Day 2 ELA Fluency and Complex Text Grades 4 and 5 We know from experience the hard work teachers face every day as they strive to help their students meet the challenges set by higher standards ID: 558413
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Grades 4-5 ELA Summer 2016
Day 2 ELA
Fluency and Complex Text Grades 4 and 5 Slide2
We know from experience the hard work teachers face every day as they strive to help their students meet the challenges set by higher standards.
We are dedicated to empowering teachers by providing free, high-quality standards-aligned resources for the classroom, the opportunity for immersive training through our Institute, and the option of support through our website offerings.We are a team of current and former classroom teachers, curriculum writers, school leaders and education experts who have worked in the public, private and nonprofit sectors.2Slide3
About Me3
PICTURE OF YOUInformation about YOUSlide4
Raise your hand if…you are an ELA teacher
you are an ELA teacher coachyou hold a different roleyou teach in a district schoolyou teach in a charter schoolyou teach or work in a different type of school or organizationIntroduction: Who You AreSlide5
Welcome Back: Today’s Session
Fluency, Syntax, and SentencesText Dependent Questions Slide6
Debriefing the Keynote
KeynoteKey Points of Presentation:Implications for
Planning: Instruction:
Classroom Culture: Slide7
Session 1:
ObjectivesUnderstand leverage points for incorporating meaningful fluency work into lesson development and instructionDetermine the role of syntax in complex textClose read and dissect text at the sentence level with “Juicy Sentences” Develop, revise, and assess text dependent questionsSlide8
AgendaKeynote Debrief
Setting up the Day“The Birth of the Haudenosaunee” The Juicy Language of TextSyntax Juice(y sentences and) the StandardsConstructionText Dependent Questions: Development and EvaluationSlide9
Setting up the Day
To what extent do I provide my students the time they need to ensure they can access text at a complexity beyond their independent reading level?How often do I address fluency and language in the texts I teach?To what extent do I preview texts that I am teaching with before I teach them? ReflectionSlide10
Student Profile
Develop a Student Profile2 Minutes:ShareQuestionAnswer
Student ProfileSlide11
Birth of the HaudenosauneeBy Dehowӓhda×dih - Bradley Powless, Eel Clan, Onondaga Nation
Journey of the Peacemaker Over a thousand years ago on the shores of Onondaga Lake, in present day central New York, democracy was born. The Seneca, Cayuga, Onondaga, Oneida, and the Mohawk people had been warring against each other and there was great bloodshed. These five nations had forgotten their ways and their actions saddened the Creator… Slide12
Features of Complex Text
StructureLanguage DemandsKnowledge Demands: Life ExperiencesKnowledge Demands: Cultural/Literary Knowledge Knowledge Demands: Content/Discipline Knowledge Levels of Meaning or PurposeSlide13
Grammatical and Rhetorical
Features of Complex TextInformation densityDependent clauses Phrases within sentencesThe use of subjective pronouns
Passive voiceA combination of complex and simple sentences
The use of adverbial clauses and
phrases to situate events
E
llipses
T
he
use of abstract
nouns
T
he
use of devices for backgrounding and foregrounding information
Adverbial Clause: Group of words which plays the role of an adverb (as in all clauses, an adverbial clause contains a subject and a verb.
For example
:
Keep hitting the gong
hourly
. (normal adverb)
Keep hitting the gong
until I tell you to stop
. (adverbial clause)
An abstract noun is a word which names something that you cannot see, hear, touch, smell or taste. For example:
Consideration
Parenthood
B
elief
A subjective pronoun example: She, he, they, itSlide14
How’s your Grammar?The Link Between Reading and Writing
Nouns, pronouns, verbs, adjectives, adverbsRegular and irregular plural nouns and verbs Abstract nounsComparative and superlative adjectives and adverbsCoordinating and subordinating conjunctionsSimple, compound, and complex sentencesRelative pronouns and relative adjectivesPrepositional phrasesPrepositions, interjections Correlative conjunctionsSlide15
Tackling Complex Text Without FluencyThe Peacemaker showed them that one nation can be easily broken, like a single arrow; but nations bound together, like five arrows, will become strong.
Peacemaker (proper noun)themboundnations bound togetherRelationship with “people”will (What will?)commas, semi-colons, clausesSlide16
Putting it Together: Syntax
Read the text. Craft your own definition of syntax based on what you read. Slide17
The “Juicy” Language of Text
Watch the video and note:What challenges does complex text present for educators? What does she recommend to address the challenges?What resonates most with you about her message?
Dr. Lily Wong Fillmore, Professor of Education, UC Berkeley Slide18
LunchSlide19
Putting it Together: Using the “Juicy Sentence to Help Students Access Complex Text”
Read and annotate the blog by Chris Hayes.What makes a sentence juicy? What instructional opportunities does the juicy sentence provide?Slide20
Let’s Practice…..
Over a thousand years ago on the shores of Onondaga Lake, in present-day central New York, democracy was born.Slide21
Over a thousand years ago on the shores of Onondaga Lake, in present-day central New York, democracy was born.
Over a thousand years ago on the shores of Onondaga Lake, in present-day central New York, democracy was born.
Over a thousand years ago on the shores of Onondaga Lake, in
present-day central New York, democracy was born.
Over a thousand years ago on the shores of Onondaga Lake in present-day central New York democracy was born.
