Implementing a Comprehensive Literacy Framework Module Four Reading LiteratureWriting Narratives Day 1 Objectives E xamine the Comprehensive Literacy Framework for Essential Elements amp Coherent Instructional Design ID: 596383
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Slide1
Grades 6-8
Implementing a Comprehensive Literacy Framework
Module
Four
Reading Literature/Writing NarrativesSlide2
Day 1
Objectives
E
xamine
the Comprehensive Literacy Framework
for Essential Elements & Coherent Instructional Design
Experience ways to implement reading workshop in the middle school classroom
Discuss how to select appropriate texts
Closely read a text for a specific purpose
Enhance comprehension through active discussion
Identify words for vocabulary instructionSlide3
Adapted from: (Tyner, 2012)Slide4
Reader
’s/
Writer’s Notebook
(Bennett, 2007; Reif, 2014)Slide5
1
. What questions do you have
about studying literature?
2
. What does
literacy
instruction
currently look like in your
classroom?Slide6
Reading Workshop Elements
Structure
Mini-lesson/Focus
Uninterrupted reading and work time
Conferencing
Time to debrief
Sharing
Tools
Reading/writing notebook
Mentor texts
Routines
Anchor charts
(Bennett, 2007; Reif, 2014) Slide7
Workshop Model
(Bennett, 2007)Slide8
Index Card Response
Is your life more like a story, drama, or poem?Slide9
Choosing Texts
Purpose/Focus Standards
Complexity on Grade Level
Embedding other ELA Strands
Range and quality across genres, diverse cultures, and centuries
(National Council of Teachers of English, 2014)Slide10
Close Reading
Annotation
Text-dependent Questions (TDQs)
McGraw-Hill Education PreK-12--Doug Fisher video
https://youtu.be/5w9v6-zUg
Teaching Channel--“Thinking Notes” video
https://www.teachingchannel.org/videos/student-annotated-reading-strategy
)
(McGraw-Hill Education PreK-12, 2012; Shanahan, 2012; Teaching Channel, 2012)Slide11
Annotations
What do you notice when reading?
What symbols or marks do you use?
Multiple Ways to Annotate
Write Beside Them
pg 136
Read through a specific lensSlide12
Modeling Close Reading and Annotation
“To Build A Fire”
Paragraphs 1-3
Focus: Setting
Text adapted from London, J. (1908)Slide13
Text-Dependent Questions
After reading the first three paragraphs, how would you describe the setting of the story?
What specific words does London use to develop the setting?
Based on the setting, what does the author want the reader to infer about the man?Slide14
TDQ
s
In paragraph 11, why does the author stop the action and point out the changes in the creek?
In paragraph 18, why did the author use the word
imperative
and not the word
important
?
In paragraph 23, how does the setting affect the tone that the author uses?
In paragraph 40, how does the author use setting to parallel the resolution?Slide15
Modeling and Guided Practice:
“To Build a Fire”
Continue to read and annotate paragraphs 11, 18, 23, and 40 in order to answer text-depen
dent questions.
Focus: Setting and how the author uses setting as an integral part of the storySlide16
Debrief Circle
Debrief Circles video
:
https://www.teachingchannel.org/videos/students-reflect-on-learning-exl
(Teaching Channel, 2014; Zamora, n.n.)Slide17
Why
Text-Dependent Questions?
More instructional time spent outside the text means less time inside the text.
Departing from the text in classroom discussion privileges only those who already have experience with the topic.
It is easier to talk about our experiences than to analyze the text--especially for students reluctant to engage with reading.
(Student Achievement Partners, 2016)Slide18
Text-Dependent Questions
c
an only be answered with evidence from the text.
c
an be literal (checking for understanding) but must also involve analysis, synthesis, and evaluation.
f
ocus on word, sentence, and paragraph, as well as larger ideas, themes, or events.
f
ocus on difficult portions of text in order to enhance reading proficiency.
c
an also include prompts for writing and discussion questions.
(Student Achievement Partners, 2016)Slide19
TDQ and DoK Relationship
Video:
https://www.youtube.com/watch?v=JhGI5zdjpvc
Fisher & Frey, 2012, 2015; McGraw-Hill Education PreK-12, 2012)Slide20
Reflection
Close Reading & Annotations
C
hose a text based on standards
E
stablished a purpose for reading
R
ead excerpts related to purpose
A
nnotated with specific lens
Text-Dependent
Questions
W
hat does the text say?
