Nancy Frey

Transcription

1 Nancy Frey

2

3

4 TEACHER RESPONSIBILITY Focused Instruction Guided Instruction I do it We do it Collaborative Independent You do it together You do it alone Balanced Literacy Instruction STUDENT RESPONSIBILITY Different Texts for Different Phases

5 5 Access Points Purpose and Modeling Close and Scaffolded Reading Collaborative Conversations Wide, Independent Reading Formative Assessment Practices

6

7 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

8 Listening Comprehension in Elementary (1) Because children s listening comprehension likely outpaces reading comprehension until the middle school years, it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading, with the balance gradually shifting to reading independently.

9 Listening Comprehension in Elementary (2) By reading a story or nonfiction selection aloud, teachers allow children to experience written language without the burden of decoding, granting them access to content that they may not be able to read and understand by themselves.

10 Listening Comprehension in Elementary (3) Children are then free to focus their mental energy on the words and ideas presented in the text, and they will eventually be better prepared to tackle rich written content on their own. (Appendix A Research Supports for CCSS, 2010, p. 27).

11 Constrained vs. Unconstrained Skills Phonemic Awareness Phonics Fluency

12 Constrained vs. Unconstrained Skills Comprehension Vocabulary

13 Reading closely starts with text selection

14 Assessing Texts Quantitative measures Qualitative values Task and Reader considerations

15 Comparison of Former and CCR-Aligned Lexile Ranges Grade Band Former Lexile Range CCR Aligned Lexile Range K-1 N/A CCR

16 Density and Complexity Figurative Language Purpose Levels of Meaning Structure Genre Organization Narration Text Features Graphics Standard English Variations Register Language Convention and Clarity Knowledge Demands Background Prior Cultural Vocabulary

17 Text Analysis Grades 3-5: About Time: A First Look at Time and Clocks (Informational) 1200L Casey at the Bat (Literary)

18

19 Casey at the Bat NARRATIVITY: Whether a text tells a story with characters, event, places, and things that are familiar to the reader. SYNTACTIC SIMPLICITY: The use of simple sentence structures that are easy to understand. WORD CONCRETENESS: The use of words that can be easily imagined. REFERENTIAL COHESION: The presence of overlapping ideas and concepts in a text. DEEP COHESION: The presence of explicit causal relationships.

20 Different Readings Have Different Foci

21 Different Readings Have Different Foci Initial reads of the text What does the text say? After at least one reading How does the text work? Later readings of the text or related texts What does the text mean? David Kurland, 1991

22 Close Reading

23 Every book has a skeleton hidden between its covers. Your job as an analytic reader is to find it. Adler and Van Doren, 1940/1972

24 X-ray the book

25 Close reading is only a PART of balanced literacy instruction

26 Use a short passage Read with a pencil Note what s confusing Give your students the chance to struggle a b Creating a Close Reading

27

28 More close reading videos available: FisherandFrey Channel on YouTube Teaching Channel: EngageNY video library:

29 Use a short passage Read with a pencil Note what s confusing Give your students the chance to struggle a Foster critical thinking with text-dependent questions Creating a Close Reading

30 Questions that can only be answered with evidence from the text Can be literal but can 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

31 Extract evidence Make inferences Draw conclusions

32 Constrained vs. Unconstrained Skills Comprehension Vocabulary

33 1. If you were present at the signing of the Declaration of Independence, what would you do? 2. What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?

34 Close Reading Text-based Discussion

35 Comprehension and Collaboration 1. Prepare for and participate in collaborations with diverse partners, building on each others ideas and expressing their own clearly and persuasively.

36 Accountable Talk sounds like

37 Accountable Talk requires conversational moves by the teacher. Don t say something students can say.

38 Conversational Moves of the Teacher Marking: That s an important point. Challenging students: What do you think? Michaels, et al., 2010

39 Conversational Moves of the Teacher Michaels, et al., 2010

40 Linking contributions: Who wants to add on? Verifying and clarifying: So, are you saying? Pressing for accuracy: Where can we find that? Expanding reasoning: Take your time; say more. Pressing for reasoning: Why do you think that? Building on prior knowledge: How does this connect? Michaels, et al., 2010

41 Types of Text-dependent Questions Across texts Entire text Segments Paragraph Sentence Word Whole Part Opinions, Arguments, Intertextual Connections Inferences Author s Purpose Vocab & Text Structure Key Details General Understandings Standards 8 & 9 3 & & 5 2 1

42 General Understandings Overall view Sequence of information Story arc Main claim and evidence Gist of passage

43 General Understandings in Kindergarten Retell the story in order using the words beginning, middle, and end.

44 Key Details Search for nuances in meaning Determine importance of ideas Find supporting details that support main ideas Answers who, what, when, where, why, how much, or how many.