Over a thousand years ago
on the shores of Onondaga Lake, in present-day central New York, democracy was born.
Over a thousand years ago on the shores of Onondaga Lake,
in present-day central New York, democracy was born.
Over a thousand years ago
on the shores of Onondaga Lake,
in present-day central New York,
democracy was born.
Over a thousand years ago on the shores of Onondaga Lake, in present-day central New York,
democracy was born.
Democracy was born.Slide22
Example of Juicy
Sentence WorkA long time ago on the shores of Onondaga lake in present day new york a democracy came into play.A government where everyone is free was created in central New York.There are three comas and names of locations – Central New york, Onondaga lake.Many miles away From the sun in the solar systeme of the Kari, two dwarf planets crashed together forming a huge meteorite sent hurtling to mars.Slide23
Another Juicy Sentence….
The Seneca, Cayuga, Onondaga, Oneida, and the Mohawk people had been warring against each other, and there was great bloodshed.Slide24
3 ideas clarified
2 questions1 “a-ha”Scaffolding “Juicy” SentencesSlide25
Juicy Sentence: Copy down yours
Bullet: Why did you choose this sentence?What language and/or language standard(s)
does it lend itself to?What reading standard does it best address?What teaching opportunities could it provide?
Sharing Thinking About Juicy SentencesSlide26
Post:
CommentsQuestionsRecommendationsFive Minute Feedback: Gallery WalkSlide27
Break 15Slide28
Comprehension, Meaning, Analysis: Approaching “Birth of the Haudenosaunee”
Masterful ReadingBuilding fluency and confidence through modelingAccessing the text with confidenceUnderstanding the text at a basic levelCollaborative ReadingReading and re-reading with partners for a purposeWhisper reading with partnersReading in small groups
Examining the ideas, structures, and layers of meaning, creating a common and solid understandingIndependent Reading
Surface Reading/ Review/ Gist
Building fluency
Projecting automaticity
Accessing core understandingSlide29
Quantitative Text Complexity
“Birth of the Haudenosaunee”Slide30
Standards-Based Text-Dependent QuestionsScaffold
learningGuide students to identify key ideas and detailsBuild vocabularyBuild knowledge of syntax and structureHelp students grapple with themes and central ideasSynthesize and analyze informationWhat are the key details and ideas?How can I support students to get them to see and understand these details and ideas?30
Which words should we look at for TDQs?Essential to understanding the textLikely to appear in future reading
More abstract words (as opposed to concrete words)
Why should we ask Central Idea/Theme-Based TDQs?
Guide students toward the theme
Encourage students to look to the text to support their answers
Encourage students to examine the complex layers of a rigorous text
Support comprehension Slide31
Creating Text Dependent Questions
Identify the core understandings and key ideas of the textIdentify the standards that are being addressed (1 and 10: always a given – let’s get deeper)Target small but critical-to-understand passagesTarget vocabulary and text structureTackle tough sections head-on: notice things that are confusing and ask questions about themCreate coherent sequences of text-dependent questionsCreate the assessmentSlide32
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Remember Reading Targets Slide33
Developing Text Dependent Questions
Develop 3-5 text dependent questions to be used with excerpts from “Birth of the Haudenosaunee”Ensure that they are aligned to a standard, working toward the entirety of a standard If there is another standard you wish to align a question to, identify the standard with the questionMake sure they can be answered using evidence from the textPlace them on your group’s chart paper CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
According to the text, why did the Peacemaker come to the nations?
What can you infer about the nations when the author says “These five nations had forgotten their ways”?Slide34
TDQ Directions
Post PassageStandard(s):TDQ:
TDQ: TDQ:Slide35
Galley Walk
Review the charts from other tablesAdvanced: Clear Standard link, understanding of TDQsAlmost thereNot standards based, answerable, or issues with relevancySlide36
Debrief
Take a look at your student profiles and discuss how this process would work for these students and what additional support they would need. How might this have to look different for non-readers?Slide37
Revisiting the ReflectionSlide38
Reference List
IMAGE CREDIT: Slide 1: Unbounded.org; Slide 3,22, 31: Flikr/DerekBruff; Slide 7: Flickr/MichaelCrane blip_4 Speed Dating Jelly Babies; Slide 11: Flickr/KennethLu/Strunk and White, Illustrated?; Slide 15: Flickr/Lunch/Antony Cowie; Slide 19: Unbounded.org; Slide 21: Unbounded.org; Slide 23: Flickr/JogiBaer2/Post-It; Slide 24: Flickr/Camila Tamara Silva Sepulveda/Coffee Lover; Skide 32: Flickr/MarylandGovPics/First Lady’s Art Exhibition
Side(s)Source8
Journey of the Peacemaker unbounded.org Grade 4 Module 1A Unit 1 lesson 3
13William Cobbett, A Grammar of the English Language in a Series of Letters: Intended for
The Use of Schools and of Young Persons in General, but More Especially for the Use of
Soldiers, Sailors, Apprentices, and Plough-Boys, 1818
14
Dr. Lily Wong Fillmore, Professor of Education, UC Berkeley
https://www.youtube.com/watch?v=STFTX7UiBz0
16
Chris
Hayes blog
21
Dr. Timothy Shanahan, retrieved from
shanahanonliteracy.com
, June 17, 2015