FOCUS: First Things FIRST for the 21 st Century American Reading Company Conference King of Prussia, Pennsylvania May 18, 2011 Mike Schmoker [email protected].

FOCUS:FOCUS:

First Things First Things

FIRSTFIRST for the 21for the 21stst Century Century

American Reading Company ConferenceAmerican Reading Company Conference

King of Prussia, PennsylvaniaKing of Prussia, Pennsylvania

May 18, 2011May 18, 2011

Mike SchmokerMike Schmoker

[email protected]@futureone.com

480/219-4673480/219-4673

Sometimes the first duty of Sometimes the first duty of

intelligent men is the intelligent men is the restatement restatement of the obviousof the obvious. .

George OrwellGeorge Orwell

No one has the right to waste No one has the right to waste a day a day in the lifein the life of a child. of a child.

Principal quoted by Principal quoted by

Karen Karen Chenoweth, Chenoweth, EdTrustEdTrust

A Day in the Life… A Day in the Life…

English Language Arts English Language Arts

Social Studies Social Studies

Science Science

Math Math

ALL ALL subjects: subjects: worksheetsworksheets

RESULT..?RESULT..?

25-30%25-30%

20%20%

7%7%

Solution…?Solution…?

FOCUS on “first FOCUS on “first things” things” 1. SIMPLICITY/LESS is MORE:1. SIMPLICITY/LESS is MORE:

first things + clarity + ceaseless first things + clarity + ceaseless reinforcement = reinforcement = guaranteed results guaranteed results

2.2. FIRST THINGS-simplified FIRST THINGS-simplified

3.3. FIRST THINGSFIRST THINGS —in 4 —in 4 Subject Subject AreasAreas

SIMPLICITY: Is Less SIMPLICITY: Is Less Really …Really …MOREMORE? ?

””FoxesFoxes pursue many ends at pursue many ends at the same time…the same time…HedgehogsHedgehogs see what is essential, andsee what is essential, and ignore ignore the rest.”the rest.”

Good to GreatGood to Great p. 91 p. 91

Jim CollinsJim Collins

Which most effective?Which most effective?(re: test scores; college/career (re: test scores; college/career sucess)sucess)

Laptops for all/Smartboards in every classroomLaptops for all/Smartboards in every classroom Common, content-rich curriculumCommon, content-rich curriculum ALLALL existing Math/literacy “programs” existing Math/literacy “programs” Differentiated instructionDifferentiated instruction Smaller classesSmaller classes Cold calling (and other “checks for understanding”)Cold calling (and other “checks for understanding”) Various small/school-within-a-school “Academies”Various small/school-within-a-school “Academies” 90-120 minutes of purposeful reading & writing per day90-120 minutes of purposeful reading & writing per day ““Turnaround” strategies (new faculty; school design Turnaround” strategies (new faculty; school design

etc.)etc.) Cognitive/concept mapping; graphic representationsCognitive/concept mapping; graphic representations

Which most effective?Which most effective?(re: test scores; college/career (re: test scores; college/career success)success)

Laptops for all/Smartboards in every classroomLaptops for all/Smartboards in every classroom Common, content-rich curriculumCommon, content-rich curriculum ALLALL existing Math/literacy “programs”existing Math/literacy “programs” Differentiated instructionDifferentiated instruction Smaller classesSmaller classes Cold calling (& other “checks for understanding”)Cold calling (& other “checks for understanding”) Various small/school-within-a-school “Academies”Various small/school-within-a-school “Academies” 90-120 minutes--purposeful reading/writing a day90-120 minutes--purposeful reading/writing a day ““Turnaround” strategies (new faculty; school design etc.)Turnaround” strategies (new faculty; school design etc.) Cognitive/concept mapping; graphic representationsCognitive/concept mapping; graphic representations

FIRST THINGS: FIRST THINGS: Less is Less is MOREMORE

but…we keep but…we keep addingadding MORE/NEW MORE/NEW

methods, strategies methods, strategies

workshops, termsworkshops, terms

programs, requirements, technologyprograms, requirements, technology

classroom arrangements…classroom arrangements…

BEFOREBEFORE implementing “first things” implementing “first things”

M. M. Buckingham; J. Collins; Pfeffer & SuttonBuckingham; J. Collins; Pfeffer & Sutton

A FAILURE IN A FAILURE IN LEADERSHIPLEADERSHIP

““Every time the ______ goes to a Every time the ______ goes to a conference, the teachers get conference, the teachers get worried, because they know he’s worried, because they know he’s going to come back with going to come back with something he wants to try.”something he wants to try.”

