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Building Knowledge & Fluency through Volume of Text Building Knowledge & Fluency through Volume of Text

Building Knowledge & Fluency through Volume of Text - PowerPoint Presentation

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Building Knowledge & Fluency through Volume of Text - PPT Presentation

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 

Slide2

Welcome Back!

2

Slide3

Plusses/Deltas

3

Slide4

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 look like in the classroom?

How do I plan for this?)

Today’s Session

4

Slide5

Objectives

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

Slide6

Shift 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

Slide7

Norms 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

Slide8

Key Points and ah-hasImplications for planningImplications for instructionImplications for engagementImplications for equity

Keynote Review8

Slide9

9

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

9

Slide10

What Do You Read Besides Literature?

10

Slide11

Students 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?

11

Slide12

Background Knowledge: an Image

12

Slide13

As 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

13

Slide14

Requires 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

14

Slide15

FOUNDATIONAL SKILLSFluency

AutomaticityAccuracy Expression (Prosody)

15

Slide16

Fluency 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)

16

Slide17

http://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

17

Slide18

Fluent Reading StrategiesFluency Practice Whole-Class Choral Reading

Paired (Partner) ReadingRepeated ReadingReader’s TheatrePhrased Text LessonFluency SupportRead AloudJuicy SentencesShared ReadingText Sets18

Slide19

Fluency 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

Slide20

Choral 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

Slide21

Activity: 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.

21

Slide22

ConclusionFluent 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.

22

Slide23

So 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!

23

Slide24

What

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!).

24

Slide25

What

If This Was Really I

mportant?

What if it was essential for students to read this text?

What

things have you been trying?

25

Slide26

Another 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?

26

Slide27

Keep 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?

27

Slide28

But…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

?

28

Slide29

The 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

?

29

Slide30

Break

30

Slide31

Anostraca

Return to this first – once very challenging – text.

Dexteria Floridana ----------

31

Slide32

Anostraca

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

Slide33

Make 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.

33

Slide34

What 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.

34

Slide35

Debrief

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?

35

Slide36

Key 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.

36

Slide37

The 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?

37

Slide38

38

Slide39

Take-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

Slide40

What Do Reading Comprehension Tests Measure?

40

Slide41

Journal

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?

41

Slide42

Lunch

42

Slide43

Revisiting 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

Slide44

Building a Sequence of Texts to Improve Fluency, Knowledge, and Vocabulary

44

Slide45

Keep in Mind the Purpose

45

Slide46

Mapping the Topics

46

Slide47

Strategically Build a Sequence

Text 1

Text 2

Text 3

Text

4…

Increasing Complexity

47

Slide48

Reasons 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.

48

Slide49

For Effect: Build a Sequence

Text 1

Text 2

Text 3

Text

4…

Then Increase Complexity

49

Slide50

Remember: 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

50

Slide51

Quantitative 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

51

Slide52

Analyzing Text Complexity

Qualitative Measures

52

Slide53

Imagine 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

53

Slide54

Handout

54

Slide55

You 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

55

Slide56

These are two text sets! Yes?

Did You Get Something Like This?

56

Slide57

What 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

Slide58

Strong 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

58

Slide59

Building 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

59

Slide60

Design a Comprehensive Set of Questions

60

Slide61

Making it StrongerMeet with another team who worked on the same

set.Compare information regarding knowledge, vocabulary, and questions.Add to your own chart.61

Slide62

Knowledge and Fluency

62

Slide63

63

Closing

I used to think _____________, but now I think _____________________________.

63

Slide64

64

Slide65

Slide 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

Slide66

References

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