Literacy in the Content Area - Teacher's Manual (Sample)

The Literacy First Framework Teaching, Learning and Leading for Academic Achievement

Literacy in the Content Area

A Nationally Proven Instructional Framework for

Teacher’s Manual

Teachers Grade 6-12

SAMPLE

This document is for demonstration purposes only

Catapult Learning™

6-12

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Literacy First

S P M A

Overview of Effective Instruction E L

developed and presented by Catapult Learning, LLC

Literacy First

Table of Contents

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Overview of Effective Instruction 1

Lesson 1: Overview of Participant Notebook

3

Lesson 2: States of Mind

5

Lesson 3: Effective Instruction for Content Reading and Disciplinary Literacy

13

Lesson 4: Urgency of Time

15

Lesson 5: Academic Learning Time (ALT)

21

Lesson 6: Turn and Talk – Part 1, Setting the Stage

23

Lesson 7: Turn and Talk – Part 2 Increasing the Rigor

27

Lesson 8: Identifying Student Success

29

Lesson 9: Anatomy of a Lesson (AOL)

35

Lesson 10: Gradual Release of Responsibility

37

Lesson 11: The Brain and Learning: A Connection to ALT and AOL

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lesson

5

Academic Learning Time (ALT) ObjECtivE

Participants will observe and record examples of student behavior that indicate the presence of Academic Learning Time.

ACtivAtE, AssEss, & Discuss with a partner the following question: When teaching a AugmEnt RElEvAnt lesson, what behaviors indicate that students are learning?

KnOwlEdgE CRitiCAl 1 AttRibutEs

Students know and understand the lesson objective.

2

Students actively manipulate content in relation to lesson objective.

3

During this active manipulation, students are experiencing a 75–95% success rate.

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Because of the time allocated for actual teaching in a school day, teachers must utilize time efficiently by ensuring Academic Learning Time is always present.

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idEntifying ntifying Use the Academic Learning Time ISS Form to list examples of studEnt suCCEss CCE ss student behaviors that indicate the presence or absence of ALT in CCEss your classroom.

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Active involvement is vital to the formation of new neural connections in the brain. It is required to grow connections in the brain; it is not enough to just sit and watch something happen. (Diamond 2000)

Overview of Effective Instruction

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Literacy First

lesson

9

Anatomy of a Lesson (AOL) ObjECtivE

Participants will identify the components and sequence of Anatomy of a Lesson and develop a lesson using the sequence.

ACtivAtE, AssEss, & If you want to plan lessons to ensure Academic Learning Time, AugmEnt RElEvAnt what are the essential components for every lesson? What are KnOwlEdgE synonymous terms for Zone of Proximal Development?

CRitiCAl 1 AttRibutEs

The Zone of Proximal Development (ZPD) is that which the student can do with a little assistance from the teacher or another student. Synonymous terms are a use but confuse;

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b correct level of instruction; and c acquainted but unknown.

2

When students are taught in their ZPD, they are more likely to

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a successfully accomplish the objective; b stay on task;

c accelerate learning; and d have fun learning;

and are less likely to be

e a discipline problem;

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f

disrespectful; or

g apathetic or unmotivated.

3

The potential for ALT is significantly increased as a result of teacher planning using the Anatomy of a Lesson format.

Components of Anatomy of a Lesson 1

Activate, Assess, and Augment Relevant Knowledge (ARK) a ARK represents approximately 20% of the lesson. b It determines each student’s Zone of Proximal Development so teachers can ensure students will have a 75–95% success rate when they begin to manipulate content. c Here the student’s brain is caused to begin to work in the pattern necessary for the activity.

Overview of Effective Instruction

29

Literacy First d Students are helped to understand the lesson objective. e An emotional hook for the objective is created. Learning attached to emotion is most likely to be encoded into longterm memory. f

2

This may include: making connections between new content and what students already know; providing new information to help create context and fill knowledge gaps; introducing critical vocabulary; asking students to raise questions and make predictions.

