Shifts in Instruction: - johnsonj.blog.monroe.edujohnsonj.blog.monroe.edu/files/2015/11/...11.6.15.docx · Web viewNovember 6, 2015. Julie Johnson, Instructional Specialist. Monroe

Monroe 1 BOCES

Shifts in Instruction:

What does Guided Reading Look Like Now?

Workshop Workpacket

Prepared for Rush-Henrietta Grade 6 ELA Teachers

November 6, 2015

Julie Johnson, Instructional Specialist

Monroe 1 BOCES

[email protected]

Johnsonj.blog.monroe.edu

mailto:[email protected]

Agenda and Learning Targets

Time Agenda Learning Targets8:30 – 8:50 Introductions

Program ReviewI know what my day looks like

8:50 – 9:20 Session 1: What do our students need? Shift 1: Features of Text Complexity

I can identify features of text complexity and what makes a text hard for my students

9:20 – 9:50 Session 2: What do our students need? Shift 2: Strategies of effective

instruction

I can describe what targeted instruction means and identify a target in a lesson

9:50 – 10:00 Break

10:00 – 10:30 Session 3: How do we know what to teach? Shift 3: Using F&P Continuum of

Literacy Learning

I can use the F&P Continuum of Literacy Learning to identify skills that are expected of my students

10:30 – 11:30 Session 4: What does this look like? Implementing Small Group Instruction

I. Train students for independent work behaviors

II. Develop habit of mind/protocol for learning about reading

III. Planning Process

IV. Develop guided reading routine

V. Develop routine literacy components (aka “centers”)

I can implement 5 ways to plan for small group instruction by:

I. Describing how I will train students

II. Utilizing a Close Read Protocol

III. Thinking about how to plan for lessons

IV. Utilizing a process for guided reading groups

V. Identifying Literacy Components

11:30 – 12:30 Lunch12:30 – 1:15 Continue Session 41:15 – 3:15 Session 5: What do I need to do for myself

as a learner? Application and Further Learning

I can self-select how to spend my time to continue my learning

3:15 – 3:30 Reflection and Evaluation I can reflect on shifts I am ready to implement and my needs as a learner

Page 1Julie Johnson, Instructional Specialist Monroe 1 BOCES

What Makes This Text Difficult?P# Text Evidence Descriptor


Quantitative Measures of Complex Texts

1. Word length

2. Word frequency

3. Sentence length

4. Text cohesion

Qualitative Dimensions of Complex Texts

1. Levels of Meaning and Purpose

• Density and complexity

• Figurative Language

• Purpose

2. Structure

• Genre

• Organization

• Narration

• Text features and graphics

3. Language Conventionality and Clarity

• Standard English and variations

• Registers

4. Knowledge Demands

• Background knowledge

• Prior knowledge

• Cultural knowledge

• Vocabulary


Fountas & Pinnell Text Characteristics vs. Features of Text Complexity

•


F&P Text Characteristics Features of Text ComplexityGenre/form Genre

Text structure Organization

Narration

Language and literary features Figurative Language

Vocabulary

Word difficulty

Vocabulary

Sentence complexity Standard English and variations

Register

Illustrations/graphics

Book and print features

Text features and graphics

Content Background knowledge

Cultural knowledge

Prior knowledge

Themes and ideas Purpose

Density and complexity

Session 1 ReflectionThinking Routine: Connect-Extend-Challenge

CONNECT: How are the ideas and information presented connected to what you know and have studied?

EXTEND: What new ideas extended or pushed your thinking in new directions?

CHALLENGE: What is still challenging for you? What questions, wonderings, or puzzles do you have?

Notecatcher for Chapter 1 The Giver, Lois LowryPage 5Julie Johnson, Instructional Specialist Monroe 1 BOCES

Text Dependent Questions - What word choice and description does the author use to let you, the reader, know about the society in which Jonas lives? What clues does this provide about the genre?

Para-graph #

Clues/Text Evidence about the societyWhat does the author include that helps me understand the society?

What does this make me think?What am I understanding more deeply about the society?

How does this help me as a reader?What am I understanding more deeply about the genre?