Tom Guskey Tom Guskey

FOCUS:FOCUS:

Borax—safety FIRSTBorax—safety FIRST

Hospital—life-saving solutionHospital—life-saving solution

Flowing Wells S.D./Orange Grove Flowing Wells S.D./Orange Grove M.S.M.S.

(both in Tucson, Arizona)(both in Tucson, Arizona)

II. ”First Things” II. ”First Things” SimplifiedSimplified

REASONABLEREASONABLE IMPLEMENTATION OF: IMPLEMENTATION OF:

1. Guaranteed 1. Guaranteed CurriculumCurriculum

2. Authentic, College-prep 2. Authentic, College-prep LiteracyLiteracy

3. Effective 3. Effective LessonsLessons

ONCE FULLY MASTERED, we may judiciously ONCE FULLY MASTERED, we may judiciously pilotpilot evidence-based innovations evidence-based innovations

““GUARANTEED & GUARANTEED & VIABLE CURRICULUM”VIABLE CURRICULUM” NUMBER ONE NUMBER ONE factor (Marzano)factor (Marzano)

““Content-rich curriculum” Content-rich curriculum” learned learned primarily through purposeful primarily through purposeful reading/writingreading/writing (Hirsch; D. Willingham; (Hirsch; D. Willingham; David Liben) David Liben)

““viable” curriculum = more time for viable” curriculum = more time for reading; writing; talking reading; writing; talking @content =@content =gains in reading, college preparationgains in reading, college preparation

Do America’s schools now Do America’s schools now ensure that a coherent, ensure that a coherent, “guaranteed,” literacy-rich “guaranteed,” literacy-rich

curriculum curriculum actually gets actually gets taught?taught?

GUARANTEED, CONTENT-RICH GUARANTEED, CONTENT-RICH CURRICULUM? BRUTAL FACTS:CURRICULUM? BRUTAL FACTS:

ROSENHOLTZ: teachers provide a ROSENHOLTZ: teachers provide a

““self-selected jumble”self-selected jumble” of standards of standards

BERLINER/WALBERG: BERLINER/WALBERG: wild variationwild variation from from teacher to teacher; no alignment with agreed-teacher to teacher; no alignment with agreed-upon curriculum/standards upon curriculum/standards

GOODLAD; LITTLE; SIZER; ALLINGTON; GOODLAD; LITTLE; SIZER; ALLINGTON; CALKINS: CALKINS: “curricular chaos"“curricular chaos" in Eng./Language in Eng./Language arts arts

Common Core Common Core standards: BETTER, standards: BETTER, but…but… STILL STILL need to be reduced/clarified need to be reduced/clarified

(Reeves; Ainsworth; Schmoker)(Reeves; Ainsworth; Schmoker)

NEVER PILOTEDNEVER PILOTED (Conley/Ravitch) (Conley/Ravitch)

SO:SO: until Common Core until Common Core assessments arrive…assessments arrive…

CURRICULUM/CURRICULUM/LITERACYLITERACY

CURRICULUM CONTENTCURRICULUM CONTENT learned via learned via reading, writing, discussion in these modes: reading, writing, discussion in these modes:

draw inferences and conclusionsdraw inferences and conclusions analyze conflicting source documentsanalyze conflicting source documents solve complex problems with no obvious solve complex problems with no obvious

answeranswer support support ARGUMENTSARGUMENTS with evidence with evidence

Multiple 3-5 page papers & “Multiple 3-5 page papers & “far morefar more books, books, articles & essays” articles & essays” College KnowledgeCollege Knowledge by David Conley by David Conley

CURRICULUMCURRICULUM

MAP Essential 50-60% of standards/topicsMAP Essential 50-60% of standards/topics– Divide by grading period (approximate time per standard)Divide by grading period (approximate time per standard)