H
ow does the text work?
W
hat does the text mean?
Bennett, 2007; Reif, 2014 Slide21
Reading of the Texts
“
All Summer in a Day
”
“
The Landlady
”Slide22
Application of the Process
Text Selection: when considering “All Summer in a Day” and “The Landlady” which of the two texts do you feel best lends itself to the focus standard and purpose?
Using your chosen text, read closely and annotate the sections of the text that relate to the focus/purpose.
Create Text-dependent questions that could help your students read closely and comprehend the text more fully.Slide23
Socratic Seminar
Walker Middle School Socratic Seminar:
https://youtu.be/6pGVR6ZF_2M
(Madland, 2012; Serrano, 2011;
Stuart Pepper Middle School
&
Butler Traditional High School, n.d.) Slide24Slide25
Wintry Vocabulary Slide26
The frozen moisture of its breathing had settled on its fur in a fine powder of frost, and especially were its
jowls,
muzzle, and eyelashes whitened by its crystalled breath.
jowl -
http://dictionary.reference.com/browse/jowl
jowlSlide27
(Beck, McKeown, & Kucan, 2013)Slide28
Tier
Two
“It was a clear day, and yet there seemed an intangible pall over the face of things, a
subtle
gloom that made the day dark, and that was due to the absence of sun. “
(London, 1908) Slide29
Tier
Three
“Day had broken cold and gray, exceedingly cold and gray, when the man turned aside from the main
Yukon
trail and climbed the high
earth-bank
, where a dim and little-travelled trail led eastward through the fat spruce timberland. It was a steep
bank
, and he paused for breath at the top, excusing the act to himself by looking at his watch.”Slide30
Deciding Which Words to Teach
Tier
Three
- essential vocabulary or high utility words
Tier
Two
- surface knowledge; words for which students need a basic understanding;
Tier
One
- words that are not essential to either lesson goals or passage; words students already know
Beck et al., 2013;
Templeton, Bear, Invenizzi, Johnston, Flanigan, Townsend, Helman, & Hays, 2015) Slide31
Reading Workshop Elements
Structure
Mini-lesson/Focus
Uninterrupted reading and work time
Conferencing
Time to debrief
Sharing
Tools
Reading/writing notebook
Mentor texts
Routines
Anchor charts
Bennett, 2007; Reif, 2014 Slide32
Charlotte Danielson’s SmartcardSlide33
Why Read?
http://www.youtube.com/watch?v=xThol-ydwco
(
Fagan & Holley, 2008)Slide34
Narrative Writing
ICLF
Module 4 Slide35
Day 2
Objectives
Critically analyze works from other authors to
develop a writing style.
Identify the “conditions” writers need in order to be productive.
Examine the processes that writers use during production and distribution of writing.
Apply the characteristics of narrative writing to your own writing.Slide36
Reader
’s/
Writer’s NotebookSlide37
Draw your hand...Slide38
F
rom your perspective as a writer, answer the questions for
each finger
.
Thumb
- What is the
m
ost integral aspect of
your
writing process?
Index finger
- In your opinion,
w
hat aspect of writing best leads to readers’ understanding (points out meaning)?Middle finger
- What frustrates you as a writer?
Ring finger
- As a writer, what are you ‘married’ to?
Pinky
- How do you find
play in writing?Slide39
“If you want better writers, all the power lies within you.”
Write Beside Them
, pg. 2Slide40
Three Questions to Consider...
1. Do you consider yourself to be a writer?
2. Do you think you should write alongside your students?
3. Do you think it is important to model writing with your students?
Write Beside Them
, pp. 8-10Slide41
Distribution of Communicative Purposes by Grade in the NAEP Writing Framework
Grade
To Persuade
To Explain
To Convey Experience
4
30%
35%
35%
8
35%
35%
30%
1240%40%
20%Slide42
Standards
Identify standards
Draft of ELA Standards
http://tinyurl.com/h3w6ze3Slide43
A Sample Daily Schedule
Introduce the daily agenda:
the big idea of what we’re learning and how it connects to our current study (2 minutes)
Mini-lessons:
(15 minutes on 1 of the following)
Studying mentor texts
My process in the genre we’re studying
Rehearsal, revision, and rereading
Grammar and sentence structure work
Writing Workshop:
independent work time (30-35 minutes)
Closing:
sharing best lines (3 minutes)Slide44
Workshop Model
(Bennett, 2007) Slide45
Writing Workshop Elements
Structure
Mini-lesson/Focus
Small group
Independent practice
Writing/researching
Conferencing
Time to debrief
Sharing
Tools
Reading/writing notebook
Mentor texts
Routines
Anchor charts
Bennett, 2007;
Reif
, 2014 Slide46
Big Idea: Setting
(Introduce the Daily Agenda)
How do published authors utilize setting in their writing to convey their message?