Para- Clues/Text Evidence about the society What does this make me think? How does this help me as a reader?


graph # What does the author include that helps me understand the society?

What am I understanding more deeply about the society? What am I understanding more deeply about the genre?

What targeted skill are students learning today by engaging with this text?







Session III: How do I know what to teach?

Shift 3: Using the F&P Continuum of Literacy Learning

Reader Skills at Level U - Y


Reader Skills at Level U - Y







Session IV: What does this look like:Shift 4: Implementing Small Group Instruction

I. Train Students for Independent Work Behaviors

II. Develop a Habit of Mind for Learning About Reading

Think of a Close Read in Three Big Steps:1) Previewing the Text2) Reading for the Gist3) Engaging in Purposeful Rereads

• Collect evidence• Ascertain patterns and make claims• Understand content and texts more deeply


Step 1 – Previewing text

My Notes:

Types of Text Features

Literary Informational Text

Purpose: To focus on what students notice about the

organizational, structural and/or text presentation without reading it

What to ask: What do you notice? What jumps out at you? How does this help you as a reader of this

text?

What does it mean for students? Orient the reader Access background knowledge Determine degree of familiarity Get the big picture of how the text is laid out Notice details that they might otherwise

overlook Determine frame of reference Create an interest Focus the reading by making predictions

Self-Assessment of Preview Component:

Rating Scale defined:3- Could help someone else do it2-Still gaining confidence; need more practice1- Do not feel comfortable at all

How comfortable do I feel about my own ability to preview text and identify important text elements? [ ]

How comfortable do I feel about my ability to lead students in previewing text? [ ]

What do I need in order to raise my comfort level with previewing text?

What text features are most prevalent in this text?

How will noticing those features help students as readers of this text?


Book PartsTitleEpigraphAuthor’s Background PageDedication PageBook JacketPrologueEpilogueChapter

Readers’ ToolsTable of ContentsGlossaryPronunciation GuideChapter TitlesGraphics such as maps

Physical Layout of TextParagraphingStanzasSpacingJustificationDialogue/Unassigned Dialogue

Print – help readers understand author’s intentSpacingPunctuationRepetitive WordsSymbols between paragraphsFont Size Color Style Bold Italics Use of caps

Illustrations – expand meaning of the text:PhotosDrawings

Book PartsTitle PrefaceIndexAppendixEpigraphChapters

Chapter TitlesDedication pageAuthor’s background page

Readers’ ToolsTable of ContentsGlossary

Pronunciation guideChapter titles

PrintPunctuation Repetitive WordsFont Spacing Size Color Style Bold Italics All caps; no caps

Organizational Aids – help readers find important information:Headings SubheadingsSidebars LegendsLabels CaptionsCall-outs Bullets

Features Related to Organizational StructureQuestion/Answer Compare/ContrastCause/Effect DescriptionSequence Problem/Solution

Graphic Aids – represent information in some specific wayDiagrams Flow diagramSketches ComparisonsGraphs FiguresMaps Charts/tablesCross-sections OverlaysTime-lines Magnification

Illustrations – expand the meaning of the textPhotos DrawingsMagnifications

Notecatcher: Previewing Text


Text Feature How does this text feature help me as a reader?


Step 2 – Reading for the gist.

Purpose:

*To talk about what the text is mainly about

What to ask:

*What’s the gist?

*What’s happening?

*What is it mostly about?

What does it mean for students?

*Hone in on the main idea/story arc of the text

*Activate schema

*Clarify misconceptions or confusions

*Allows focus for purposeful rereads

Note – This step of the process can be used for comprehension questions to ensure students understand the basic story

Self-Assessment of Gist Component:


How comfortable do I feel about my own ability to identify and articulate the gist? [ ]

How comfortable do I feel about my ability to lead students in identifying and articulating the gist? [ ]

What do I need in order to raise my comfort level with reading for the gist?

My Notes:

Sets the stage for the brain to do more analytic work

General idea about what this text is about


Step 3 – Identifying areas for Potential Purposeful Rereads (why am I having students to return to the text?)

