Embed / Share - Balanced Literacy Concept English Fall 2013
Concept English Fall 2013Slide2Slide3Slide4
How I Look At our Work…Slide5
Distinguish between (1) meaning, structure, and visual cues used during reading and between (2) top-down and bottom-up models of reading
Analyze the levels of support within the 3 components of a balanced literacy framework and its connection with common core state standards
Understand why text complexity matters and identify what makes text complex
Identify the components of the PARCC Literacy Content Framework and recognize how to plan instruction using balanced literacy elementsSlide6
3 Cueing SystemsSlide7
Read the poem and answer the first question from each level
Level 1 – “Right there” – literal
Level 2 – Beyond the text – interpretive
Level 3 – About the text, applicationSlide8
What’s the Point?
You can answer questions that relate to structure and visual cues but its impossible to answer questions about meaning without knowing what the words mean.
Reading all words in a passage with accuracy and expression is NOT comprehension.
Reading is the fluent coordination of word recognition and comprehension.
Bottom up model of reading – emphasizes decoding skills
Top down model – focuses on what readers bring to the text and contrasting it with what is written to make sense of it.
CCSS is asking for close reading of complex texts to construct meaning. Slide9
Balanced Literacy Framework
Gradual Release of Responsibility
Fisher and Frey
: teacher establishes purpose of lesson & models own thinking
: teacher questions, prompts, cues students to facilitate their thinking about topic
students work together, using academic language to complete a task
students apply what they have learned individuallySlide12
Read the handout
Turn and Talk with a Partner
Put a check next to the elements of balanced literacy your school is using
Decide a percentage
Write a goal… Slide13
Learn the craft of writing
Use guided writing to build skills
Conduct investigations (students work independently, in pairs, or in small groups)
Practice independent writing Slide15
Investigate language and how it works
Learn conventions of writing and grammar
model conventions of language
Work on various features of words as appropriate to developmental level of students (word sorts, etc.)Slide16
Why Text Complexity MattersSlide17
Why We Need More Complex Texts
Many of the texts students read became easier after 1962.
College books have not
In middle and high school, instruction is heavily
In college, students are expected to read independently
The amount of reading in college is substantially more than what students experience in high school.
It can be up to 8 times greater
have multiple layers of meaning, not all of which are immediately apparent
require students to unlock meaning using sophisticated reading skills and, strategiesSlide18
What Students Need
Age / grade appropriate complex texts for exposure to structures, content, vocabulary, concepts
Instructional level materials that allow them to apply strategies and progress
“Easy” materials that allow them to practice
Can select “challenging” materials for familiar/interesting content
Can select “less challenging” materials for unfamiliar/uninteresting contentSlide19
On the ACT college admissions test
how did students
who met/exceeded the benchmark score
those who didn’t?
A. They could make inferences and think critically
B. They could answer questions associated with complex
What students can read, in
terms of its
, is at least as important as
what they can do with what they read.
performance is driven by text, not questions
Students are expected to read on a level of rigor 2 grades higher
Emphasis on non-fiction requires different knowledge
Complex texts offer new language – students should struggle somewhat and teachers should model the struggle
The Secret Garden
excerpt on handout
What makes this text challenging?
(engage in Think-Pair-Share)
Whole group discussion: Common Textual Challenges
Common Core Exemplar TextSlide22
The Secret Garden Excerpt
When Mary Lennox was sent to
Manor to live with her uncle everybody said she was the most disagreeable-looking child ever seen. It was true, too. She had a little thin face and a little thin body, thin light hair and a sour expression. Her hair was yellow, and her face was yellow because she had been born in India and had always been ill in one way or another. Her father had held a position under the English Government and had always been busy and ill himself, and her mother had been a great beauty who cared only to go to parties and amuse herself with gay people. She had not wanted a little girl at all, and when Mary was born she handed her over to the care of an Ayah, who was made to understand that if she wished to please the
Sahib she must keep the child out of sight as much as possible. So when she was a sickly, fretful, ugly little baby she was kept out of the way, and when she became a sickly, fretful, toddling thing she was kept out of the way also. She never remembered seeing familiarly anything but the dark faces of her Ayah and the other native servants, and as they always obeyed her and gave her own way in everything, because the
Sahib would be angry if she was disturbed by her crying, by the time she was six years old she was as tyrannical and selfish a little pig as ever lived. The young English governess who came to teach her to read and write disliked her so much that she gave up her place in three months, and when other governesses came to try to fill it they always went away in a shorter time than the first one. So if Mary had not chosen to really
Building Capacity Through Close Reading
RL 5.3 (example)
Compare and contrast 2 or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact)
Select short, worthy passages
Design the lesson so students re-read
Ask students to “read with a pencil”
Remind students to note confusions
Model the text
Discuss the text
Ask text dependent questionsSlide24
Literacy Content Framework
PARCC Model Content Frameworks – ELA/Literacy
Reading Complex Text (5-9 short texts; 1 extended text)
Writing About Texts (routine writing; 2 analyses)
Research Project (1 research project)
Narrative Writing (1-2 narratives)Slide25
Small groups read through handout
Use short texts on back
Create questions that would help students understand how the author conveys meaning and go to a deeper level
Suggest short research subjects for the readings Slide26
PARCC Literacy Content FrameworkSlide27
Reading, Writing Modules
Each module suggests both the number and types of texts that students read and analyze.
Students then write about these texts either to express an opinion/make an argument or to inform/explain.
They may also use these texts as models or triggers for crafting imaginative narratives or narrative descriptions.
In addition, a research task appears in each module.Slide28
Key Terms and Concepts: Reading, Writing, Research
Using correct grammar,
Acquiring and applying vocabulary,
Conducting discussions, and
Planning Using the PARCC Content Framework
Decide on the topic of a thematic unit, deciding on both content and ELA (reading, writing, foundational skills, language, listening/speaking) goals
Backward map the desired results: enduring understandings, essential questions, what will kids know, understand and do (activities, assessments)
Design summative assessment and then formative assessments
Explore internet resources on topic (books, articles, videos, activities)
Develop lessons around clustered common core standardsSlide30
Read and review handout (annotations of Mildred Taylor trade books on the theme of racial discrimination and its effect – these books are for guided reading/small group instruction)
Which book from the list or which additional resource could serve as the anchor text for all students to read with your support?
What questions can you pose related to the Paul Laurence Dunbar and Martin Luther King texts (back of handout) that address the theme ?
What short research projects related to the theme could be conducted?
How I Look At our Work Objectives Distinguish between 1 meaning structure and visual cues used during reading and between 2 topdown and bottomup models of reading Analyze the levels of support within the 3 components of a balanced literacy framework and its connection with common ID: 708764 Download Presentation