Select Common READINGSSelect Common READINGS (for each standard—to (for each standard—to discuss and write about)discuss and write about)– Textbook: Textbook: specific pagesspecific pages for each topic (vs. for each topic (vs.

chapterschapters))– Hist./Sci. documents; news/magazine articles; Hist./Sci. documents; news/magazine articles;

data setsdata sets– Generate questions/tasks for each reading to Generate questions/tasks for each reading to

argue; infer; resolve conflicting texts; argue; infer; resolve conflicting texts; problem-solveproblem-solve

Define parameters for Common WRITINGSDefine parameters for Common WRITINGS– Number/length (e.g. Two 3-4 page papers a Number/length (e.g. Two 3-4 page papers a

semester)semester)

Identify topics for “Interactive Lecture” Identify topics for “Interactive Lecture” where where students frequently note-take; review notes; discussstudents frequently note-take; review notes; discuss

2. AUTHENTIC 2. AUTHENTIC LITERACY LITERACY

Literacy is “the spiLiteracy is “the spine that holds everything together in all subject areas …” …”

Phillips & Wong, Gates Phillips & Wong, Gates FoundationFoundation

E.D. HirschE.D. Hirsch

Rafe EsquithRafe Esquith

Thomas FriedmanThomas Friedman

AUTHENTIC LITERACY? AUTHENTIC LITERACY? “Reading & Writing vs. ‘stuff’ “Reading & Writing vs. ‘stuff’ ratio” ratio” (Allington)(Allington)

““Literature based Arts and Crafts” Literature based Arts and Crafts” (Calkins): (Calkins):

– dioramas; game boards; worksheets; dioramas; game boards; worksheets; posters; coats-of-arms; mobiles; posters; coats-of-arms; mobiles; movies; cutting, gluing; coloring; movies; cutting, gluing; coloring; drawing; designing book jackets; drawing; designing book jackets; skits; collagesskits; collages

FAUX LITERACY FAUX LITERACY

Learn about (__ grade):Learn about (__ grade): Irregular plurals Irregular plurals Silent eSilent e I before eI before e Words ending in –y; -ed; -ingWords ending in –y; -ed; -ing

88thth grade: grade:

Ms. Brill was disappointed when (a., b., c., or d.?)Ms. Brill was disappointed when (a., b., c., or d.?)Ms. Brill’s fur collar is a symbol of (a., b., c., or Ms. Brill’s fur collar is a symbol of (a., b., c., or

d.?)d.?)

FAUX LITERACYFAUX LITERACY

Compare & contrast structure of texts Compare & contrast structure of texts and analyze how the differing structure of and analyze how the differing structure of each text contributes to its meaning and each text contributes to its meaning and style style

Analyze how the points of view of the Analyze how the points of view of the characters and audience or reader (e.g. characters and audience or reader (e.g. created through the use of dramatic created through the use of dramatic irony) create effects like suspense or irony) create effects like suspense or humorhumor

8th grade Common Core--Reading8th grade Common Core--Reading

ALTERNATIVE: ALTERNATIVE: ----50-80% of CURRICULUM50-80% of CURRICULUM -- -- READ, DISCUSS & WRITE ABOUTREAD, DISCUSS & WRITE ABOUTINCREASINGLY COMPLEXINCREASINGLY COMPLEX FIC/NON-FIC TO: FIC/NON-FIC TO:

draw inferences and conclusionsdraw inferences and conclusions analyze conflicting source documentsanalyze conflicting source documents support support ARGUMENTSARGUMENTS with evidence with evidence solve complex problems with no obvious solve complex problems with no obvious

answer (all in common core)answer (all in common core)

READ READ “far more”“far more” books, articles & essays” books, articles & essays”WRITEWRITE multiple 3-5 page multiple 3-5 page paperspapers every year every year

College KnowledgeCollege Knowledge by David Conley by David Conley

WRITING:WRITING: HOW IMPORTANT? HOW IMPORTANT?

““There are no silver bullets in education. But There are no silver bullets in education. But ……non-fiction writingnon-fiction writing is about as close as is about as close as you can get to a single strategy that has you can get to a single strategy that has significant effects in nearly every area of the significant effects in nearly every area of the curriculum.”curriculum.”