Student Active Participation (SAP) a SAP and TIP combined represent approximately 65% of the lesson: 45% SAP, 20% TIP. b This is where new learning occurs. c Teachers should expect students to make some errors during this time. However, students should have a 75–95% success rate during SAP.

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d Three senses contribute most to building a knowledge base.

They are sight, touch, and hearing. SAP should incorporate activities that involve the use of these senses, i.e., sorting activities, graphic organizers, and guided discussion. e Reading, clarifying, summarizing, predicting, and questioning are examples of mental manipulation of content. All of these are best done in paired discussions.

M A S f

3

Students should be expected to give support for or explain the process they used to obtain the answer (metacognition).

Teacher Input (TIP)

a SAP and TIP combined represent approximately 65% of the lesson: 45% SAP, 20% TIP.

c The teacher must know the critical attributes of the objecive for TIP to be effective.

Important note: SAP and TIP do not need to be separated into two distinct parts. It may be more productive for them to be integrated.

4

Identify Student Success (ISS) and Evidence of Learning/Success a ISS is approximately 15% of the lesson. b ISS is a final check by the teacher to determine what the students have learned during the lesson. c ISS is often done in pairs.

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Overview of Effective Instruction

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b The teacher provides enough information and modeling behavior to enable students to begin to manipulate the content. Do not overload students with too much information.

Literacy First d ISS occurs when students repeat what they have learned by doing things such as i

stating the lesson objective;

ii describing an observed pattern; and iii explaining a process used. e Time for reflection is an important consideration for the brain. f

ISS helps cement learning.

g ISS facilitates student pride in learning; students realize they have mastered the lesson objectives.

5

Monitor and Adjust a Monitor and Adjust is integrated throughout the entire lesson. b The teacher compares expected academic performance to the actual performance during the lesson.

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c The teacher reinforces acceptable performance or reteaches in another way.

idEntifying List the components of Anatomy of a Lesson in sequence. studEnt suCCEss

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Which ones are currently part of your lesson planning?

Overview of Effective Instruction

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Literacy First

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Vocabulary Development FOR

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GRADES 6–12

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Literacy First

Table of Contents

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Vocabulary Development 1

Components of Effective Instruction

3

Lesson 1: Rationale for Vocabulary Instruction— Connection to the CCSS

7

Lesson 2: Effective Vocabulary Principles

9

Lesson 3: Three Tiers

Lesson 4: Tier 2 Instruction

25

Lesson 5: Connotation—Shades of Meaning

27

Lesson 6: Problems with Definitions

M A S Vocabulary Development

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Lesson 7: Steps 1, 2, 3 in Marzano’s Six Steps for Explicit Instruction of Tier 3 Words

33

Lesson 8: Steps 4, 5, 6 in Marzano’s Six Steps for Explicit Instruction of Tier 3 Words

35

Lesson 9: Walls that Teach

41

Lesson 10: Context Clues

47

Lesson 11: Roots, Affixes

55

Lesson 12: Monitored Independent Reading Practice (MIRP)

61

Lesson 13: Assessment

65

References

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lesson

1

Rationale for Vocabulary Development ObjECtivE

Participants will recognize the level of language students will be expected to read and use in meeting the CCSS. Critical Attributes of Vocabulary in CCSS: • Dense Vocabulary in Complex Text • Need for Vocabulary Skills • Tier 3 Emphasis • Evaluate Shades of Meaning

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• Understand multiple meanings

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With the aurora borealis flaming coldly overhead, or the stars leaping in the frost dance, and the land numb and frozen under its pall of snow, this song of the huskies might have been the defiance of life, only it was pitched in minor key, with long-drawn wailings and half-sobs, and was more the pleading of life, the articulate travail of existence. It was an old song, old as the breed itself—one of the first songs of the younger world in a day when songs were sad. It was invested with the woe of unnumbered generations, this plaint by which Buck was so strangely stirred. When he moaned and sobbed, it was with the pain of living that was of old the pain of his wild fathers, and the fear and mystery of the cold and dark that was to them fear and mystery. And that he should be stirred by it marked the completeness with which he harked back through the ages of fire and roof to the raw beginnings of life in the howling ages.