45 Key Details in Kindergarten How long did it take to go from a hatched egg to a butterfly?

46 It took more than 3 weeks. He ate for one week, and then he stayed inside [his cocoon] for more than two weeks.

47 Key Details in Kindergarten What is one food that gave him a stomachache? What is one food that did not him a stomachache?

48 Foods that did not give him a stomachache Apples Pears Plums Strawberries Oranges Green leaf Foods that gave him a stomachache Chocolate cake Ice cream Pickle Swiss cheese Salami Lollipop Cherry pie Sausage Cupcake watermelon

49 Vocabulary and Text Structure Bridges literal and inferential meanings Denotation Connotation Shades of meaning Figurative language How organization contributes to meaning

50 Vocabulary in Kindergarten How does the author help us to understand what cocoon means?

51 There is an illustration of the cocoon, and a sentence that reads, He built a small house, called a cocoon, around himself.

52 Author s Purpose Genre: Entertain? Explain? Inform? Persuade? Point of view: First-person, third-person limited, omniscient, unreliable narrator Critical Literacy: Whose story is not represented?

53 Author s Purpose in Kindergarten Who tells the story the narrator or the caterpillar?

54 A narrator tells the story, because he uses the words he and his. If it was the caterpillar, he would say I and my.

55 Inferences Probe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole.

56 Inferences in Kindergarten The title of the book is The Very Hungry Caterpillar. How do we know he is hungry?

57 The caterpillar ate food every day but he was still hungry. On Saturday he ate so much food he got a stomachache! Then he was a big, fat caterpillar so he could build a cocoon and turn into a butterfly.

58 Opinions, Arguments, and Intertextual Connections Author s opinion and reasoning (K-5) Claims Evidence Counterclaims Ethos, Pathos, Logos Rhetoric Links to other texts throughout the grades

59 Opinions and Intertextual Connections in Kindergarten Narrative Is this a happy story or a sad one? How do you know? Informational How are these two books similar? How are they different?

60 Progression of Text-dependent Questions Deep analysis Opinions/Arguments, Intertextual Connections Inferences Author s Purpose Standards 8 & 9 3 & & 5 2 Basic, surface-level comprehension

61 Develop Text-dependent Questions Select a challenging passage (not the entire book) and focus on these critical thinking pathways: What does the text say? How does the text work? What does the text mean?

62 Please submit one copy of your group s TDQs. These will be compiled and distributed as a resource for Santee teachers.

63 Common Core State Standard Supplemental Materials Edmodo Basal Alignment Project Grades 3-5 F4Q6NM

64 Considerations for Planning Plan What texts do you have? For what purpose are you using them? What do you need to rethink based on your understanding of text complexity? What are the implications for this year with respect to planning text selections and additional resources? Inventory In what ways are the text more or less complex? What instructional decisions will you make based on the complexity of the texts (independent reading, close reading, guided instruction, modeling, etc.)? How will you sequence texts across the course of the year based on the complexity of the texts? In teacher teams (weekly): What adjustments do you need to make based on student work? What are the implications for next year with respect to instructional planning, text selections and additional resources? Reflect & Refine

65 The Takeaway

66

67 5 Access Points Purpose and Modeling Close and Scaffolded Reading Collaborative Conversations Wide, Independent Reading Formative Assessment Practices

68 Density and Complexity Figurative Language Purpose Levels of Meaning Structure Genre Organization Narration Text Features Graphics Standard English Variations Register Language Convention and Clarity Knowledge Demands Background Prior Cultural Vocabulary

69 Close Reading Text-based Discussion

70 It s Smarter to Travel in Groups

71