2. Today’s Agenda
Teacher Talk: What’s trending in YA literature? What titles are you
noticing the kiddos reading?
Sharing: Environmental Changes in the classrooms
Celebrate: Small Successes
Portrait of a Reader
Close Reading (Followed by grade level work time)
Writing Workshop (Followed by grade level work time)
18. Table Activity: Jigsaw
•
• Table One: Disengaged Reader/Fake Reader & Engaged Reader :Does
Nonfiction Count?
• Table Two: Disengaged Reader/Challenged Readers & Engaged Reader: I Can
But I Don’t Want To
• Table Three: Disengaged Reader/Unrealistic or Wannabe Reader & Engaged
Reader: Stuck in a Genre or Series Reader
• Table Four: Disengaged Reader/ Compliant & Engaged Reader: Bookworms
• Table Five: Tips for Successful Independent Reading & Remember
Engagement is the Goal
Each table creates a reader profile for an engaged and disengaged
reader. Describe them and their needs. ** Entire article creates a classroom
portrait.
20. “…students are not reading more or better as a result
of the whole-class novel. Instead, students are
reading less and are less motivated, less engaged,
and less likely to read in the future.”
--Douglas Fisher and Gay Ivey, “Farewell to Farewell to Arms:
De-Emphasizing the Whole Class Novel”
21. Whole Class Novel Concerns
No single text can meet the reading levels of interests of the wide range of
readers in a classroom.
Novel units take too long Students cannot read enough to develop strong
literacy skills.
Kids learn how to fake read.
Extensions, fun activities, and having the entire book read aloud reduces
authentic reading, writing, and thinking.
A book isn’t rigorous if students aren’t reading it. - Penny Kittle, Book Love
22.
23. “Somites are blocks of dorsal mesodermal cells
adjacent to the notochord during vertebrate
organogenesis.”
“Improved vascular definition in radiographs of
the arterial phase or of the venous phase can be
procured by a process of subtractions whereby
positive and negative images of the overlaying
skull are superimposed on one another.”
26. 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.
27. (c) Frey & Fisher, 2008
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focused Instruction
Guided
Instruction
“I do it”
“We do it”
“You do it
together”
Collaborative
Independent “You do it
alone”
A Structure for Instruction that Works
37. Annotations
• Underline the major points.
• Circle keywords or phrases that are confusing or unknown to
you.
• Use a question mark (?) for questions that you have during the
reading. Be sure to write your question.
• Use an exclamation mark (!) for things that surprise you, and
briefly note what it was that caught your attention.
• Draw an arrow (↵) when you make a connection to something
inside the text, or to an idea or experience outside the text.
Briefly note your connections.
• Mark EX when the author provides an example.
• Numerate arguments, important ideas, or key details and write
words or phrases that restate them.
45. A Close Reading of
“Salvador, Late or
Early”
(Cisneros, Woman Hollering Creek and Other Stories, 1991)
46.
47. Text-dependent Questions
• Answered through close
reading
• Evidence comes from text,
not information from outside
sources
• Understanding beyond basic
facts
• Not recall!
48. Types of
Text-dependent Questions
Opinions, Arguments,
Intertextual Connections
Inferences
Author’s Purpose
Vocab & Text Structure
Key Details
General Understandings
Part
Sentence
Paragraph
Entire text
Across texts
Wor
d
Whole
Segments
50. General Understandings in Kindergarten
Retell the story in order using the words beginning, middle, and end.
51. 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.
52. Key Details in Kindergarten
• How long did it take to go from a hatched egg to a butterfly?
• What is one food that gave him a stomachache? What is one food
that did not him a stomachache?
53. It took more than 3 weeks.
He ate for one week, and
then “he stayed inside [his
cocoon] for more than two
weeks.”
54. • Chocolate cake
• Ice cream
• Pickle
• Swiss cheese
• Salami
• Lollipop
• Cherry pie
• Sausage
• Cupcake
• watermelon
Foods that did not give
him a stomachache
• Apples
• Pears
• Plums
• Strawberries
• Oranges
• Green leaf
Foods that gave him a
stomachache
55. Vocabulary and Text Structure
• Bridges literal and inferential
meanings
• Denotation
• Connotation
• Shades of meaning
• Figurative language
• How organization
contributes to
meaning
57. There is an illustration of the cocoon,
and a sentence that reads, “He built a
small house, called a cocoon, around
himself.”
58. • Genre: Entertain? Explain? Inform?
Persuade?
• Point of view: First-person, third-person
limited, omniscient, unreliable narrator
• Critical Literacy: Whose story is not
represented?
Author’s Purpose
59. Author’s Purpose in Kindergarten
Who tells the story—the narrator or the caterpillar?
60. A narrator tells the story, because
he uses the words he and his. If it
was the caterpillar, he would say I
and my.
61. Inferences
Probe each argumentin persuasive
text, each ideain informational text,
each key detail in literary text, and
observe how these build to a whole.
63. 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.
64. 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
65. 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?
66. Eisenhower’s Message to the Troops
June 6, 1944
Soldiers, Sailors and Airmen of the Allied Expeditionary Force!
You are about to embark upon the Great Crusade, toward which we have striven
these many months. The eyes of the world are upon you. The hopes and prayers
of liberty-loving people everywhere march with you. In company with our brave
Allies and brothers-in-arms on other Fronts, you will bring about the destruction
of the German war machine, the elimination of Nazi tyranny over the oppressed
peoples of Europe, and security for ourselves in a free world. Your task will not
be an easy one. Your enemy is well trained, well equipped and battle hardened.