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From The Call of the Wild, by Jack London (8th grade exemplar for complex text) ACtivAtE, AssEss, & Please read the excerpt of complex text and identify some AugmEnt RElEvAnt vocabulary that you think your students might struggle with that KnOwlEdgE would inhibit their comprehension of this text? Discuss with a person sitting near you.

Vocabulary Development

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Literacy First Next, look at this example of student writing and identify some vocabulary that you think your students might not have used in this essay. Share with the person next to you.

Wright’s pride prompts him to make principled decisions and carry out actions that illustrate his morality and inherent beliefs. Wright refuses to neglect his values and chooses right over wrong even when he recognizes that failure to adhere to what is expected of him will ultimately result in negative and often violent consequences. When he receives the title of valedictorian and refuses to read the speech prepared for him by his principal, choosing instead to present his own speech in spite of the threat of being held back, Wright’s pride is demonstrated. Although he comprehends the consequences and the gravity of his decision, Wright refuses to compromise his beliefs: “I know that I’m not educated, professor . . . But the people are coming to hear the students, and I won’t make a speech that you’ve written” (174). Though urged by his family members and his classmates to avoid conflict and to comply with the principal’s demand, Wright refuses because he does not believe it is the morally correct thing to do. Even though his pride is negatively perceived by his peers and relatives as the source of defiance, they fail to realize that his pride is a positive factor that gives him the self confidence to believe in himself and his decisions.

Wright’s refusal to acquiesce to his family’s ardent religious values is another illustration of his pride. Wright is urged by his family and friends to believe in God and partake in their daily religious routines; however, he is undecided about his belief in God and refuses to participate in practicing his family’s religion because “[His] faith, such as it was, was welded to the common realities of life, anchored in the sensations of [his] body and what [his] mind could grasp, and nothing could ever shake this faith, and surely not [his] fear of an invisible power” (115). He cannot put his confidence into something unseen and remains unwavering in his belief. Pride allows Wright to flee from the oppressive boundaries of expectations and to escape to the literary world.

Sample, 11th grade Informative/Explanatory writing exemplar

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Vocabulary Development

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Literacy First With a partner or at your table, discuss and jot down a response to the following questions:

1. How do these examples inform us on the level of language usage students are expected to have with the Common Core Standards?

2. Where are your current students in this regard?

3. What is your role in getting them to the expectations of the CCSS (read the CCSS that reference vocabulary on the next page)?

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need to get them to this level?

4. What tools will you need to get them to this level?

M A S

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idEntifying d Entifying dE ntifying Turn to a partner and discuss briefly what you recognize about the studEnt nt su s suCCEss uCCE CCEss ss level of language students will be expected to read and use.

Vocabulary Development

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4

Tier 2 Vocabulary ObjECtivEs

Participants will analyze the critical attributes for instruction of Tier Two Vocabulary in order to select, introduce and extend understanding of the words.

ACtivAtE, AssEss, & Consider that language is learned and developed through receptive AugmEnt RElEvAnt (reading and listening) and expressive (writing and speaking) KnOwlEdgE means. What types of activities would extend a students’ expressive use of vocabulary?

CRitiCAl 1 AttRibutEs

Word learning is incremental. Word meanings are learned gradually, and deeper meanings are internalized through successive encounters in a variety of contexts and through active engagement with the words.

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Levels of word knowledge: UNKNOWN

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ACqUAINTED A AC Cq qUAINTED UAINTED

ESTABLISHED

2

Having no knowledge or use of the word in receptive or expressive vocabulary.

General sense, such as knowing mendacious has a negative connotation Having knowledge of a word but not being able to recall it readily enough to use it in appropriate situations.

Narrow, context-bound, such as knowing that a radiant bride is a beautifully smiling bride, but unable to describe an individual in a different context as radiant.

Rich, decontextualized knowledge of a word’s meaning, its relationship to other words, and its extension to metaphorical uses, such as understanding what someone is doing when they are devouring a book.

