Digging Deep into Reading Informational Text CCSS Standards 1-3

Digging Deep into ReadingInformational Text CCSS

Standards 1-3

BCSD PD Norms

Silence Electronic Devices!

BCSD PD Norms

Be Present and Participate!

BCSD PD Norms

Be Present and Participate!

BCSD PD Norms

Refrain from Side Conversations!

BCSD PD Norms

Close Reading Activity

Independent Reading Task #1

• Read closely the grade level progression for each standards (1-3). (start with grade 5 and back channel)

• Read the unpacking pieces for your grade level.

*annotate or highlight key words..(Five Minutes)

RI 1- Student in the fifth grade…..• Quote accurately from a text when explaining what the text

says explicitly and when drawing inferences from the text.• Refer to details and examples in a text when explaining what

the text says explicitly and when drawing inferences from the text.

• Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

• Identify the main topic of a multi-paragraph text, as well as the focus of specific paragraphs within the text.

• Identify the main topic and retell key details of a text• With prompting and support, identify the main topic and

retell key details of a text.

Discussion Task #2

• What do the three standards require students to be able to do?

• What are the key skills/strategies that are in common?

• Chart your groups thoughts on what a teacher has to do more of and less of ..

(15 minutes)

TEACHING STUDENTS TO READ

INFORMATIONAL TEXT

What Reseach Has to Say About Reading Instruction, by Alan E. Farstrup (2002)

Teachers will use a direct instructional approach to explicitly teach skills and strategies needed to read

informational text.

How will we do this?

Teachers will use mini-lessons to teach and explain strategies.

* what the strategy is

* how to use it

* when to use it

* why it is important

Demonstration of the Strategy

* model the strategy

* stop at key points to question, prompt, and mirror the thinking required of the

strategy

Practice the Strategy

* use easy text to practice the strategy

* discuss use of the strategy

Apply the Strategy

* use the strategy in regular assignments

* design the assignment so that the new strategy has to be used

Planning Strategic Lessons Before Reading

Teacher Instructional Practices Sample Student Activities

Teachers must:• Help students activate prior

knowledge.• Help students establish purpose for

reading.• Encourage students to generate

questions.• Ask students to make predictions

about text.• Help students construct graphic

organizers.• Connect reading and writing.

Students will:• Brainstorm concepts, key words, and

ideas.• Establish reading goals based upon

purpose for reading.• Turn headings into questions.• Predict and verify based on scan or

preview of content.• Construct a graphic organizer based on

text structure to use during reading.• Write in a journal, vocabulary

notebook, or other forms to connect with the text to be read.

Planning Strategic Lessons During Reading

Teacher Instructional Practices Sample Student Activities

Teachers must:• Model metacognitive and cognitive

processes.• Verify and/or formulate predictions.• Help students integrate new data with

prior knowledge.• Get students to think about what they

are reading.• Help students construct graphic

organizers.• Summarize text.• Read aloud.• Think aloud.

Students will:• Find answers to self-initiated

questions• Read silently.• Read with a partner.• Predict and verify.• Re-read if necessary.• Take notes.• Construct and use graphic organizers.

Planning Strategic LessonsAfter Reading

Teacher instructional Practices Sample Student Activities

Teachers must:• Encourage students to reflect on

what they have read• Prompt students to evaluate

predictions.• Examine questions that guide

reading.• Require students to respond to text

through discussion.• Require students to respond to text

through writing.• Encourage retelling or summarizing.• Connect writing to reading.

Students will:• Discuss.• Debate.• Respond to questions.• Verify predictions.• Construct a graphic organizer.• Write in a journal.• Retell.• Summarize.• Role play.• Research.• Read related materials.

Let’ s get started writing a mini-lesson!

Links to Strategic Lesson Planning Resources and Templates

http://reading.ecb.org/teacher/strategies.html

http://www.roe13.k12.il.us/Services/KeriKorn/BDA/Book.pdf

http://www.education.ky.gov/nr/rdonlyres/2d670309-9a31-427e-a85e-712fd1f2bc15/0/ccsso_contentliteracy.pdf