6-12 English Language Arts

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Day 2 Implementation - Common Core State Standards
Session 6 6-12 English Language Arts
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Day 2 AM Session1045-1200

• OUTCOMES
• Participants will increase their knowledge of
• how the CCSS integrate reading, writing,
  listening and speaking by experiencing text using
  all four modes of language
• the most powerful strategies for literacy and how
  to integrate those strategies into any complex
  text
• the intricacies of reading and extracting meaning
  from complex text.

3
Integrated Model for English Language ArtsCommon
Core State Standards
Reading
Speaking Listening
Language
Language
Writing
4
Reflective Journal

• Please take a moment to think about
• How do we teach students to think as they read?
• After writing your response, share with the
  person sitting on your left.

5
George Washington
George Washington the man who refused to be
King of America
6
Text Directions

• Please listen as I read aloud the first paragraph
  of George Washingtons letter to you.
• After I read, you will be asked to write a brief
  response with some guidance.

7
Written Response

• Take a moment and write down what
• you are thinking about what I just read aloud to
  you.
• You may
• (1) paraphrase it in your own words, or
• (2) write a question you have about this
  paragraph, or,
• (3) write about something you want to know more
  about.

8
Responding to Writing

• Turn to the person behind you.
• Read aloud your responses to each other.
• Now, select ONE response to strengthen.
• Use some text details to support the response.
  Remember to use quotation marks to set off any
  direct quotes from the text you may chose to use.

9
Groups of 4

• You and your partner work with another group to
  form a group of 4.
• Together, examine both the first responses and
  the strengthened responses and discuss
• What is the evidence of improvement?
• How did that happen?
• How does this relate to classroom instruction?

10
Practice

• Please read the second paragraph of the letter
  silently.

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Practicing

• Write down in your own words (paraphrase) the
  second paragraph, or
• Write a question you have about this paragraph,
  or
• Write down something you want to know more about
  having read this paragraph.

12

1. Read your response to your NEW partner the
   person sitting in front of you.
2. Select a response to strengthen.

13
Strengthening A Response

• Reading aloud (hear your own words).
• Use text details to support the strengthened
  response.
• Remember to use quotation marks to set off direct
  quotes taken from the text.

14
Teaching Students to Think As They Read

• Read/Think/ Write/Read Aloud Share/Strengthen.
• Teacher Think Alouds what are the students
  doing?
• smiling and nodding we are asking students
  to write down what they are thinking.
• How do you teach someone to think as they read?
• Writing your thoughts down as you go forces you
  to think and understand as you read.
• It is important to cognitively challenge students
  through cognitive group work we are teaching
  habits of the mind!

15
Review of the Steps Teaching Students to Think
As They Read

• Teacher posts and reads aloud brief complex
  passage/paragraph(s).
• Students write down a paraphrase, summary,
  question they have, what they are wondering
  about, or what they want to know more about.
• Students share that written response with a
  partner.
• The partners then select one response to
  strengthen.
• Teacher directs students to use text evidence,
  direct quotes and quotation marks to help
  strengthen the response. Teacher asks students
  to articulate how their responses are improved.

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Background Information

• Following Lord Cornwalliss surrender at
  Yorktown, Virginia, in October 1781, General
  George Washington and the bulk of the Continental
  army returned north to face the remaining British
  forces in and around New York City. For the
  remainder of the Revolutionary War, Washingtons
  main task was to hold his army together while the
  tortuous peace negotiations at Paris moved slowly
  toward completion. This was, unfortunately, much
  more difficult than it sounds. As the British
  military threat receded, the former colonies
  became increasingly reluctant to provide the
  Continental Congress with the means to supply and
  pay the army properly and in a timely fashion.
  Furthermore, because of the weakness of the
  central government enshrined in the Articles of
  Confederation, Congress found it difficult to
  enforce its will upon the states. Not
  surprisingly, during the final years of the
  conflict Washington on several occasions received
  petitions from his officers complaining of the
  Continental Congresss inability to meet the
  armys needs.

17
Cognitively Challenging, Text Based Questions

• Why did the letter Colonel Nicola sent to George
  Washington anger George Washington so? Provide
  text based details to support your answer.
• Forced with the prospect of the military slipping
  out of his control, based upon the two texts, how
  did George Washington keep a complaining and
  suffering army within bounds? Cite text evidence
  to support your answer.

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How much complex text is enough?
FALL WINTER SPRING
1/3 Complex text 1/2 Complex text 2/3 Complex text
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Deep Understanding of Complex Text

• How do we deepen students understanding of text
  without just asking questions?
• Portioning the text for a close read at first
  (small doses of brief text)
• Teacher reads aloud
• Students reread or read on and paraphrase
• Students share, revise, strengthen
• Pairing text around a common or related topic,
  theme.

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Reading Strategies

• Comprehension Monitoring Being aware of how well
  you understand what you are reading.
• Paraphrasing Stating the sentences in your own
  words.
• Prediction Predicting what will come next in the
  text.
• Elaboration Linking information in the sentence
  to information you already know.
• Bridging Linking different parts of a text
  together.

21
Teaching Students to Think as They Read

• Use one question a period that will be written
  rather than verbal. Select the most cognitively
  challenging question planned that day for
  instruction.
• Write the question down (teacher posts, students
  write).
• Turn to your neighbor and tell them what the
  question meanswhat is it asking? Write this
  down.
• Introduce the subsequent reading with as we
  read, we will gather evidence across time and the
  text to answer this question.
• As the students read, we ask, is there anything
  in this section of the text that supports
  answering this question?

22
Deepening Teaching and Learning

• How do I teach students to think?
• We have to work collaboratively in cognitively
  challenging tasks. We have to teach using text
  that is cognitively challenging enough. Not
  frustrating - but challenging.

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Using Rubrics
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Self Assessment

• Using the rubrics listed below (from your
  handouts), assess your writing and your
  participation in the discussions. Feel free to
  share your self assessment with your partner.
• 1) Extended Text Discussion Self Assessment
  Rubric
• 2) Rubric Writing in Response to Reading
• 3) Rubric for Student Writing
• DISCUSS How might these rubrics help students
  self assess?

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Reflective Journal

• How do we teach students to think as they read?
• What might you add to your answer from the
  beginning of this session?