Grades 68 ELA I Day 3 Welcome Back 2 Plusses Deltas 3 We will be experiencing and building on ideas about knowledge comprehension and fluency Some reading of complex text and learning new ideas feeling what students might feel some thinking like teachers what does it l ID: 782364
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Slide1
Building Knowledge & Fluency through Volume of Text
Grades 6–8 ELA IDay 3
Slide2Welcome Back!
2
Slide3Plusses/Deltas
3
Slide4We will be experiencing and building on ideas about knowledge,
comprehension, and fluency.Some reading of complex text and learning new ideas (feeling what students might feel), some thinking like teachers (what does it look like in the classroom?
How do I plan for this?)
Today’s Session
4
Slide5Objectives
Understand
the role of fluency in reading comprehension
Understand how the elements of text complexity determine the instructional utility of a text, specifically with reading for knowledge
U
nderstand
the link between building knowledge, achieving fluency, and comprehending text
U
nderstand
how to leverage text sets to build
student knowledge
5
Slide6Shift 3
Fluency ExperienceBuilding Knowledge with a Text Set
Practice B
uilding a S
equence
of
T
exts
Practice
Building
S
ets
of
Questions that Lead
to
Making
M
eaning
Session Agenda
6
Slide7Norms that Support Our Learning
Today’s session is going to involve some challenges that might make you uncomfortable…Don’t check out!
Use technology to enhance learning.Strive for equity of voice…listen to understand.
Contribute to a learning environment
in
which
it is “safe to not know.”
7
Slide8Key Points and ah-hasImplications for planningImplications for instructionImplications for engagementImplications for equity
Keynote Review8
Slide99
The Shifts
Regular practice with
complex text and its academic language
Reading,
writing,
and speaking grounded in
evidence from text
, both literary and informational
Intentionally
building knowledge
through
content-rich nonfiction
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Slide10What Do You Read Besides Literature?
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Slide11Students were historically required to read little informational text in elementary and middle school.
It builds the vocabulary and knowledge that students are going to need for success in school.Non-fiction makes up the vast majority of required reading in college/workplace.
Informational text often has to be read differently than narrative text.
11
Building Knowledge Through
Content
-Rich Nonfiction: Why?
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Slide12Background Knowledge: an Image
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Slide13As you watch the video, consider the text that you use in your classroom and think about your student population.How can you scaffold to ensure that students who struggle understand what they are reading?
What are the central take-aways from this video?How Background Knowledge Plays Out
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Slide14Requires students to be able to develop and sustain fluency . Building Background Knowledge …
with Complex Text
Masterful Reading
Building fluency and confidence through modeling
Accessing the text with confidence
Understanding the text at a basic level
Close
Reading
Collaborative reading
Examining
the ideas, structures, and layers of meaning, creating a common and solid understanding
Independent Reading
Surface Reading/ Review/ Gist
Building fluency
Projecting automaticity
Accessing
c
ore
u
nderstanding
Re-Reading
Going back into text for different purposes
Increased cognitive capacity for going deeper into text
Building fluency
Accessing the text with confidence
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Slide15FOUNDATIONAL SKILLSFluency
AutomaticityAccuracy Expression (Prosody)
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Slide16Fluency AssessmentReading rate or pacing: Should be conversational
— sound like speaking (no speed reading!)Word-identification accuracy: Looking for 95% accuracy; 90% — text is too difficultIs a reflection of what the reader knows about sound-to-letter(s) combinations and time spent practicing. For very early readers, be sure you’re assessing what the reader has been taught (scope and sequence is critical)
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Slide17http://www.timrasinski.com/presentations/multidimensional_fluency_rubric_4_factors.pdfFluency Rubric
MDFS
1
2
3
4
Expression and
Volume
Reads in a quiet voice as if to get words out. The reading does not sound natural like talking to a friend.
Reads in a quiet voice. The reading sounds natural in part of the text, but the reader does not always sound like they are talking to a friend.
Reads with volume and expression. However, sometimes the reader slips into expressionless reading and does not sound like they are talking to a friend.
Reads with varied volume and expression.
The reader sounds like they are talking to a friend with their voice matching the interpretation of the passage.
Phrasing
Reads word-by-word in a monotone voice.
Reads in two or three word phrases, not adhering to punctuation, stress and intonation.
Reads occasionally with a mixture of run-ons, mid sentence pauses for breath, and/or some choppiness. There is reasonable stress and intonation.
