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Building Standards Aligned Read-Alouds
Grades P – 3 ELASummer 2017Slide2
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.
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AgendaRomanNumeraledIn ALLDecks
Before OBJECTIVESSlide4
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ObjectivesParticipants will be able to:List objectives here in this formatFor all days
All decksAfter AGENDASlide5
From Title of Previous Day’s Session(s)Feedback on Feedback
PlusDelta
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Welcome to the Read-AloudGood Morning!Please relax and get comfortable. We’ll be working with the materials in the middle of your tables in a few minutes, no need to do anything with them yet – you’ll also be getting handouts in a little while.
Looking forward to our work together!2Slide7
What is the Read Aloud Project?1. With your group, examine the artifacts in each section.
What do you notice?What do you wonder?2. Record observations and questions on the chart paper provided.3. At the signal, move clockwise to the next station and repeat. You will have approximately 5 minutes at each station.3Slide8
DiscussWhat did you see that surprised or intrigued you?
In what ways might this Read-Aloud process be different from Read-Alouds you’ve done before?4Slide9
Purpose and Goals of the Read Aloud Project (RAP) for our Teachers
Learning together what work worth doing looks like for children in grades P-3Tapping into the power of collaboration to create more together than any of us can separately5Slide10
Purpose and Goals of the Read Aloud Project (RAP) for our Students
Creating thoughtful readers while achieving the standards through listening to books read aloudBuilding knowledge of the world and the words that describe it from the very beginning days of schoolAllowing every child equal access to meaningful learning
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How do we begin?Choosing the right book!
Should not be anything students can read on their ownRule of thumb: 2-3 years above grade level of class, in some cases can be even moreWorth reading multiple times!Rich in opportunities to build knowledge
Rich in opportunities to build vocabulary7Slide12
Building KnowledgeFrom the standards, “…texts within and across grade levels need to be selected from topics and themes that systematically develop the knowledge base of students.”
Also from the standards, “Within a grade level, there should be an adequate number of titles on a single topic that would allow students to study that topic for a sustained period.”This does not mean the death of Goodnight Moon or
Dr. Seuss.8Slide13
A Key DifferenceWhat About Skills and Strategies?
Focus on MEANINGSkills and strategies are embeddedOK to go over them, at the end!9Slide14
What Makes a Read-Aloud Complex?
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What Makes a Read-Aloud Complex?
Background
Experiences
Vocabulary
Sentence length & structure
Figurative language
Regional /historical usage (dialects)
Text features
Genre
Organization
Layers of meaning
Purpose
Concept complexity
Meaning
Structure
Knowledge
Language
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Listen: What makes this Read Aloud Complex?
The Spider and the Fly A fable by Mary Howitt (1799-1888)“Will you step into my parlor?” said the spider to the fly;“ ’Tis the prettiest little parlor that ever you did spy.The way into my parlor is up a winding stair,
And I have many curious things to show when you are there.”Slide17
Thinking about complexity in The Spider and the Fly
“For who goes up your winding stair can ne’er go down again.”
“And take a lesson from this tale…”
“Will you walk into my parlor?” said the Spider to the Fly
“And if you like to rest awhile, I’ll snugly tuck you in”
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Example from The Spider and the Fly
SCREEN SHOT OF DIANA’S COMPLETED WHAT MAKES THIS READ ALOUD COMPLEX PAGELEXILE: Grade 4-5 Band
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Other questions to consider…
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What does this look like in the template?
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You try!
Work with all of the members of your writing team to:Read your book out loud. Enjoy it!Complete the “What Makes This Read-Aloud Complex” page in the template.
Refer to Step #1 and #2 on the Checklist17Slide22
ReflectHow might analyzing text in this way affect instruction?
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Types of Text-Dependent QuestionsWhen you're writing a
set of questions, consider the following categories
:Questions that
support the understanding of
meaning
.
Q
uestions that
support the understanding
of
language
.
Q
uestions that
support the understanding of
structure
.
Q
uestions that
build a
knowledge
base.
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Crafting High Quality Text-Dependent Questions
ExamplesNon-examplesHow does the Spider trick the Fly?Have you ever been tricked by someone?What does it feel like to be tricked?
What do you think, “set his table ready means”?If you were making Spider’s dinner, what would you put on the menu? Brainstorm things Spider might eat, and make a menu with pictures of each.
Who is talking here? How do you know?In this story, the Spider and the Fly are talking to each other. I’m going to use two different voices when I read so you can tell the difference. I’ll use a high, sweet voice for the fly. (Doesn’t she look sweet?)
And a low,
spooky
voice for the Spider because he looks like a
scary character.
Ne’er is an old-fashioned word. What word do you know that sounds like ne’er?