(Beck, McKeown, & Omanson, 1987)

The Criteria for selecting Tier Two words includes; • Importance and Utility — The word is central to understanding the text. Students are likely to see this word frequently • Conceptual Understanding — The word is a more mature or precise label for concepts already known to students

Vocabulary Development

13

Literacy First • Instructional Potential — The word can be worked with in a variety of ways so that students can build deep knowledge of them and of their connections to other words and concepts.

3

There are three steps to use in introducing Tier Two words: a Model student friendly explanations for the word rather than dictionary definitions. In the explanation use the word you, someone or something. For example, If something is feasible then…. ; If someone is belligerent to you then… b Use the word in in sentences with several contextual differences. His friends thought Bob was irritated with them when his mood became more belligerent. North Korea’s belligerent attitude towards other countries is unquestionable with the testing of more nuclear weapons. c Use prompts that would cause students to make personal connections with the word. What has caused you to have a belligerent mood? What have you ever done to cause someone to act belligerently towards you?

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4

Students should record their understanding of the word in a vocabulary notebook along with a nonlinguistic representation.

Students can also include synonyms, sentences and other forms of the word.

5

The goal of explicit vocabulary instruction for Tier Two words is to expand and extend understanding through the use of related words, contextual use and examples. Oral and listening activities focus on multiple meanings and extensions of definitions. In order to develop deeper understanding and extend the words to students’ expressive vocabulary, teachers should:

M A S

• Engage students in activities to think about and use the words orally and in writing • Provide multiple encounters with the words in a variety of contexts over time

idEntifying Summarizing strategy 3-2-1 studEnt suCCEss

3 ways to extend understanding, 2 considerations when choosing words for instruction, 1 important idea to remember when introducing words.

14

Vocabulary Development

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• Periodically review words

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Literacy First

Comprehension Skills and Strategic E L P Reading Tools, M A SPart 1 developed and presented by Catapult Learning, LLC

Literacy First

Table of Contents Comprehension Skills 1

Lesson 1: Comprehension Skills Overview

3

Lesson 2: Comprehension—Summarizing

5

Lesson 3: Strategic Reading Tool: Basic Signal Words

9

Lesson 4: Strategic Reading Tools: Essential 7/Super 7, Story Impressions, and Vocabulary Prompts Lesson 5: Strategic Reading Tool: KWLE

17

Lesson 6: Strategic Reading Tool: Cornell Note-taking

21

Lesson 7: Teaching a Summarizing Lesson

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Lesson 8: Resource Activity Guide

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Comprehension Skills

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lesson

1

Comprehension Skills Overview ObjECtivE

Participants will clarify their definition of comprehension and differentiate between comprehension skills and strategic reading tools.

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ACtivAtE, AssEss, & Think-Pair-Share (Buehl, Classroom Strategies for Interactive AugmEnt RElEvAnt Learning, p. 88): “Consider your discipline. How would you define KnOwlEdgE comprehension AND what would it look like in your classroom?

CRitiCAl 1 AttRibutEs

Comprehension instruction emphasizes explicit modeling and support of fundamental comprehension processes: making connections to background knowledge, generating questions, creating visual and mental images, making inferences, determining importance, synthesizing, monitoring, and problem solving. (Buehl, Developing Readers in the Academic Disciplines, Disciplines p. 71)

2

The essential comprehension skills are retelling (Primary)/ paraphrasing (secondary), summarizing, predicting, questioning, and clarifying.

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3

Strategic reading tools facilitate a student’s comprehension.

4

Metacognitive processes are essential for students to be consciously competent “comprehenders.”

5

Explicit instruction of each comprehension skill and strategic reading tool is necessary.

6

Teachers must model the use of comprehension skills and strategic reading tools. The use of disciplinary complex text for Think-Alouds and scaffolding instruction is paramount.

idEntifying Sort the puzzle pieces according to comprehension skills and studEnt suCCEss strategic reading tools. Tell your table group a strategic reading tool you plan to use to teach a comprehension skill.