Reads with very good phrasing; adhering to punctuation, stress and intonation to preserve the meaning of the text.
Smoothness
Frequently hesitates while reading, sounds out words, and repeats words or phrases. The reader makes multiple attempts to read the same passage.
Reads with extended pauses or hesitations. The reader has many “rough spots.”
Reads with occasional breaks in rhythm. Reader has difficulty with specific words and/or sentence structures.
Reads smoothly with very few breaks, but self-corrects with difficult words and/ or sentence structures.
Pace
Reads slowly and laboriously.
Reads moderately slowly or excessively fast; not natural like speaking to a friend.
Occasionally breaks from a conversational pace.
Reads at a conversational pace throughout the reading.
Score of 12 or more suggests
well-developed
fluency
Scores of 10-11 suggest developing fluency
Scores
<
9 suggesting struggling fluency
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Slide18Fluent Reading StrategiesFluency Practice Whole-Class Choral Reading
Paired (Partner) ReadingRepeated ReadingReader’s TheatrePhrased Text LessonFluency SupportRead AloudJuicy SentencesShared ReadingText Sets18
Slide19Fluency Strategies: Whole-Class Choral ReadingGrade Level: end of Grade 1 and beyond
Powerful, assisted reading strategyCan implement with above grade-level textUse daily in a repeated or wide-reading implementationChoose a text related to the curriculumAbout 2 to 2.5 minutes long19
Slide20Choral Reading ProcessThe teacher models pronunciation, pace, and expression while reading a passage to the class or group.
Teacher and children then read the passage together, as the teacher rotates to monitor individual children’s reading. Initially, students may need practice reading in unison, but with a little practice starting and stopping together, students will acquire the routine.A note about purposeful text selection: Students benefit most when excerpts and texts for choral reading are of grade-level complexity and do not take more than three minutes to read aloud. Matching the topics in choral reading to the topic being studied benefits students by building content knowledge and vocabulary.20
Slide21Activity: AnostracaIdentify someone at your table who has a phone that can be used as a recorder for the activity.
<Start the recorder> As a table, chorally read the passage handout (without practice). <stop the recorder>.As a table, re-read the passage 1 or 2 more times (not recording), clarifying pronunciation and pacing as needed.Final Read: <Start the recorder> As a table, re-read the passage. <stop the recorder>.Listen to both recordings and discuss differences.
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Slide22ConclusionFluent reading brings together the multitude of reading sub-skills to produce conversational-sounding reading that facilitates
comprehension.Students must be frequently monitored across the school year for fluent-reading development.All students, not just younger or struggling, benefit from fluency practice.
Fluency work can take place with grade-level texts. Developing fluent readers is not a guarantee of comprehension, but it greatly helps!
All teachers, ELA and content area, should be committed to improving reading fluency.
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Slide23So Let’s
Go Back to Anostraca
See if you can
go back to make
this text “make sense.”
Pay attention to what you’re doing (both with your pens/pencils and your minds) to try
to comprehend
this text.
What if you read it
more closely
?
Give this text a whirl!
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Slide24What
Makes Anostraca Complex?
You don’t know many of the key words.
The sentences are long and it
takes
concentration to hold the meaning from beginning to end.
There’s no reason to read it other than you are being good sports.
You’re having a hard time connecting/little background knowledge (and maybe you really don’t care!).
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Slide25What
If This Was Really I
mportant?
What if it was essential for students to read this text?
What
things have you been trying?
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Slide26Another Idea
Let’s see if we can back up and learn what we need to know to tackle this complex text without lots of teacher support.
“Ephemeral Ponds”
Questions
:
How long do ephemeral ponds in Florida usually last?
What lives in ephemeral ponds?
What
happens to those species when the pond dries up?
Why are ephemeral ponds important to the species that live there?
What are some other names for ephemeral ponds?
What
then, do you think “ephemeral” means?
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Slide27Keep Building!
Read “Shrimpy
Shrimp” (page 5) once through for the central ideas (2 minutes), then we will go back in to take on some key sections.
Questions:
Where do fairy shrimp live?
What happens to fairy shrimp when vernal pools dry?
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Slide28But…Oh No!
“Dexteria
Floridana”
Read this document once through for the central ideas (about 3 minutes), then we will go back in to take on some key sections.
Questions:
What is the “regular name” of
Dexteria
Floridana
?
What is happening to it?
Why
?
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Slide29The Demise
Read “Two Florida Species Declared Extinct.”
Read this document once through for the central ideas (get as far as you can in 5 minutes), then we will go back in to take on some key sections.