Ne’er is an old-fashioned word that means never.
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Read the lesson plan. Color code each question or activity to reflect the type of complexity it is designed to address.
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Questions/Activities/Vocabulary/Tasks
Expected Outcome or Response (for each)
Use the Puppets and answer TDQ’s
Reread page 1
Who is talking here? Show me by holding up a puppet. How do you know Spider is talking?
A parlor is like a living room in a house.
What might a spider’s “parlor” look like?
Read page 4
Who is talking here? Show me by holding up a puppet. How do you know Fly is talking?
Ne’er is an old-fashioned word. What word do you know that sounds like ne’er? Why do you think the bugs “ne’er come down again”?
Students respond by holding up the appropriate stick puppet. Help students to notice cues that signal a character is speaking like the phrase, “said the Spider to the Fly” and the quotation marks.
Some students may make the connection that a spider’s parlor is his web, others may draw on the fanciful illustrations in the book to answer. These ideas will be confirmed or revised as you reread the rest of the story.
Students respond by holding up the Fly stick puppet and noting the words, “said the little Fly”.
Ne’er sounds like “never”. The bugs never come down again because the Spider eats (or captures) them.
SECOND READINGSlide27
Analyze the Lesson Sequence
Read the lesson plan. Discuss and color code each question or activity to reflect the type of complexity it is designed to address.Jot down questions and observations as you go.Gather ideas for your own lesson!
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ReflectWhat did you notice about the way the sequence was constructed?
What questions do you have?24Slide29
Crafting an RA Sequence
How do I start?25Slide30
Begin with the end in mind.
Identify a “Big Idea”…FOCUSING QUESTION:
What do I want my students to learn?26Slide31
What’s the Big Idea?
Reverse-engineered or backward-designedCrucial for creating a sequenced
set of questions, activities, and tasks – line of inquiry
Critical for creating an appropriate culminating assignmentSlide32
A Big Idea for
The Spider and the FlyFOCUSING QUESTION:Don’t let
yourself be tricked by sweet, flattering words.
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Work backward to a
Focusing Question or set of Focusing Questions to guide your lessons. FOCUSING QUESTION:
How does the Spider trick the Fly into his web?
What is the lesson
in
this story?
BIG IDEA:
QUESTION:
Don’t
be let yourself be tricked by sweet, flattering words.
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Take a Test Drive
How many pieces of evidence can you find?
If you find fewer than FIVE, you need a stronger question.Slide35
What does this look like in the template?
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How does the Spider trick the Fly into his web?What is this story trying to teach us?
Lesson Objective:Students will listen to an illustrated narrative poem read aloud and use literacy skills (reading, writing, discussing and listening) to understand the central message of the poem.Teacher Instructions: (Before the Lesson) Read the Big Ideas and Key Understandings in the Synopsis below. Please do not read this to the students.
This is a description to help you prepare to teach the book and be clear about what you want your students to take away from the work. Big Idea/ Key Understanding/ Focusing Questions: How does the Spider trick the Fly into his web? The spider uses flattery t
o trick the Fly into his web. What is this story trying to teach us? Don’t let yourself be tricked by sweet, flattering words.
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You try!Work with all of the members of your writing team to:
Come to consensus about the “Big Idea” of your book.Write the Big Idea and Synopsis in the template.
Refer to Step #3 on the Checklist32Slide38
ReflectWhat are the advantages of identifying a focus for the lesson set?
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Begin With the End in Mind.Creating a Culminating Task
How will students show you they understand the “Big Idea”? Write? Draw? Discuss? Present?
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Example of a Culminating Task
What is “the lesson of this tale”? What is this story trying to teach us? Use pictures and words to show what the author wants us to learn from the story in this book.Circulate as students work, encouraging them to tell you more about their drawings and writing. Share responses in small groups or display on a bulletin board.
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What does this look like in the template?
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You try!Work with all of the members of your writing team to:
Brainstorm possible Culminating Tasks that will show students understand the “Big Idea” of your book.Write the Culminating Task in the template.
Refer to Step #4 on the Checklist37Slide43
ShareWhat are some ideas for Culminating Tasks?
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Now that “the end” is clearly in mind…How do we get there?
Go back to the text!
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FOCUSING QUESTION:How does the Spider trick the Fly into his web?
A reminder of where we are headedSlide46
Where will my students need support?
Example from The Spider and The Fly
Figurative language: “close heart and
ears and eyes”
Old-fashioned language: “parlor” and “ne’er”
Layers of meaning:
The story has an
overall message:
“And take a
lesson from
this tale…”
Structure:
Alternating dialogue between two
characters:
“…said the Spider
to the Fly”
Knowledge:
Students may
need background
information on how spiders live and eat
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How can I help students to understand the lesson in the story?