Doug ReevesDoug Reeves

““If we could institute only If we could institute only one changeone change to to make students more make students more college readycollege ready, it should , it should be to increase the be to increase the amount and quality of amount and quality of writing*writing* students are expected to produce.” students are expected to produce.”

David Conley David Conley College KnowledgeCollege Knowledge

LITERACY TEMPLATE: ACROSS LITERACY TEMPLATE: ACROSS THE CURICULUMTHE CURICULUM (up to 80% of curriculum, in ALL (up to 80% of curriculum, in ALL subjects) subjects)

I. I. TEACH VOCAB./Provide background of textTEACH VOCAB./Provide background of text--Provide question or prompt: --Provide question or prompt:

II. ”II. ”MODEL” critical reading/underlining/annotating MODEL” critical reading/underlining/annotating --Students individually annotate 1-3 paragraphs --Students individually annotate 1-3 paragraphs --pair/share annotations…as teacher --pair/share annotations…as teacher

continuouslycontinuously “checks for “checks for understanding”understanding”

III. REPEATIII. REPEAT above until…? above until…?

IV. IV. DISCUSSDISCUSS: in pairs/small group : in pairs/small group as a classas a class

V. V. WRITE:WRITE: short/long; scored— short/long; scored— or notor not

SIMPLE, college-prep SIMPLE, college-prep literacy literacy

Rafe EsquithRafe Esquith

Tempe PrepTempe Prep

View Park H.S.View Park H.S.

Lynn AbelnLynn Abeln

3. EFFECTIVE 3. EFFECTIVE LESSONS… ClarifiedLESSONS… Clarified

All teachers and administrators All teachers and administrators in a district or school building in a district or school building should be able to should be able to describe describe effective teaching in a effective teaching in a similar waysimilar way..

Robert MarzanoRobert Marzano

EFFECTIVE LESSONS and EFFECTIVE LESSONS and

“INTERACTIVE LECTURE”“INTERACTIVE LECTURE” Clear standard/backward design (revise paper Clear standard/backward design (revise paper

for “word choice”; apply mean, median, mode)for “word choice”; apply mean, median, mode)

Teach; model/Teach; model/”think aloud””think aloud” Guided practice--& lots of Guided practice--& lots of

think/pair/sharethink/pair/share)) Multiple Multiple checks for understanding checks for understanding

(“formative assessment”)(“formative assessment”) Independent practice/assessmentIndependent practice/assessment

Hunter; Popham; Marzano; Fisher & Frye; Lemov; Hunter; Popham; Marzano; Fisher & Frye; Lemov; Burns; Archer; WiliamBurns; Archer; Wiliam

IMPACT of such IMPACT of such lessons…? lessons…?

““Largest gains ever recorded”Largest gains ever recorded” in the in the history of educational research (Popham)history of educational research (Popham)

3 consecutive years: 3 consecutive years: life-changinglife-changing gains— gains—– 35-50 percentile points 35-50 percentile points

DYLAN WILIAM:DYLAN WILIAM:

– Extra 6-9 months per yr./Extra 6-9 months per yr./400%400% faster faster learning learning

– 20-30 x as effective as the most popular 20-30 x as effective as the most popular current initiatives current initiatives (like…?)(like…?)

Ohio State; Sean ConnorsOhio State; Sean Connors

SIMPLE, EFFECTIVE LEADERSHIP SIMPLE, EFFECTIVE LEADERSHIP in in

the Professional Learning Communitythe Professional Learning Community

““No institution can survive if it No institution can survive if it needs needs geniuses or supermengeniuses or supermen to to manage it. It must be organized manage it. It must be organized to get along under a leadership of to get along under a leadership of average human beings.”average human beings.”