Question:
What has likely happened to
Dexteria
Floridana
?
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Slide30Break
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Slide31Anostraca
Return to this first – once very challenging – text.
Dexteria Floridana ----------
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Slide32Anostraca
Read this text again, through once, highlighting areas where you now have clarity.
Questions (please answer in writing):
Describe how the eggs of these organisms are adapted specifically to the habitat in which they are laid. Use
specific details from the text to support your claim.
What is threatening these organisms?
32
Slide33Make an Inference
Maybe you don’t care a whole lot about tiny little crustaceans you’ve never seen. But
what are the implications of the continued destruction of vernal pools?
I fly thousands of miles every year just to eat here. It’s the best.
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Slide34What Have You Learned?
Based on what you’ve learned so far, write a paragraph in which you describe two reasons why it’s important to protect fresh water. Include
evidence from the texts you’ve read this morning to support your claims.
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Slide35Debrief
What just happened? Did your “reading level” change
? How did this activity address the Myths of Leveled Reading?
Why were you able to make such a strong inference from the cartoon?
Why
is this significant?
What did you notice about the rate of your reading of
“
Anostraca
”
the second time?
Why
did that happen?
What
did you notice about the texts themselves?
About
the questions?
About
your claims and evidence
?
What
were the instructional moves designed to build
fluency?
What
other notices and wonders do you have at this point?
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Slide36Key Take-
AwaysSets of texts, arranged in a careful sequence and supported by strategic text-dependent questions, can rapidly build the knowledge students need to more independently experience success with a more complex text.
Building
knowledge impacts comprehension and fluency.
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Slide37The Baseball Study:Recht & Leslie (1988)
High reading abilityHigh knowledge of baseball
High reading ability
Low knowledge of baseball
Low
reading ability
High knowledge of baseball
Low
reading ability
Low knowledge of baseball
Predict: What % of questions on a
reading-comprehension
test (text is complex and about baseball) would each category of students get right?
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Slide3838
Slide39Take-Away
Students have many “reading levels.” Don’t get sucked into the “they read below grade level” rabbit hole.If they read above a third-grade level, they can do this!Students’ ability to understand a complex text can be directly impacted by an intentional sequencing of simpler to more complex texts about the same topic.This can happen quickly.This can be a HUGE confidence booster.
39
Slide40What Do Reading Comprehension Tests Measure?
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Slide41Journal
What’s important to remember about strategically sequenced (some use the term “gradated”) sets of texts?
To what extent does your current ELA curriculum help students intentionally build knowledge as a scaffold toward comprehension and fluency?
In what ways does (or doesn’t) your current curriculum incorporate strategically sequenced sets of texts?
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Slide42Lunch
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Slide43Revisiting Objectives and AgendaUnderstand the role of fluency in reading comprehension
Understand how the elements of text complexity determine the instructional utility of a text, specifically with reading for knowledge Understand the link between building knowledge, achieving fluency, and comprehending textUnderstand how to leverage text sets to build student knowledge
Shift 3Fluency Experience
Building Knowledge with a Text Set
Practice
Building
a
Sequence
of
Texts
Practice
Building
S
ets
of
Questions
that
Lead
to
Making Meaning43
Slide44Building a Sequence of Texts to Improve Fluency, Knowledge, and Vocabulary
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Slide45Keep in Mind the Purpose
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Slide46Mapping the Topics
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Slide47Strategically Build a Sequence
Text 1
Text 2
Text 3
Text
4…
Increasing Complexity
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Slide48Reasons to Make an ExceptionIt’s engaging to lead with a “mystery text.”It might be challenging or even too challenging, might be vague, ambiguous, or even confusing, but it piques students’ interests.
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Slide49For Effect: Build a Sequence
Text 1
Text 2
Text 3
Text
4…
Then Increase Complexity
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Slide50Remember: Complexity is Complex!