How do writers use language to convey ideas?
What conditions are conducive to writing?Slide47
Mini-Lesson:
Awakening the Heart
(Kittle, 2008)Slide48
Memory Mapping
(Kittle, 2008)Slide49
Mini-Lesson:
The Writer’s Notebook
“I would have to say it [my Writer’s Notebook] was most useful in the fact that it had me writing almost every day. If it was not for this notebook I most likely only would have written when I needed to for a piece because writing has never really been something I enjoyed until now.” --Zach
-
(as cited in Kittle, 2008, p. 22 )Slide50
Writing WorkshopSlide51
Reading Like a Writer
Notice something about the craft of the text.
Talk about it and make a theory about why a writer might use this craft.
Give the craft a name.
Think of other texts you know. Have you seen this craft before?
Envision this crafting in your own writing.
from Katie Wood Ray’s
Wondrous Words, 1999
.
(Kittle, 2008;2016)Slide52
The Mini-Lesson:
Setting
“
To Build a Fire
”
by Jack London
“
All Summer in a Day
”
by Ray Bradbury
“
Yamhill Street
”
by Penny Kittle“The Highwayman” by Alfred NoyesSlide53
(
Sejnost
&
Thiese
, 2010)Slide54
Writing WorkshopSlide55
Conferencing
“I must create a climate in the writing conference in which students can hear what they have to say so they can learn to listen to their own writing.”
- Donald Murray
(as cited in Kittle, 2008, p.85)Slide56
Process to Assess/Reflect
Identify standard
Determine a list of qualities for success
Make two stacks: Got it/Didn’t
Plan intervention groups for common strengths and weaknesses
(Knight, 2013)Slide57
Assessment
“There is an hour when the work, at last,
must be passed in and the writer revealed. Writing is never completed: the process of revision, reconsideration and editing goes on until the final deadline is met.”
(As cited by Kittle, 2008,
p. 208
)Slide58
Elements for Assessing Writers:
Teaching the content and craft distinctions in assessment
Feedback on drafts
Feedback in conference
End notes and student self-evaluation
Ongoing revision-the opportunity to improve
Final portfoliosSlide59
Content or Craft?
(Kittle, 2008)Slide60
Elements of Content and Craft
To Build a Fire
by
Jack London
All Summer in A Day
by Ray Bradbury
Yamhill Street
by Penny Kittle
What content would the author include in a narrative?
How does the author craft the narrative to convey the message?Slide61
FeedbackSlide62
End Notes and
Student Self-Evaluation
Tell me about your process- how did you get from beginning to end in writing this piece?
Which mentor texts used in class had the biggest impact on your thinking and writing?
What did you learn about narrative writing that is evident in this piece?
What did you learn from someone else in writing this piece?
Where does this piece still fall short? If you had months ahead of you to work on the piece, what would you go after first?
Grade the piece and explain your evaluation. Use the qualities of narrative that we have discussed, and address each of these in your evaluation.
(Kittle, 2008)Slide63
SharingSlide64
Debrief the Experience
Comprehension of the daily writing agenda
Mini-lessons- skills and strategies I might mimic from other authors
Writing Workshop- working independently, at my own pace
Assessment through feedback
Sharing – an opportunity to share what I have crafted
Introduce the daily writing agenda
Mini-lessons- what skills and strategies should be my focus?
Writing Workshop- conferencing and revising while they work
Assessment through feedback
Sharing – offering a chance for them to share their craft with an audience
Student
TeacherSlide65
“What is the purpose of writing? What do we teach and why?”
“
What power—what importance—lies in the blank lines of an open notebook.
Go and fill yours.
Then share.
”
(Kittle, 2008, p. 236)Slide66
“Believe any kid can learn, no matter how far behind and resistant; try in as many ways as possible to connect and teach; love each student unconditionally with the patience and faith it takes to see it through.”
(Kittle, 2008, p. 205)Slide67
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