Transcript Day 3 * AM Session 10:30

Common Core State Standards
Session 4
K-2 English Language Arts
Day 3 – AM Session
10:30-12:00
OUTCOMES
Participants will increase their knowledge of:
1. the importance of using informational or nonfiction
text in the primary classroom
2. creating text-based questions
3. using nonfiction for a read-aloud
4. the value of close reading
5. the importance of vocabulary and syntax as
components of complex text.
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Nonfiction Text
With the people seated near you,
please discuss:
Why is it important to use
informational text in the primary
classroom?
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Benefits of Nonfiction
• Incorporating informational text in the curriculum in the early years
of school has the potential to increase student motivation, build
important comprehension skills, and lay the groundwork for
students to grow into confident, purposeful readers.
• Reading comprehension and overall academic achievement can be
greatly improved, and learning gaps closed, by systematically
increasing the amount of academic background knowledge students
learn beginning in the elementary grades.
• Students need a broad and rich knowledge base to recognize and
understand the meaning of words and ideas they read throughout
their years in school and beyond.
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Authentic Purposes for Reading
Informational Text
Sometimes students in school usually read
informational text to answer questions at the back of
the chapter, to complete a test prep worksheet, or
simply because the teacher said to do so. Some of
these activities may be unavoidable, but we need to
create classrooms in which students read
informational text as often as possible for more
compelling purposes. In a recent study, 2nd and 3rd
grade students whose teachers encouraged more
authentic reading and writing of informational and
how-to texts in science showed higher growth in
reading comprehension as well as in writing (PurcellGates & Duke, 2003).
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How do we create compelling reasons
to read informational text?
Teachers can set up situations in which students need information,
then encourage students to read to obtain that information.
Students may want to find information about the life cycles of
frogs before setting up a tadpole tank or learn about the needs of
growing things before planting a window box. Teachers can pique
students' curiosity: putting out some earthworms for students to
observe; demonstrating that water left out in a pan on Friday has
“disappeared” on Monday; setting out some magnets with various
materials that the magnets will or will not attract. Students will
read informational books and other print materials on
earthworms, evaporation, and magnetism with
greater interest and purpose after such activities
as these. HOW DO YOU DO THIS IN YOUR CLASSROOM?
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How do you create authentic
purposes in your classroom for
reading informational text?
(Audience Discussion & Sharing)
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Where do we find high quality science
and social studies books?
• The National Council for the Social Studies
Notable Social Studies Books for Young People
(www.socialstudies.org).
• The National Science Teachers Association's
Outstanding Science Trade Books for Children
(www.nsta.org).
• Content-area teachers will find many
readable, interesting trade books that include
important content to match curriculum
standards.
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Reading To or With?
Informational text may be portioned into small segments for
reading to or with students.
There is not a plot moving from chapter to chapter with the
reader left dangling at the end of a chapter so they will want to
read on as in a novel.
Readers can dip into nonfiction text, part by part.
The purpose and the structure of the text may determine the
way you read the text. For example:
• in science the priority is process.
• in social studies is reading about people, events and their
impact.
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Time
• In 1st grade classrooms across the nation only 2% of class time is
dedicated to Social Studies (history, civics, geography and
economics) and 4% to Science.
•
In third grade, students are taught Social Studies 5% of the time
and Science is also taught 5% of the time.
Compare the percentages to Reading/Language Arts which is taught
62% of the time in first grade and 47% of the time in 3rd grade.
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Text Based Questions
What are they?
Why are they so important?
(Shoulder partner/Triad Discussion)
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Text Based Questions
• The goal is to develop the students’ prowess at
drawing knowledge from the text itself.
• Students use evidence from the text to support a
claim about the text; thus knowledge is linked
directly to the text.
• The questions draw a close connection between
comprehension of the text and acquisition of
knowledge.
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High-quality sequences of textdependent questions…
• Elicit sustained attention to the specifics of the text and their
impact.
• Cultivates student mastery of specific ideas and illuminating
particulars of the text.
• Moves students beyond what is directly stated to require
students to make nontrivial inferences based on evidence
from the text.
• Demand attention to the text to answer fully.
• May begin with relatively simple questions requiring attention
to specific words, details, and arguments and then move on to
explore the impact of those specifics on the text as a whole.
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Text Dependent Questions
• Linger over specific phrases and sentences to
ensure careful comprehension and to promote
thinking and substantive analysis of the text.
• Build on each other to ensure students learn
to stay focused on the text so they can learn
fully from it.
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You have an excerpt from
the text in your hand-outs.
You will discuss a series of
high quality text-dependent
questions in groups of four.
Hold each other
accountable to citing
evidence as you discuss
these questions.
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In the first two paragraphs, two sentences let us know the
author is questioning the wolf’s reputation.
Identify the sentences and discuss what about those
sentences helps readers know the author’s intent?
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In paragraphs 3-5, what
sentence confirmed for you
your prediction about the
author’s intent?
What is there about the
author’s choice of words
that helps readers know his
intent?
What are the positive
qualities of a wolf?
(Remember to cite specific
evidence).
Why does the author
contrast people loving dogs
but disliking wolves?
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What argument is the author making?
The word “adaptable” means able to
change to fit different circumstances.
How does the writer show us the
wolf’s adaptability?
Now, in your teacher role, go back into
the text and look for concepts your
students will not understand and
identify how you would scaffold for
those concepts; be prepared to be
called upon to share your ideas.
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Application
Using the text The Brain, Our Nervous System by
Seymour Simon, work with a partner to develop a
sequence of text dependent questions. Be
prepared to be called upon to share your
questions.
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Axon
Cell Body
Dendrite
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Neuron’s cell
bodies, dendrites,
and axons are
revealed in these
highly magnified
computer-colored
scanning electron
microscope SEMS.
Above are
neurons (grayish
white) and glial
cells (red-orange),
magnified over
20,000 times.
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Sharing
Please hold up your text dependent questions,
with your name on them, so the facilitator can
come and get them.
We’ll read your text dependent questions
from the microphone and return them to you.
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Text Dependent Questions for Slide 7
• What is a messenger? What does a
messenger do?
• The text tells us our bodies have special cells
with a special role or purpose. Describe those
cells and how they work in our bodies. Refer
back to the text if you need to do so.
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Student created wall chart to describe the
scientific terms on page 7
BODY PART:
NEURONS
GLIAL CELLS
Special messenger cells
Outnumbers neurons 10 to 1.
WHAT DOES IT DO?
Carries signals back and forth
WHAT PURPOSE
DOES IT SERVE?
It is how our brain
communicates with the other
parts of our body.
Supports neurons by 1)
supplying nutrients and other
chemicals, 2) repairing the brain
after injury, and 3) attacking
invading bacteria
TEXT-BASED DISCUSSION QUESTIONS:
What is a messenger? What does a messenger do?
The text tells us our bodies have special cells with a special role or purpose.
Describe those cells and how they work in our bodies. Refer back to the text or the
wall chart if you need to.
What might happen if our bodies did not have neurons or glial cells?
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5 Features of Science Inquiry
• Learner engages in Scientifically Oriented Questions
• Learner gives priority to EVIDENCE in Responding to
Questions
• Learner Formulates Explanations from Evidence
• Learner Connects Explanations to Scientific Knowledge
• Learner Communicates and Justifies Explanations
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Thank you
Thank you for coming to this session.
Further Questions?
Call or write:
Katie Moeller
[email protected]
850-245-5160
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