Comprehension Skills

1

Literacy First

Comprehension Skills

Comprehension skills

sTraTegiC reading Tools

Used to construct meaning

Used to facilitate comprehension

One purpose, a learned set of rules

Cognitive processes requiring decision making and critical thinking

• Retelling/Paraphrasing

• KWLE Chart

• Summarize

• Advanced Signal Words

• Predict

• Graphic Organizer

• Question

• Fix-Up Strategies

• Clarify

• Think- Aloud

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• Basic Signal Words Signal Words • QAR

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• Note-taking

Vocabulary Prompts • Vocabulary Prompts Story Impressions • Story Impressions

Essential 7/Super 7 • Essential

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2

Comprehension Skills

Literacy First

lesson

5

Strategic Reading Tool: KWLE k

W

l

e

what we think we KnOw

what we wAnt to find out

what we lEARnEd

the textual Evidence

• A fire in Chicago

• What caused the fire?

• 2/3 structures made of wood

• When did it happen?

• 1871

• “2/3 of all of these structures were made entirely of wood” p. 1 line 3.

• Destroyed the city • Happened a long time ago

• Did the whole city burn?

• Did the weather have anything to do with it?

• Did they rebuild it? it?

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• “Chicago in 1871 was ready to burn” p. 1 line 1

ObjECtivE ObjEC Obj ECtiv tivE E Participants will read an article and practice using KWLE chart to

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provide textual evidence to answer comprehension questions.

ACtivAtE,, AssE AssEss, Ass Ess, ss, & Have you ever used KWL chart in your classroom? Give examples of AugmEnt RElEvAnt nt RE R El lE Ev vA Ant nt the use of the KWL chart in a lesson. Discuss the effectiveness.

KnOwlEdgE O wl Owl CRitiCAl 1 AttRibutEs

2

KWLE is a strategic reading tool that can be used before, during, and after reading.

Four components: a What we think we Know b What we Want to know c What did we Learn d Textual Evidence of learning

idEntifying With your partner, identify the components of the KWLE chart and studEnt suCCEss how you would utilize it in a comprehension lesson.

Comprehension Skills

13

Literacy First ExtEnsiOn fOR wRiting COnduCt REsEARCh

How: How could we find out the answers to the questions we did not answer?

Fill in “E” side of KWLE Chart with findings.

14

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M A S

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Comprehension Skills

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Literacy First

Comprehension Skills and Strategic E L P Reading Tools, M A SPart 2 developed and presented by Catapult Learning, LLC

Literacy First

Table of Contents Comprehension Skills and Strategic Reading Tools, Part 2

1 Lesson 1: Comprehension Skill — Inferring

7 Lesson 2: Comprehension Skill — Predicting

23 Lesson 3: Strategic Reading Tool — Text Structures 43 Lesson 4: Strategic Reading Tool — QAR

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47 Lesson 5: Comprehension Skill — Clarifying 53 Lesson 6: Strategic Reading Tool — Fix-Up Strategies

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61 References for Inferring and Predicting

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Comprehension Skills and Strategic Reading Tools, Part 2

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lesson

1

Comprehension Skill: Inferring ObjECtivE

Participants will analyze the critical attributes for teaching the comprehension skill of inferring.

ACtivAtE, AssEss, & Read the following sentences. Highlight each place in the text where AugmEnt RElEvAnt you make an inference. Explain your inferences to a partner.

KnOwlEdgE It seemed that the pitch had barely left the southpaw’s hand when the ballpark resounded with a loud thwack. Morgan dropped his head in dejection as Ramirez began to trot the bases.

CRitiCAl 1 AttRibutEs

2

CCSS ELA — Literacy Reading Anchor Standard 1 states the students will, “Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.”

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Inferring is a powerful cognitive process skill for students to use and develop in all content areas. In the book Strategies that Work, Harvery and Goudis state that “inferring is the bedrock of Work, comprehension not only in reading but in many realms.”

M A S

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•• Inferring Inferring is not only a reading skill, but a natural thinking process that individuals use to pose and solve problems.