Peter DruckerPeter Drucker

MONITOR MONITOR 1. 1. INSTRUCTION and INSTRUCTION and 2. COMMON, COLLEGE-PREP CURRICULUM 2. COMMON, COLLEGE-PREP CURRICULUM

LEADERSLEADERS (administrators, dept. heads) must (administrators, dept. heads) must

1.1. Conduct at least one Conduct at least one unannouncedunannounced classroom classroom walk-through each month, walk-through each month, looking for patterns* of looking for patterns* of strength/weakness with regard to… strength/weakness with regard to…

– Clear focus on Clear focus on essentialessential standards standards – College prep: critical reasoning/higher-order College prep: critical reasoning/higher-order

reading, writing, thinking reading, writing, thinking – Essential elements of an effective lesson Essential elements of an effective lesson

(e.g. “check for understanding”)(e.g. “check for understanding”)

*September:”4/15 teaching essential curriculum”*September:”4/15 teaching essential curriculum”

LEADERSHIP: LEADERSHIP: Team Management Team Management

(D. Reeves; R. Marzano; R. DuFour)(D. Reeves; R. Marzano; R. DuFour)

QUARTERLY CURRICULUM REVIEW:QUARTERLY CURRICULUM REVIEW: Leaders & Teams discuss…Leaders & Teams discuss…

quarterly/unit assessments (success quarterly/unit assessments (success rate; rate; areas of strength/weakness) areas of strength/weakness)

scored papers/projects (weak/strong scored papers/projects (weak/strong areas)areas)

CONCLUSION: SIMPLECONCLUSION: SIMPLE

WHAT:WHAT: core content, learned through college-prep core content, learned through college-prep reading, discussion and writing reading, discussion and writing ++

HOW:HOW: reasonablyreasonably effective lessons delivered effective lessons delivered consistently, in every classroom/subject area consistently, in every classroom/subject area ==

RECORD NUMBERSRECORD NUMBERS of successful students of successful students

OUR CHOICE:OUR CHOICE: DO WE WANT… DO WE WANT… 20-30% ready for college/careers 20-30% ready for college/careers

80%+ ready for college/careers 80%+ ready for college/careers

III. ELEVATING THE III. ELEVATING THE ESSENTIALSESSENTIALS

in the in the Core DisciplinesCore Disciplines

LANGUAGE ARTS LANGUAGE ARTS CURRICULUMCURRICULUMGENERATE COMMON LIST/NUMBER OF:GENERATE COMMON LIST/NUMBER OF:

quality fic/non-fic books (10-15?) plus articles, poems, etc. quality fic/non-fic books (10-15?) plus articles, poems, etc. --divide by grading period --divide by grading period

papers*papers* of ___ length (per grading period)of ___ length (per grading period) for all of above: generate questions/tasks to for all of above: generate questions/tasks to

argue; infer; resolve conflicting texts; argue; infer; resolve conflicting texts; problem-solveproblem-solve ((College KnowledgeCollege Knowledge))

FOR ALL ABOVE: LESSONS/MODELING on HOW TOFOR ALL ABOVE: LESSONS/MODELING on HOW TO: : Underline/annotate; Underline/annotate; cite & explaincite & explain supporting text supporting text participate in Socratic discussions participate in Socratic discussions … …hundreds of timeshundreds of times per year, 2 per year, 2ndnd-12-12thth grade grade

*PAPERS*PAPERS AS PRIMARY ELA AS PRIMARY ELA ASSESSMENTSASSESSMENTS

SOCIAL STUDIES SOCIAL STUDIES CURRICULUMCURRICULUM LiteracyLiteracy is the key word; is the key word; the teaching of history the teaching of history should have should have reading reading and writingand writing at its at its core.core.

Sam Wineburg, Stanford Sam Wineburg, Stanford UniversityUniversity

Social Studies StudSocial Studies Stud

SOCIAL STUDIES SOCIAL STUDIES CURRICULUMCURRICULUM

MAP Essential MAP Essential 1/2 to 2/31/2 to 2/3 of standards/topics of standards/topics

Select Common READINGSSelect Common READINGS (for discussion and (for discussion and writing)writing)– Textbook: Textbook: specific pagesspecific pages for each topic (vs. for each topic (vs.

chapterschapters))– Historical/primary/current documents (___ per week?)Historical/primary/current documents (___ per week?)– Generate questions/tasks to Generate questions/tasks to argue; infer; resolve argue; infer; resolve

conflicting texts; problem-solveconflicting texts; problem-solve ((College KnowledgeCollege Knowledge))

Define parameters for Common WRITINGSDefine parameters for Common WRITINGS– Number/length (e.g. Two 3-4 page papers a semester)Number/length (e.g. Two 3-4 page papers a semester)

