CORI in Middle School

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CORI in Middle School
Jennifer A. McPeake University of Maryland
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Instructional Practices of CORI

• Presentation goals
• Show the instructional framework, book
  collection, and portfolio charts
• Discuss scaffolding for cognitive skills
  instruction and motivation support practices
• Display student work samples

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Overview of CORI Weather Module

• Implementation
• Queen Annes County, Maryland
• 7th grade classroom, 25 students
• Mixed ability
• 70 minute period
• Two weeks of instruction
• End of year

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Overview CORI Snapshot
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Week One Framework
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Week Two Framework
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CORI Flow of Instruction
Fluency or Science Goals (20 min.)
Comprehension Instruction
Whole Class (20)
Guided Reading (30 min./group)
Strategy Practice
Independent Reading (10 min.)
Writing
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Week One
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Day 1 - Science Goals (20 min.)

• Motivation Relevance
• Science Goals (30 min.) What is wind?
• Activate background knowledge about wind
• Wind walk observe evidence of wind in your
  environment
• Write 2 questions you have about the wind

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Activating Background Knowledge
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Wind walk - observation chart
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Wind walk questions about wind
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Day 1 Comprehension Instruction whole class
(20 min.)

• Students connect reading to experience
• Teacher models identifying important idea

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Day 1 Guided Reading (30 min.)

• Guided practice of the strategy with leveled text
• Texts relate to conceptual theme weather
• Students work with a partner
• Each student completes Important Ideas About Wind
  chart
• My Questions about Weather chart

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On-grade level text
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Struggling reader text
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Writing and Communicating
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Day 1 Independent Reading (10 min.)

• Students preview novels for independent reading
• Students select a book and read for enjoyment

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Day 2 - Fluency (20 min.)

• Motivation Collaboration
• Fluency - Expressive Reading
• Information text DK Weather
• Teacher models expressive reading
• expressive vs. non-expressive reading
• use of intonation, stress, varying speed to
  convey meaning
• Make the text sound interesting
• Students read expressively with a partner

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• Expressive reading
• Practice reading this passage with expression
  (use intonation to convey meaning, make it sound
  interesting)

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Day 2 - Comprehension Instruction whole group
(20 min.)

• Important Idea/Supporting Details
• Guiding question What creates earths weather?

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Day 2 Guided reading (30 min.)

• Students work with a partner
• Pairs choose a section of text to read
• Partners identify important idea and supporting
  details together
• Student pairs conference with another pair and
  restate what they read, using text notes as a
  guide

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Day 2 Independent reading (10 min.)

• Students continue reading their selected novel
• Students respond to reading in Reading Response
  Journal.
• Students share their responses with a peer.

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Day 2 Closing whole class

• New knowledge about wind and temperature is
  shared and posted on the class weather chart

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Day 3 - Fluency

• Motivation Success
• Fluency expressive reading
• Information text DK Weather
• Students read expressively with a partner
• One person reads expressively listener tells
  reader words read most expressively partners
  switch roles
• Teacher chooses 3 pairs to read expressive to the
  class listeners acknowledge success with
  applause

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Day 3 - Comprehension Instruction whole group

• Strategy instruction inferencing
• Teacher asks questions on inferencing guide
• Teacher records inferences on LCD for students to
  see

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Inferencing whole class
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Scaffolding Inferencing
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Day 3 Guided reading (30 min.)

• Students in pairs choose a section of text about
  clouds in DK Weather or Wild Weather
• Partner guides inferencing using Inferencing
  Guide
• Students record 3 good inferences on their
  reading chart
• After reading students share inferences with a
  new partner, showing the part of the text where
  they generated their inferences

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Day 3 Writing and Communicating
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Day 3 Independent Reading Closure

• Independent reading students continue reading
  chosen novel
• Closure Class adds new knowledge learned from
  text to class weather chart.

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Day 4 - Fluency

• Motivation choice
• What choices do you offer that work? Dont work?
• Fluency Student pairs choose any paragraph in
  DK Weather for expressive reading partner
  provides feedback

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Day 4 Comprehension Instruction Guided reading

• Teacher continues to model inferencing using
  Inferencing Guide, section of text on
  precipitation
• In guided reading, students choose
• Text DK Weather or Wild Weather
• Any section within text related to precipitation
• Partner guides inferencing
• Students record good inferences on reading chart

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Day 4 Independent reading closure

• Independent reading students continue to read
  chosen novel
• Closure class adds new knowledge about
  precipitation to weather chart

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Day 5 Science Goals

• Motivation conceptual theme
• Science Goals Students choose 2 weather
  conditions from class weather chart discuss how
  the weather conditions are related post
  connection on sentence strips show text that
  illustrates the connection
• Example Wind and temperature are related
  because wind forms when cool air meets warm air

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Day 5 Comprehension Instruction and Guided
reading

• In teams of 4 students read about hailstorms
  using class book and leveled text
• Teams complete Weather Interaction Chart
• Teams make a diagram showing how wind,
  temperature, clouds, and precipitation interact
  to form a hailstorm
• Teams present diagram to another team, or the
  class

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Weather Interaction Chart - OGL
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Weather Interaction Chart - AGL
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Weather Interaction Chart - BGL
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Team Poster - OGL
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Team Poster - BGL
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Teachers Reflection Journal
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Week Two Brief Overview
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Science Goals air pressure forecasting
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Teachers Reflection Journal
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Class Weather Chart Week 2
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Fluency Expressive reading of poetryStorm
Coming!
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Comprehension Instruction Monitoring
comprehension fix-up strategies
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Culminating Activity Hurricane or tornado
diagram
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Ultimate Goal of CORI

• Extended engaged reading in the classroom

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Creating volume of engaged reading generates
growth