Layers of meaning:the lesson in
this tale
A Set of Repeating Text-Dependent Questions:How does the Spider try to trick the Fly?What does the Fly do?
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How does the Spider trick the Fly into his web?
How does the Spider try to trick the Fly into his web?
What does the Fly say or do?
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Add an activity to help them see a pattern in the answers…
How does the Spider try to trick the Fly into his web?
What does the Fly say or do?
Invites her to see cool things in his parlor
O no, no
Says she can rest in a comfortable bed
O no, no
Offers her yummy things to eat
O no, no
Tells her to look in the mirror to see how pretty she is
I thank you, gentle sir
Tells her that her wings and body and eyes are beautiful
Comes nearer and nearerSlide50
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A Note on On Note-taking in Early ElementaryModeling is criticalNotes can be taken by
the teacher and/or studentsNotes can take the form of text, illustrations, or drawingsSlide51
Where will my students need support?
Alternating dialogue between two characters
Text-Dependent Questions:Who is talking here?
How do you know Spider is talking?
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Add an activity to help them “feel” the structure…
Hold up your puppet to show me who is talking.
http://diterlizzi.com/home/project/the-spider-and-the-fly/48Slide53
Where will my students need support?
Information about how spiders live and eat
Text-Dependent Questions:What is a spider’s “table”?
What does “set his table ready” mean?
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Build a Knowledge Base
Draw a picture of what Spider is doing.
Add an
activity to assess understanding
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Where will my students need support?
Old-fashioned and figurative language
Text-Dependent Questions:Ne’er is an
old-fashioned word. What word do you know that sounds like ne’er?
Why
do you think the bugs “ne’er come down again”?
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Add an Activity to Support Basic Comprehension
Act out the passagesto help students paraphrase the poem (repeat after each exchange between Spider and Fly):
Come into my living room, little fly. It’s right upstairs and there are lots of cool things to see there.
No way!
When
someone goes into
your
living room, they never come out again!
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Emphasize VocabularyWhich words should be
taught? Essential to text Likely to appear in future texts students will choose or be asked to read Which words should get relatively more time and attention? Part of semantic word family
(grow, grows, grown, growing, growth; mix, mixes, mixed) Relatively more abstractsymbols, doubt, control
Refer to an idea, concept, event likely less familiar to many students at that grade levelsymbol, “break through”, doubt
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Emphasize VocabularyWhich words get relatively less time and attention
Concretetwirling, huge, Refer to an idea, concept, event likely more familiar or easy for most students to visualizecircle (verb), tossed, huge, togetherWords requiring less time are essential to teach.
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Using Your Complexity AnalysisHow will you help students “get it”?
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A Model to Support the Work
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You try!Work with all of the members of your writing team to:
Brainstorm ideas for addressing the complexities you identified.Record your ideas in the “Helping Students Navigate Text Complexity Worksheet”.
Refer to Step #5 on the Checklist57Slide62
ReflectHow will this type of planning help your students to better understand complex text?
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Preparing to Complete the TemplateBreak the text down into manageable “chunks” for rereading.
With your group, reread the text, dividing it into four (or more) logical sections for instruction.Refer to Step #6 on the Checklist59Slide64
And finally…Design the sequence of text-dependent questions and activities that will lead students to a deeper understanding of the text and your “Big Idea”.
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Building Aligned Read-Alouds
Day 2 Grades P – 3 ELASummer 2017Slide66
What have we accomplished so far?
√Check each step as it is completed.
Read
the book/text closely.
Complete
the What Makes This Text Complex page.
Write
the Synopsis and clearly state the Big Ideas, Key Understandings, or Focusing Question in the template.
Think
about what students will know and do as a result of this read-aloud.
Create
the Culminating Task. What will students do to show you they understand the Big Idea?
Brainstorm
ideas for helping students overcome the challenges in reading this complex text by completing the Helping Students Navigate Text Complexity Worksheet.
Carefully
re-read the book, and divide the book into four or more “chunks” for instruction.
Create
a sequence of questions, activities, and tasks in the template. While working, identify and categorize vocabulary using the Vocabulary table in the template (Note: this can be done while creating text dependent questions, or while re-reading the text solely for vocabulary).
Verify
state standards
and
insert into the template.
RAP:
Checklist for Completing the Template
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Questions/Activities/Vocabulary/Tasks
Expected Outcome or Response (for each)
Pull
the students together or use a document camera so that all can enjoy the illustrations. Read aloud the entire book with minimal interruption.
Since the poem is written as a dialogue between the Spider and the Fly, consider pulling in a second reader and taking parts, or reading in two distinct voices.