Purpose: *Focuses the subsequent rereads on a specific text element that allows students to dive back deeply into the text and thus deepen their understanding of both the text and text element* Purposeful rereads are supported by learning targets, text dependent questions, strong performances of understanding, and criteria for success *Teachers are clear about the transference for reading behaviors

What to ask: *Text dependent questions such as:

What words help you understand the setting?

What does this mean for students? *Vehicle for strategic and critical thinking

*Provides opportunities to focus in on important features

(contributes to students’ deeper understanding of the text)

*Helps students develop tools to access texts more independently

*Supports the metacognitive processes inherent in comprehension

Things to Think About:

What vocabulary is critical to understanding this text? What elements of author’s craft are critical for students to notice and understand? What content, conceptual, procedural, and metacognitive knowledge do students need in

order to access this text? What text dependent question will help students focus their reading on a particular

aspect of the text? What scaffolds do students need in order to progress through layers of understanding? What instructional strategies will I use to engage all students? How will I assess students’ learning in each purposeful reread?


My Notes: Self-Assessment of Purposeful Reread Component:


How comfortable do I feel about my own ability to identify purposeful rereads? [ ]

How comfortable do I feel about my ability to articulate why my students are engaging in specific purposeful rereads? [ ]

What do I need in order to raise my comfort level with the purposeful reread component of designing close read lessons?



Reading Through the Lens of Author’s CraftWhat do we mean when we say “author’s craft”?

Techniques authors use to communicate their story, information, message

Some examples include:Word choice Imagery Figurative languageConnotation Alliteration RhymingContradictions Flashbacks AllusionsForeshadowing Flashforward SuspenseBias Irony SurpriseSyntax Spacing ToneTheme Central idea PunctuationMood Dialect CharacterizationDialogue Character types Character interactionNarration Conflict StructureRepetitions Point of view Use of graphics, illustrationsRegister Claim and Evidence Background knowledgePersonification Time lapse/ Gaps Parallel StructureFull circle Sarcasm HumorPrologue Leads/endings Cliff hangersEpilogue

Criteria for Nonfiction from NCTE Orbis Pictus Awardaccuracy organization styleFacts current and complete Logical development Writing is stimulating

Balance of fact and theory Clear sequence Reveals author’s enthusiasm for the subject

Stereotypes avoided Patterns provided (general to specific, simple to complex etc)

Curiosity and wonder encouraged

Authenticity of detail Appropriate terminologyRich language


Steps in the Planning Process Reflection – My ThoughtsAscertainDetermine Needs

UnpackUnpack reading behaviors

TransferCreate I Can statement

FocusCraft Text Dependent Question

EnsureEngage each child with accountable measures

AssessDetermine if students are ready

III.


Close Read Design Template

Close Reading FocusWhat is the most significant element of author’s craft that will help students understand the text more deeply?

Learning TargetWhat statement will clarify for students what they are learning?What does the author do that applies to other texts?

Text Dependent QuestionsWhat question(s) will help students return to the text to address the learning target?

Instructional Strategies & Strong Performance of UnderstandingHow am I going to help the students access/process the text? How will students demonstrate their learning?

Define Success CriteriaHow will students and I know if they are successful?


IV. Develop a Guided Reading Routine


Title Learning Target

The Giver, Chapter 1

New Words Thinking Before Reading: What makes you say that?Preview the text: How does this help you get ready to read the text?

Text Dependent QuestionWhat word choice and description does the author use to let you, the reader, know about the society in which Jonas lives?

P# Text Evidence What does this make me think about?

Infer: What do you know about the society based on the text evidence?


What reading strategies did I use today that I can use today and every other day as a reader?

V. Develop Routine Literacy Components


How are your students improving as readers, writers, speakers, listeners?(i.e what are they learning today and do they know what they are learning?)

How do they know what this looks like?

How do they know if they have met their intended goal for today?VI.







Reflection


Shifts in Instruction: - johnsonj.blog.monroe.edujohnsonj.blog.monroe.edu/files/2015/11/...11.6.15.docx · Web viewNovember 6, 2015. Julie Johnson, Instructional Specialist. Monroe

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