Specifically, individuals continually create and evaluate hypotheses/assumptions to refine their thinking and to solve problems.

•• Inferring Inferring is also an integral part of the reading process.

Inferring requires that readers do more than just read words in the text. Readers must be active, curious, use background knowledge, and text clues to make sense of the text. “Readers must understand seen and unseen text.” (Tovani, 2000),

3

Inference is not uninformed guessing. The distinction is important. Guessing does not necessarily require supporting textual evidence, but inferencing does. It requires that “readers merge their background knowledge with clues in the text to come up with an idea that isn’t written down in the text…

Reasonable inferences are tied to the text.” (Harvey and Goudis, 2007)

4

Skilled readers use inferring to: • Draw conclusions from text • Make predictions • Interpret the meaning of language (figurative, idiomatic and metaphoric)

Comprehension Skills and Strategic Reading Tools, Part 2

1

Literacy First • Figure out the meaning of unknown words using context clues • Figure out the grammatical function of an unknown word • Determine the author’s purpose • Create interpretations • Determine main ideas and themes • Recognize author’s bias.

• Identify character traits • Evaluate what they read • Visualize • Answer questions 5

The skill of inferring is an important tool in critical thinking and in argumentative writing.

• To think critically students must 3 form logical inferences

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3 analyze assumptions, opinions and beliefs and weigh them against facts.

3 Look for evidence to support opinions and beliefs • To To build logical arguments students must:

M A S 3 gather information

3 interpret what it means

3 evaluate its relevance and strength

3 Use it to shape someone else’s thoughts.

6

Inferring is a complex skill that can be taught through explicit instruction with inferential strategies.

3 Using an Inferring Graphic Organizer or the It Says, I Say, and So strategy to make connections between evidence in the text and prior knowledge 3 Modeling inferential thinking through think-alouds 3 Teaching student to annotate or mark text to show their inferential thinking 3 Using editorial and historical cartoons 3 Using pictures and text features to gain meaning and infer.

3 Interpreting mood from music 3 Developing and evaluating inferences based on data in mathematics

2

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•• A A variety of strategies and activities in each content area can be used to develop the skill of inferring. Examples include:

Literacy First 3 Using inferential reasoning in science to answer questions based on evidence gathered through observations and form information already discovered about a topic.

3 Using advertisements

idEntifying Complete the following sentence: studEnt suCCEss

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Inferring is an important skill which must be explicitly taught because...

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Comprehension Skills and Strategic Reading Tools, Part 2

3

Literacy First

Making Inferences

Clues from Text

My Prior Knowledge

Inference

4

Comprehension Skills and Strategic Reading Tools, Part 2

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Literacy First

It Says...I Say... And So tARgEt sKills Making inferences, drawing conclusions PROCEss

1

Introduce the strategy by using a picture or a short piece of familiar text.

2

Provide students with a question/questions requiring inferential thinking.

3

Model the use of the chart with students.

4

Have students evaluate their reasoning processes. It is helpful to have students discuss their responses in small groups.

INFERENCE CHART

QUESTION

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Read the question.

IT SAYS

M A S Find information from the text to help you answer the question.

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Consider what you know about the information.

Use your prior knowledge,

Comprehension Skills and Strategic Reading Tools, Part 2

AND SO Put together the information from the text with what you know, then answer the question.

5

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It Says...I Say... And So DIRECTIONS FOR COMPLETING THE CHART

QUESTION Read the question.

QUESTION

IT SAYS Find information from the text to help you answer the question.

IT SAYS

I SAY Consider what you know about the information.

Use your prior knowledge,

AND SO

Comprehension Skills and Strategic Reading Tools, Part 2

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6

Put together the information from the text with what you know, then answer the question.

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I SAY

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AND SO

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lesson

5

Comprehension Skill: Clarifying ObjECtivE

Participants will analyze the critical attributes and strategies of the comprehension skill of clarifying.