Identify topics for “Interactive Lecture” Identify topics for “Interactive Lecture” --i.e. note-take; review notes; discuss every few minutes--i.e. note-take; review notes; discuss every few minutes

BuildBuild Common quarterly/unit assessments (50+ % Common quarterly/unit assessments (50+ % written/essay formatwritten/essay format))

SCIENCE CURRICULUMSCIENCE CURRICULUM

““Being science literate entails being Being science literate entails being able to able to readread and understand a and understand a variety of science variety of science textstexts to form to form valid conclusions and participate in valid conclusions and participate in meaningful conversationsmeaningful conversations about about science”science”

National Research Council National Research Council 20082008

SCIENCE CURRICULUMSCIENCE CURRICULUM MAPMAP CORE CONTENT/UNITS & LABS by grading period CORE CONTENT/UNITS & LABS by grading period

(with common quarterly/unit assessments)(with common quarterly/unit assessments)

SELECT COMMON READINGS:SELECT COMMON READINGS: Textbooks ( Textbooks (selectedselected pgs.); 20-30 science articles (pgs.); 20-30 science articles (TIME for Kids; The TIME for Kids; The WEEK, e.g.WEEK, e.g. theweektheweek.com/article/index/27340/breifing-.com/article/index/27340/breifing-rethinkingrethinking--nuclearnuclear--powerpower ) )

TEACH/MODEL (i.e. “think-aloud”) TEACH/MODEL (i.e. “think-aloud”) --in-class reading/note-taking; --in-class reading/note-taking; --discussion/debate; write to explain; argue; resolve; --discussion/debate; write to explain; argue; resolve; problem-solveproblem-solve

Identify topics for Interactive Lecture Identify topics for Interactive Lecture (note-take; (note-take; review notes; discuss in pairs)review notes; discuss in pairs)

Create common assessments (50+% written) Create common assessments (50+% written)

WWriting/note-taking in Science: from riting/note-taking in Science: from 25% 25% 90% 90% success; success; D.Reeves)D.Reeves)

MATHEMATICS MATHEMATICS CURRICULUMCURRICULUM

Math teachers need to focus on the Math teachers need to focus on the interplay of numbers and interplay of numbers and wordswords,, on expressing quantitative on expressing quantitative relationships in relationships in meaningful meaningful sentences. sentences. To make mathematics To make mathematics meaningful, meaningful, all three Rsall three Rs must be well must be well blended in each student’s mindblended in each student’s mind

Lynn Steen Lynn Steen

2121stst Century Century MathematicsMathematics

Map CoreMap Core Content by grading period Content by grading period

IdentifyIdentify opportunitiesopportunities to explain, apply, solve to explain, apply, solve open-ended/extended-response problems open-ended/extended-response problems orally & in orally & in writingwriting

Select readingsSelect readings from: math text (pages/word from: math text (pages/word problems); data sets (sports; demographics; problems); data sets (sports; demographics; news/magazine articles, e.g. “Best.Decade.Ever.” by news/magazine articles, e.g. “Best.Decade.Ever.” by Charles Kenny) and Charles Kenny) and write about themwrite about them

Always teachAlways teach with FREQUENT think/pair/share and with FREQUENT think/pair/share and ““checks for understanding” (Burns)checks for understanding” (Burns)

Math: Read, Write, TalkMath: Read, Write, Talk

““I can no longer imagine I can no longer imagine teaching math without teaching math without making writing an integral making writing an integral aspect of students’ learning.”aspect of students’ learning.”

Marilyn BurnsMarilyn Burns

Math: Read, Write, Math: Read, Write, Talk Talk READREAD: Teach/model : Teach/model close readingclose reading of of

math text/word problems (Shanahans) math text/word problems (Shanahans)

WRITEWRITE (from Marilyn Burns): (from Marilyn Burns):

I think that the answer is _____ . I think that the answer is _____ .

I think this because ______.I think this because ______.