Levels of meaning
, structure, language conventionality and clarity, and knowledge demands
Reader variables
(such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)
Readability measures
and other scores of text complexity
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Slide51Quantitative Measures
Word Difficulty
FrequencyLength
Sentence Length
Other Features of
Words
Sentence Syntax
Text Cohesion
Common CoreBand
ATOS
Degrees of
Reading
Power
Flesch-
Kincaid
The Lexile
Framework
Reading
Maturity
SourceRater
2
nd
-3rd
2.75 – 5.14
42 – 54
1.98 – 5.34
420 – 820
3.53 – 6.13
0.05 – 2.48
4
th
-5th
4.97 – 7.03
52 – 60
4.51 – 7.73
740 – 1010
5.42 – 7.92
0.84 – 5.75
6
th
-8th
7.00 – 9.98
57 – 67
6.51 – 10.34
925 – 1185
7.04 – 9.57
4.11 – 10.66
9
th
-10th
9.67 – 12.01
62 – 72
8.32 – 12.12
1050 – 1335
8.41 – 10.81
9.02 – 13.93
11
th
-CR
11.20 – 14.10
67 – 74
10.34 – 14.2
1185 – 1385
9.57 – 12.00
12.30 – 14.50
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Slide52Analyzing Text Complexity
Qualitative Measures
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Slide53Imagine you were creating a curricular module/extended unit (incorporating fiction and non-fiction) designed to help Grade 7 students appreciate and understand the threats to fresh water.
In a pile on your table, there are several texts that your library media specialist has provided for you.Work with a partner to start building your unit by considering how to sequence the texts.
Sequence a Set of Texts
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Slide54Handout
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Slide55You might:
Strictly order texts from least complex to most complex. Think
about whether this
should be all one set, or a couple of smaller sets. Make other decisions based on the questions students might be asking.
If
they know X, does that lead logically to Y?
Use
a challenging text early on to create a sense of wonder or intrigue.
IF TIME:
Write
TDQs for a simpler text that will strategically build the knowledge students need to tackle a more challenging text (you’ll do this for sure
tomorrow,
so don’t panic).
Things to Think About
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Slide56These are two text sets! Yes?
Did You Get Something Like This?
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Slide57What are you discovering about ELA curriculum design by doing this work?
What are the implications of what you are learning for the use of your current curriculum or the design or selection of future curriculum?Important for tomorrow
— what are you learning about the importance of fresh water? What are you learning about ways we impact it?
Journal
57
Slide58Strong text sets
Weak text sets
Build student knowledge about a topic; meaningful connection to the anchor textTexts are not related or connected across sets or they are only superficially connected
Texts are authentic, rich, and worthy of study
Only commissioned texts or textbook passages
Range of text types (literary and informational) and formats
Focused exclusively on one genre or format (unless the set is a genre study)
Text-complexity
levels support student achievement of the grade-level complexity demands of the
state
standards
Text-complexity
levels are erratic and do not support the staircase of text complexity in the
state standards
Features of Quality Text Sets
Council of Chief State School Officers, 2012
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Slide59Building Knowledge and Vocabulary with Your TextsSelect one of the text sets to work with
Find others working with the same setReview the textsIdentify on handout what specific knowledge adds to previous knowledge in each articleIdentify on handout repeating vocabulary across the texts
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Slide60Design a Comprehensive Set of Questions
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Slide61Making it StrongerMeet with another team who worked on the same
set.Compare information regarding knowledge, vocabulary, and questions.Add to your own chart.61
Slide62Knowledge and Fluency
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Slide6363
Closing
I used to think _____________, but now I think _____________________________.
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Slide6464
Slide65Slide 1: Nicholas LueSlide 2: Hilton Bonnet
CreekSlides 9 and 63: Shutterstock/Monkey Business Images 12040246, 12040252, 12045781 Slide 12: https://aotw-pd.s3.amazonaws.com/images/wwf-
shark.jpgSlide 33: http://www.defendersblog.org/2011/07/cant-live-without-em-vernal-pool-fairy-shrimp/fairy-shrimp-cartoon
/Slide 45: Flickr: webheathcloseup:Poppy Close up; Flickr: Glen: Poppy Field near
Eynsford
,
Kent
Slide 46:
Amy Rudat,
unbounded.org
Slide 59:
Flickr:
VinceAlongi
:
Staircase
Slide 62: Flickr
:
frankieleon: It’s peanut butter jelly time!Slide 64:
UnboundEd
Image Credits65
Slide66References
Slide
Source
20
https://
en.wikipedia.org
/wiki/
Anostraca
21
http://www.coastalplains.org/pdf/EP_Brochure.pdf
22
The Secret Pool,
Raye, R. (2013) Tilbury House Nature Book
23
http://
www.iucnredlist.org
/details/6519/0
24
http://
www.biologicaldiversity.org
/news/
press_releases
/2011/florida-extinct-species-10-05-2011.html
39
http://
www.aft.org
/periodical/
american
-educator/spring-2006/what-do-reading-comprehension-tests-
mainly
66