Begged; special legal case: argued for or against a claim; Aroused the interest or curiosity of Satisfied with what one has or is-- (its an adjective and refers to people) Climbing awkwardly A system of related and connected parts Something useful and valuable To have a commanding position or controlling power over A union (with a goal) between people or groups To prevent from doing; to curb; to limit or keep under control

What is on Uncommon Connect?

The 5-8 Reading Binder Materials from today More video!

Implementation in School Teams

Consider all the techniques and how you will roll them out to your students. Use the prompts to discuss your plans in school teams.

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