ACtivAtE, AssEss, & When comprehension breaks down while you are reading AugmEnt RElEvAnt complex text due to unfamiliar vocabulary, unfamiliar ideas KnOwlEdgE and/or complex concepts, what do you do? Share a strategy with your partner/group.

CRitiCAl 1 AttRibutEs

Readers must be explicitly taught to develop strategies for clarifying complex text and concepts rather than skipping over them.

2

When clarifying the reader monitors his/her thinking in order to ensure meaning is being constructed.

3

To clarify, one must categorize the information into

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a What makes sense or is understood

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b What does not make sense

4

The information that does not make sense can be divided into two categories: a Information with which the reader can make a connection between text and his life, his knowledge of the world or another text. b Information with which the reader can make no connection.

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5

Use the following strategies to clarify text: a Reread, reread, reread b Adjust reading rate c Read ahead for evidence of context clues (commas, antonyms, synonyms) d Look for little words in big words e Study word parts such as roots, prefixes and suffixes.

idEntifying Identify the strategies a reader might use for clarifying studEnt suCCEss complex text.

Comprehension Skills and Strategic Reading Tools, Part 2

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Literacy First

Anatomy of a Lesson — Clarifying ObjECtivE

Participants will develop familiarity with the critical attributes and strategies of the comprehension skill of clarifying. Readers must be explicitly taught to develop strategies for clarifying complex text and concepts in order to become proficient, independent readers.

ACtivAtE, AssEss, & When you are reading complex text and come to a phrase, word or AugmEnt RElEvAnt idea you do not understand, what do you do? Share your strategy KnOwlEdgE for clarifying text. sAP/tiP

ME:

“In the first sentence, I need to clarify what improbably means. I know im- means not and probable reminds me of the word probably. I then can deduce that an improbable idea might be one that is probably not true. So am I to conclude that America as an idea is not true?” I need to read on to see how the author justifies this statement.

WE:

“The second sentence contains three words I need to clarify in order to understand the author’s message: mongrel, disparate and notion. Using the context, I know the passage refers to parts that are unlike one another and that notion is referring to an idea. The word mongrel is usually used when referring to dog that are not pure-bred. So I can conclude the author is describing America’s population of people with varying backgrounds. The title “A Quilt of a Country” is now making sense to me.

TWO:

“With a partner, read through the rest of the paragraph stopping to clarify terms and concepts that might be unfamiliar to your students. Discuss how you would proceed through the passage with your students in order to make meaning of the text.”

YOU:

Discuss how you will use the clarifying strategy with text you currently use in your classroom.

idEntifying Given the increased demand of the CCSS, make a list of some studEnt suCCEss “tools” or other means of support you might provide your students so they can independently use the clarifying strategy in their reading.

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Comprehension Skills and Strategic Reading Tools, Part 2

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Literacy First

Strategies for Complex Text

M A S E L P

developed and presented by Catapult Learning, LLC

Literacy First

Table of Contents Strategies for Complex Text

1 Lesson 1: Complex Text

7 Lesson 2: Rigor

23 Lesson 3: Close Reading 43 Lesson 4: Comprehension Skill: Questioning 47 Lesson 5: Annotating Text

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53 Lesson 6: Text Features

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60 Work Habits Rubric

M A S Strategies for Complex Text

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Literacy First

lesson

1

Complex Text ObjECtivE

Participants will be able to: 1

Analyze and identify research to support complex text and tasks as prescribed in the Common Core State Standards (CCSS).

2

Apply knowledge of the CCSS dimensions of text complexity.

3

Identify classroom “look- fors” when observing the use of complex text, complex tasks, and the use of scaffolding strategies.

ACtivAtE, AssEss, & What texts do your students use in your content area classes?

AugmEnt RElEvAnt How are they used?

KnOwlEdgE CRitiCAl 1 AttRibutEs

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One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school.

At the end of grade 12, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers.

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3 Performance 3 Performance on complex texts is the clearest differentiator in on complex reading between students who are likely to be ready for college reading between and those and those who are not. This is true for genders, all racial/ethnic groups, and all annual family income levels.