I figured this out by ____ I figured this out by ____

DISCUSS:DISCUSS: in pairs in pairs whole class whole class

FOCUSFOCUS

Describe/explain impact of “first Describe/explain impact of “first things” things”

Clarify, Clarify, Clarify Clarify, Clarify, Clarify Monitor & Monitor & measuremeasure implementation implementation

in simple, time-efficient waysin simple, time-efficient ways Clarify/Repeat/reinforce incessantlyClarify/Repeat/reinforce incessantly Improve in team-based PLCsImprove in team-based PLCs

FIRST…FIRST…

REVIEW/REDUCE “BRAND NAME” REVIEW/REDUCE “BRAND NAME” PROGRAMS, which oftenPROGRAMS, which often

interrupt coherent curriculum interrupt coherent curriculum are multiple choice/worksheet-driven are multiple choice/worksheet-driven reduce time spent reduce time spent reading complex reading complex

texttext impede implementation of impede implementation of FIRST FIRST

THINGSTHINGS

READ, TALK and WRITE in READ, TALK and WRITE in response to lit./non-response to lit./non-fictionfiction

EVALUATE CHARACTERS/LESSONS/THEMES: EVALUATE CHARACTERS/LESSONS/THEMES: – Jack & the BeanstalkJack & the Beanstalk– Stone Fox; Harry PotterStone Fox; Harry Potter– Kite Runner; Hills Like White Elephants Kite Runner; Hills Like White Elephants – Non-fiction: Night; 3 Cups of TeaNon-fiction: Night; 3 Cups of Tea

ARGUE/INTERPRET ARGUE/INTERPRET

--Because I Could Not Stop for Death (Poem)--Because I Could Not Stop for Death (Poem)

--Best. Decade. Ever. (Essay by Charles Kenny)--Best. Decade. Ever. (Essay by Charles Kenny)

EXAMPLES: Social EXAMPLES: Social StudiesStudies “CLOSE READING”“CLOSE READING”

TEXTBOOK (selected pages)TEXTBOOK (selected pages) (Elementary) Would you prefer to be a Mayan or an (Elementary) Would you prefer to be a Mayan or an

Aztec (pp.12-16)? Aztec (pp.12-16)? (Middle/H.S.) Make case for the (Middle/H.S.) Make case for the SouthSouth in Civil War in Civil War

(pp.443—467) (pp.443—467)

PRIMARY SOURCE DOCUMENTSPRIMARY SOURCE DOCUMENTSDo you Agree/disagree: Do you Agree/disagree:

General Sherman on “Total War”General Sherman on “Total War” Plessy v. Ferguson--majority opinionPlessy v. Ferguson--majority opinion

NEWS/EDITORIALS/MAGAZINES NEWS/EDITORIALS/MAGAZINES (TIME for Kids)(TIME for Kids) PRO-CON: Afghan war; health care; PRO-CON: Afghan war; health care; ““Best. Decade. Ever.”Best. Decade. Ever.” (C. Kenny) (C. Kenny)

SCIENCE: “SCIENCE: “Task, Text and Task, Text and Talk”Talk”

TEXTBOOKTEXTBOOK: Explain similarities and : Explain similarities and differences between plant & animal cells; differences between plant & animal cells; meiosis/mitosis (explanation/meiosis/mitosis (explanation/argument)argument)

TEXTBOOK/ARTICLES:TEXTBOOK/ARTICLES: Cite text to Cite text to argue for/against @ current argue for/against @ current problems/issues (stem cells; nuclear problems/issues (stem cells; nuclear energy; gum-chewing; multi-tasking) energy; gum-chewing; multi-tasking)

--in --in TIME for KidsTIME for Kids;; The WEEKThe WEEK) )

TEAM TASKSTEAM TASKS

Write student-friendly learning targets/objectivesWrite student-friendly learning targets/objectives

Help each other find/select Help each other find/select readingsreadings– Develop good questions/prompts for readingsDevelop good questions/prompts for readings

Develop effective anticipatory sets/advanced organizersDevelop effective anticipatory sets/advanced organizers

Identify and address anticipated difficulties in learning Identify and address anticipated difficulties in learning targetstargets

Develop common unit/lesson assessmentsDevelop common unit/lesson assessments

Refine “interactive” lecture/s (note-taking; discussion; Refine “interactive” lecture/s (note-taking; discussion; review of notes etc.)review of notes etc.)