He will fight savagely. But this is the year 1944! Much has happened since the
Nazi triumphs of 1940-41. The United Nations have inflicted upon the Germans
great defeats, in open battle, man-to-man. Our air offensive has seriously
reduced their strength in the air and their capacity to wage war on the ground.
Our Home Fronts have given us an overwhelming superiority in weapons and
munitions of war, and placed at our disposal great reserves of trained fighting
men. The tide has turned! The free men of the world are marching together to
Victory! I have full confidence in your courage and devotion to duty and skill in
battle. We will accept nothing less than full Victory! Good luck! And let us
beseech the blessing of Almighty God upon this great and noble undertaking.
SIGNED: Dwight D. Eisenhower
67. Creating Text-Dependent Questions
Level of
Text Specificity
CCS Anchor Standard
Close Reading Skill
Text Dependent
Question
Words/Phrases
Analyze how specific
word choices shape
tone (Standard 4)
What words and
phrases does General
Eisenhower use to
inspire the troops on
D-Day?
68. Creating Text-Dependent Questions
Level of
Text Specificity
CCS Anchor Standard
Close Reading Skill
Text Dependent
Question
Sentences
Assess how point of
view shapes content
(Standard 6)
Eisenhower states
that this invasion will
“bring about the
destruction of the
German war
machine… eliminate
tyranny… and create
security throughout
the world.” What
does that sentence
reveal about him?
69. Creating Text Dependent Questions
Level of
Text Specificity
CCS Anchor Standard Close
Reading Skill
Text Dependent Question
Paragraphs
Summarize key supporting
details (Standard 2)
Ike’s message to the troops
acknowledges the difficulty
of the mission, but assures
them that they will be
triumphant. In what ways
does he accomplish this?
Investigate the structure of
specific sentences,
paragraphs, and sections of
text (Standard 5)
How does the use of
religious imagery contrast in
the opening and closing?
70. "Our landings in the Cherbourg-
Havre area have failed to gain a
satisfactory foothold and I have
withdrawn the troops. My
decision to attack at this time
and place was based upon the
best information available. The
troops, the air and the Navy did
all that Bravery and devotion to
duty could do. If any blame or
fault attaches to the attempt it
is mine alone.”
Eisenhower’s “In Case of Failure” Letter
"Our landings in the Cherbourg-Havre
area have failed to gain a satisfactory
foothold and I have withdrawn the troops.
My decision to attack at this time and
place was based upon the best
information available. The troops, the air
and the Navy did all that Bravery and
devotion to duty could do. If any blame or
fault attaches to the attempt it is mine
alone."
July 5
71. Remember: Text Dependent Questions...
•Can only be answered with evidence from 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.
•Can also include prompts for writing and discussion questions.
•Should be created collaboratively with one or more teachers
81. Writingfix using Model Texts
“Most Embarrassing Moment”
Model Text: The Watsons Go To
Birmingham- 1963
Learning Purpose: Create a strong
lead for a developed narrative.
CCSS.ELA-Literacy.W.8.3 Write narratives to develop
real or imagined experiences or events using
effective technique, relevant descriptive details, and
well-structured event sequences.
82. • Constructed Written Response
*Six-Steps of Constructed Written
Response
(Middle School Example and Rubric)
(High School Example)
● WKCE, ACT, SAT, In-Class Writing
Assessments (Activity)
83.
84.
85. Error Hour 1 Hour 2 Hour 3 Hour 4
Lack of
capitalization of
proper nouns/
adjectives
BK LM, TJ, JA,
Linking
independent
clauses without a
comma and
conjunction or
semicolon
GF, HT, YM, TS, SB
86. “Teaching grammar skills through
explicit instruction in the form of
guidelines, mini-lessons, and mentor
texts provides students with a strong
foundation.”
CCSS.ELA-Literacy.L.8.2
Demonstrate command
of the conventions of
standard English
capitalization,
punctuation, and spelling
when writing.
CCSS.ELA-Literacy.L.9-
10.1 Demonstrate
command of the
conventions of standard
English grammar and
usage when writing or
speaking.
87. For your own lesson planning...
“Teachers must teach grammar, not merely mention or
correct errors. The mini-lesson during writing workshop
provides a prime instructional opportunity within an
established writing time, thus encouraging students to
put newly acquired grammar knowledge into practice.”
Teaching the Language Arts (2013)
88. From the blog Notable Sentences
Learning Purpose: To identify how a writer
uses an apostrophe as a literary device (not
punctuation)
Model Text: Jane Eyre
"You did right to hold fast to each other," I
said: as if the monster-splinters were living
things, and could hear me.
(Charlotte Bronte's Jane Eyre, page 281)
89. Hodgepodge Assortment of Writer’s Workshop Goodies:
● Student self-editing conventions sheet
● W.O.P. (Writing off of the Page) Atwell
● TeenInk for Publication
● Student charted growth based on the CCSS
● Analyzing speeches as
formal arguments
Any other ideas?
90.
91. 1. Working together by grade level, choose from 3-4
mentor texts and describe how you would you use it in
your classroom.
2. Each team is responsible for filling out an Exit Ticket
based on your design and mentor-text selection.
Apply ideas from today to your own
curriculum.