ACT Reading Between the Lines 4

Text complexity can be measured and made a regular part of instruction. It introduces a three-part model that blends qualitative and quantitative measures of text complexity with reader and task considerations.

5

“Complex text is typified by a combination of longer sentences, a higher proportion of less-frequent words, and a greater number and variety of words with multiple meanings.”

PARCC Model Content Frameworks

6

The six instructional shifts for CCSS are: a Increase the amount of informational text used in ELA b Make literacy a priority in the content areas c Use more grade-level complex text

Strategies for Complex Text

1

Literacy First d Increase the amount and rigor of your questions by using text-dependent questions e Require more evidence-based writing, in all three text types f 7

Pay more instructional attention to academic vocabulary

Complex texts: • Contain more implicit meaning and use unconventional structures. Literary texts make use of flashbacks, flashforwards, and/or multiple points of view. Informational texts may incorporate complex graphics and/or deviate from the traditional conventions and norms for that type of writing.

• Use figurative language, ambiguity, archaic or unfamiliar language (academic or domain specific).

• Assume the reader has life experience (cultural, literary and content knowledge) that will contribute to his/her understanding of the information in the text.

• Have literal meaning that is intentionally at odds with the underlying meaning. The purpose of informational texts may be implicit, hidden or obscure.

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Students who are not reading at grade level should have access to complex texts with appropriate scaffolding and support.

Even many students who are reading at grade level may need scaffolding as they master higher levels within the text complexity band.

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idEntifying ntifying How will the Common Core Reading Standards Impact your studEnt suCCEss CCEss CCE ss decisions on text?

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2

Strategies for Complex Text

Literacy First

lesson

2

Academic Rigor for Complex Instruction and Learning ObjECtivE

Participants will assess their current understanding of rigor in the classroom. Participants will develop a set of best practices for promoting academic excellence for rigorous instruction.

ACtivAtE, AssEss, & What is your definition of rigor? What does it look and sound like in AugmEnt RElEvAnt your classroom?

KnOwlEdgE CRitiCAl 1 AttRibutEs

2

Rigor (n). An expectation that requires students to apply deeper levels of thinking and new learning to other disciplines and to predictable and unpredictable real-world situations.

International Center for Leadership in Education Rigor/Relevance

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Academic rigor can be defined as the set of standards we set for our students and the expectations we have for our students and ourselves.

Rigor is much more than assuring that the course content is of sufficient difficulty to differentiate it from K-12 level work. Rigor supports instruction and learning which will meet all standards.

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“Rigor is creating an environment in which each student is “Rigor is creating an environment expected to learn at high levels, each student is supported so he expected to learn or she can or she can learn at high levels, and each student demonstrates learning at high levels.” learning (Blackburn, 2008)

“Rigor is more than what you teach, it’s how you teach and how students show you they understand.”

4

Essential components of rigor in the classroom: Use complex Text including; • Content acquisition • Critical thinking • Relevance • Integration • Application of concepts • Long term retention • Responsibility

Strategies for Complex Text

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Literacy First 5

Rigorous instruction for students includes: • Writing: journals, varied levels of writing, writing across the curriculum, etc.

• Oral communication: turn and talk, summary presentations, role playing • Reading/comprehension: reading and analyzing — ie. in-class discussion, summaries, etc) • Collaborative group projects • Problem-solving: partner and small group • Research: quantitative and qualitative data collection, analysis, data report, and literature review • Socratic method/interactive discussion • Knowing your students: contact, interaction, praise, showing interest, meeting w/students • Balanced diversity of methods

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Specific Strategies to Increase Rigor:

a Raise the Level of Content by increasing depth of understanding b Increase complexity of assignments

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c Give Appropriate Support and Guidance

d Increase the use of open ended tasks and assignments

e Incorporate text ambiguity — opportunity for multiple meanings f

Raise Expectations

g Increase student metacognition — “don’t connect all the dots”.

8

Strategies for Complex Text

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idEntifying ntifying How will your instruction become more rigorous? studEnt suCCEss