Standards Review

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Standards Review

• Small Group Sessions

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Learning Targets

• To increase knowledge base of the 7-12
  Informational Text standard.
• To define Informational Text through the lens
  of SPPS ELA.

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How do we differentiate betweenIT and LIT?

• At your table, look through the IT and LIT
  standards for each grade.
• Similarities?
• Differences?
• Write your findings on poster paper
• Definition for both?

4
Academic Reading Process

• Small Group Sessions

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Standards and benchmarks we will be addressing
today

• IT 1- Cite several pieces of textual evidence to
  support analysis of what the text says explicitly
  as well as inferences drawn from the text.
• IT 2- Determine two or more central ideas in a
  text and analyze their development over the
  course of the text provide an objective summary
  of the text.
• IT 5- Analyze the structure an author uses to
  organize a text, including how the major sections
  contribute to the whole and to the development of
  ideas.

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Write-to-Learn

• Prediction Paragraph Frame
• Ive been asked to make a prediction about the
  Academic Reading Process. Based on the title and
  the standards we are addressing, I think the ARP
  is ____. (Add a few sentences to support your
  idea.) I think were learning about this today
  because _____. These are my initial predictions.

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Big Idea

• Summarizing and organizing information is a key
  element in understanding text.

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Goal/Learning Target

• To learn an academic reading process that will
• improve student engagement,
• Improve student comprehension
• create a tool for further academic use

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Guiding Questions

• How do you identify key information and details
  within text?
• Using key details, how do you infer meaning in a
  text section?
• How do you organize key details and information
  to replicate text?

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Write-to-Learn

• Using a graphic organizer of your choice
• What are the differences between reading and
  academic reading?

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Academic Reading

• Carries the expectation that something needs to
  be done with the information.

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Theres a place for everything

• At your table, categorize the following words

Celery Beef Apples Vegetables Meat Pork Bacon
Salmon Grapes Fish Carrots Chicken Fruit Poultry
Grapefruit Trout Duck Turkey Honeycrisp Ham Baby
Carrots
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• What different ways were used to
• graphically organize the words?

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If we used an outline form

• 1. Meat
• a. Beef
• 2. Vegetables
• a. Celery
• b. Carrots
• i. Baby Carrots
• 3. Fruit
• a. Apples
• i. Honeycrisp
• b. Grapefruit
• c. Grapes

• 4. Fish
• a. Salmon
• b. Trout
• 5. Pork
• a. bacon
• b. ham
• 6. Poultry
• a. Chicken
• Turkey
• c. Duck

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Theres a place for everything
Celery Beef Apples Vegetables Meat Pork Bacon
Salmon Grapes Fish Carrots Chicken Fruit Poultry
Grapefruit Trout Duck Turkey Honeycrisp Ham Baby
Carrots
Organic Free-range
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Key Words Are

• Usually nouns and verbs
• Signal words, like there are 5 reasons
  indicate key information
• About 30 of the actual text (depending on text
  density)

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Identifying Key Words

• Read each sentence.
• Underline the fewest words possible that contain
  the most important information.
• When you read your underlined words, the
  information should make sense.

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Key Word Common Errors

• Underlining too many words
• Underlining too few words
• Underlined words do not make sense when read
  together

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Check It

• Have we captured the essence of the information?
• Are we missing anything?
• Roughly, what percentage of the words in this
  text represent key information?
• Rubric

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Goal/Learning Target

• To interpret the authors intended meaning or
  message.

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We need to figure out

• What does the author intend for me to think,
  know, understand or feel?
• Think Believe
• Know Fact
• Understand Concept
• Feel Effect

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Interpretive Margin Notes

• Answer the think, know, understand, feel
  question.
• Represent a complete concept, but not a repeat of
  key information.
• Should be text-based, not going beyond the
  information presented in the text.

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Interpretive Margin Notes Common Errors

• Recopying the underlined text
• Writing notes that are beyond what the text
  addresses
• Writing too much instead of condensing the
  general concept
• Writing too little- topic or main idea- not a
  complete statement

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Check it

• Have we used the key words to interpret the
  authors message?
• Did we write our margin notes in our own words?
• Rubric

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Time to Outline

• Article main message is main heading.
• Conceptual margin notes support main message
• Underlined key words support concepts
• 1 detail per line
• 1 to 3 words per detail
• encourage abbreviations

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Graphic Text Organizer Common Errors

• Values of the information arent aligned- the
  indentations are off
• Information is repeated
• Important information is missing- leaving out
  facts and details
• Too much information for details
• More than one detail per line

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Check it

• Check quality of information
• Use outline to recall and present information
• silently to self
• out loud to others
• Examine for Visual Quality
• Can you garner information at a glance?
• Do you have to read a lot of the information from
  left to right--if so, how can you simplify?
• Rubric

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Summary Common Errors

• Headings are copied into paragraph form
• Summary text is mostly authors words, not
  students
• Supporting details are forgotten

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Write-to-Learn

• Ideas for using ARP
• What have my students done already similar to
  this?
• How might this apply to current or future content
  Im teaching?
• How could I introduce this tool to my students?

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Engaging Classroom Assessments

• Small Group Sessions

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Goal/Learning Target

• To articulate a deeper understanding of Engaging
  Classroom Assessments.

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Write-to-Learn

• KWL on ECAs

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Welcome Back

• Please sit in grade-level groups.

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Goal/Learning Target

• To create a plan for implementation of the
  Academic Reading Process ECA.

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Write-to-Learn

• Individually, write 5 things you remember about
  ECAs from the morning session.
• Share list with table.
• Narrow table list to 5 most important remembered
  things about ECAs.

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ECA

• Identify content to serve a need
• To lay a foundation or inspire interest
• Theme-based
• Cross-curricular
• Identify end product goal
• Presentation
• Written product
• Research- for paper, presentation, background
  knowledge

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Write-to-Learn

• Brainstorm in your grade-level group where the
  ARP ECA could fit using current content.
• Individually, fill out Where can I use this?
  sheet.

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Do-it-yourself-ECA

• Use Where can I use this sheet and knowledge of
  ARP to begin planning a larger ECA that
  incorporates the ARP.
• Resources
• Wiki- go to LLC Resources for templates
• LLC link off SPPS curriculum site has ECAs from
  other departments

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Your exit ticketMore, Less, Just Right

• Large group session- more of, less of, just right
• ARP session- more of, less of, just right
• ARP ECA session- more of, less of, just right
• Do it yourself ECA session- more of, less of,
  just right