After the first reading, have each student create
two
stick puppets, one of Spider and one of Fly to use during subsequent readings.
The
goal here is for students to enjoy the
book
–
the words, the rhythm and the pictures, and to experience it as a whole. Don’t be concerned if students understand very little on this first reading. The idea is to give them some context and a sense of the characters and story before they dive into examining parts of the book more carefully.
Puppets are downloadable from the author’s website
http://diterlizzi.com/home/project/the-spider-and-the-fly/
, or can be drawn by the students and attached to popsicle sticks.
Putting
It
A
ll Together
in the
Template
FIRST READING:
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Text-Dependent Questions, Activities, and TasksPull students back to the text.
Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation.
Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events.Focus on difficult portions of text in order to enhance reading proficiency.
Lead students to a larger understanding – often culminate in prompts for writing or discussion
.
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Questions/Activities/Vocabulary/Tasks
Expected Outcome or Response (for each)
Fill in the chart:
Direct the rest of the class to watch the scene, and then pose the following questions:
How does the Spider try to trick the Fly into his web?
What does the Fly say?
Record a response to each question on a class chart using words, pictures from the text, quick sketches or some combination of the three.
See sample graphic organizer in Teacher Notes. Possible responses:
Construct your own sequence of TDQ’s and tasks.
How does the Spider try to
trick the Fly into his web?
What does the Fly
say or do?
Tells her there are cool things
to see in his parlor.
Oh no, no!
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What does this look like in the template?
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You try!
Work with all of the members of your writing team to:Develop a series of text-specific questions, activities, tasks, and vocabulary.This will take quite a bit of time…Be sure to capture your ideas in the template.
Refer to Step #7 on the Checklist
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ShareBookBig IdeaCulminating Task
Questions/Activities to Address ComplexityMeaning, Language, Structure, KnowledgeStrongest Sequence of Questions68Slide73
But what about the standards?
Reread your plan. List (by number), the standards you feel you solidly address in the sequence you created.What do you notice?Refer to Step #8 on the Checklist
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But what about the standards?
Once all questions, activities, tasks, and vocabulary have been outlined – align with the standards.Make any adjustments as needed or plan aheadWhy wait to the end of the planning process?Refer to Step #8 on the Checklist
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The standards
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Discuss
In what ways is the sequence you created similar to read-alouds you have done in the past? In what ways is it different? What are some of the reasons for these differences?72Slide77
Clean-up and PrepareClean-up any loose threads in your lesson progress – It’s OK if you did not finish.Prepare to present your progress:
Why you chose the bookBook synopsisEssential questionSlide78
Lesson Share OutSlide79
Research Packs and Text SetsResearch Packs:Guides students and teachers through the process of focused research and writing to inform or explain.
Emphasizes key aspects of the Common Core, including building knowledge from reading grade-level informational text and using evidence from text in writing. Addresses a content standard and builds a focused knowledge base to solidly address Writing Standards 2, 7 and 8. Text Sets:Centers on a single topic (i.e., insects, desert animals, entrepreneurship) and contains a variety of resources (i.e., books, articles, videos, websites, infographics)Purposely orders resources to support students in building vocabulary and knowledge
Includes suggested activities to be completed after each resource to demonstrate comprehension and students’ building knowledge and/or vocabularyIs designed to be completed with increasing independence by studentsSlide80
Alignment ProjectsBasal Alignment ProjectThe Basal Alignment Project offers replacement lessons for Basal readers developed prior to the Common Core State Standards. Hundreds of teachers worked collaboratively to develop these materials. Each lesson has been authored, edited, and reviewed by a team of teachers to improve CCSS alignment.
Anthology Alignment ProjectThe Anthology Alignment Project offers replacement lessons for anthologies developed prior to the Common Core State Standards. Hundreds of teachers worked collaboratively to develop these materials. Each lesson has been authored, edited, and reviewed by a team of teachers to improve CCSS alignment.Slide81
http://achievethecore.org/category/411/ela-literacy-lessonsExplore the ResourcesSlide82
ReviewTools for Both/And Elements of Aligned Instruction
82Fluency GuidesFluency Rubric44 Sounds / 150 Spellings TableJuicy Sentence ProcessCreating Text Dependent Questions Handout
Complexity WheelRead Aloud ProjectWhat else will help you?Slide83
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Both/And Aligned Instruction
Standing Take-AwaysWhat do you now know that you did not know before?
What do you now think that you did not think before?What will you now do that you did not do before?Slide84Slide85
Image CreditsSlide 26-28: AmyRudat
Slide 39: VWCSlide 40: Amy RudatSlide 47: http://diterlizzi.com/home/project/the-spider-and-the-fly/76