Literacy in Action

Module 2 Text Comprehension Literacy in Action

Objectives Protocol for reviewing and analyzing Writing Tracker data Content-Area Text Comprehension Strategies Close & Critical Reading Question 1 Close & Critical Reading Question 2 Implementation of Content-Area Text Comprehension Strategies

Writing Tracker Analysis How many students met the writing fluency criterion during the writings? 125 wpm for 5 minutes (middle school) 150 wpm for 5 minutes (high school) How many students did not meet the criterion? When did they write the most? …the least? What were the stumbling blocks? How did you motivate non-writers?

Reviewing the Student Writings During the next ten minutes read some of the writings from each of the folders. • How are the writings from the three folders alike and different? Examples: • Number of words • Legibility • Use of vocabulary (general academic or domain-specific) • Content area knowledge • What will you do to help students move to the next level?

Goals and Action • Teacher Goals for upcoming writes: • What kind of prompts? • What accommodations must be made? • How can I differentiate? • Student Goals for upcoming writes: • Number of words? • Domain-specific vocabulary? • Legibility? • Content-related topics?

Text Comprehension Participants will learn how to use Guided Highlighted Reading for three purposes. Answer multiple-choice questions Write summaries with evidence Analyze the craft of the text

Your turn • At your table talk about strategies, activities, and protocols you use to help your students comprehend text. • Share

What is Reading Text Comprehension? Reading is the process of constructing meaning through the dynamic interaction among the reader's existing knowledge, the information suggested by the written language, and the context of the reading situation. Michigan’s definition of reading, 1984

Definition Explanation The reader’s background knowledge The text and how it is constructed The purpose for reading

Common Core Anchor Standards for Reading Key Ideas and Details 1. 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. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Common Core Anchor Standards for Reading Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g.,a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.

Common Core Anchor Standards for Reading Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. Module 4 Close & Critical Reading

Four Essential Questions In Close & Critical Reading • What does the text say? • How does the author say it? • What does it mean? • So what? What’s the connection to me?

Sequence for Guided Highlighted Reading Question 1: What does the text say?

Hands-On! Guided Highlighted Reading for Question #1: What does the text say? Words We Live By – Linda Monk

Multiple-Choice Test • Answer the questions • How did the Guided Highlighted Reading help you answer the questions? • Tally your score

Tally your score and record your success

Summary Writing Write a summary of Words We Live By. How did the Guided Highlighted Reading help you write your summary?

Summary Writing Use the scoring rubric to grade your summary. Tally your score.

Tally your score and record your success

Additional Summary Activities Discuss ways to support students for success in question # 1: What does the text say?

Four Essential Questions In Close & Critical Reading • What does the text say? • How does the author say it? • What does it mean? • So what? What’s the connection to me?

Sequence for Guided Highlighted Reading Question 2: How does the author say it?

Hands-On! Guided Highlighted Reading for Question #2: How does the author say it? Words We Live By – Linda Monk

Hands On! Compare author’s craft elements of Words We Live By to “Drugs + the Brain.” Discuss structures and informational text features important to “Drugs + the Brain.” Mining the Text for Question #2: How does the author say it?

Hands-On! Mining the Text for Question #2: How does the author say it? Using the information from the guided highlighting and “Mining Informational Text” for Author’s Craft, write a craft analysis for one of these passages. Score using the rubric.

Scoring Rubric for Craft

Diminishing the GHR Scaffold • 1. Read students the prompts, have them highlight the response, show them the correct • responses on an ELMO or overhead projector, or have them check with peers. 2. Tell the students how many prompted responses there will be in the first paragraph and let them underline what they think will be prompted, and then read the prompts. Go through the passage paragraph by paragraph. 3. Tell the students how many prompted responses in the entire passage and they determine what would be prompted. When they are finished, read the prompts and have them check their responses. Discuss differences. 4. Have students work in partners to determine what is important to the particular task: vocabulary, multiple- choice questions, summary or craft. 5. Students work alone to determine the correct information.

Your turn…Preparing Guided Highlighted Prompts for Multiple Choice Questions With your content-area group: Choose an article. Read the passage. Read and answer the multiple-choice questions.

Your turn…Preparing Guided Highlighted Prompts for Multiple Choice Questions If you are asking students to read to answer multiple-choice questions, analyze the questions to determine how you can prompt students to find the answers to the questions. Prepare prompts that will scaffold students to be able to identify and analyze the following: • main ideas • supporting details, examples, facts, claims, arguments, evidence • organization and genre • author’s craft • vocabulary important to the understanding of the text • theme/central idea/purpose From Guided Highlighted Reading: A Close-reading Strategy for Navigating Complex Text. Weber, Nelson, & Schofield . Maupin House: 2012.

Your turn…Preparing for Guided Highlighted PromptsMultiple Choice Questions In your content area groups • Select two or three questions from your article • Write prompts that will help students select the correct choice (answer) for the question. • Share with your colleagues In line #_ find and highlight…

Your Turn… Preparing Guided Highlighted Prompts for Summary with Evidence If you are reading for summary write a short summary to help you frame the prompts. Prepare prompts that will scaffold students to be able to: • restate in their own words what the text says explicitly. • make logical inferences. • cite specific textual evidence to support conclusions drawn from the text. • determine central ideas. • summarize the key supporting details and ideas. (Common Core Reading Anchor Standards #1, #2, and #3) From Guided Highlighted Reading: A Close-reading Strategy for Navigating Complex Text Weber, Nelson, & Schofield. Maupin House, 2012

Your turn…Preparing for Guided Highlighted Promptsfor Summary with Evidence In your content area groups • Review the summary for your content-area text. • Practice writing one or two prompts to alert students to the pertinent information in the text necessary to write a summary. • Share with your colleagues. In line #_ find and highlight…

Your Turn…Preparing Guided Highlighted Prompts for Author’s Craft When preparing for author’s craft, first analyze the text for elements of craft including genre, organization, text features, point of view, mood, tone, figures of speech, and writing techniques like word choice. Use the information gained in your analysis to write a paragraph answering the question, “How does the author say it?” to help you frame the craft prompts. Prepare prompts that will scaffold students to be able to: • analyze how and why individuals, events, and ideas develop and interact over the course of a text. • interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. • analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. • assess how point of view or purpose shapes the content and style of a text. (Common Core Reading Anchor Standards #3, #4, #5 and #6) From Guided Highlighted Reading: A Close-reading Strategy for Navigating Complex Text Weber, Nelson, & Schofield . Maupin House, 2012

Your Turn…Preparing Guided Highlighted Prompts for Author’s Craft In your content area groups Use the craft and structure charts to review the analysis of your content-area text. Determine how you can prompt students to identify one or two purpose, craft and/or structure examples. Practice writing one or two prompts. Share with your colleagues. In line #_ find and highlight…

Four Essential Questions In Close & Critical Reading Module 4 Close & Critical Reading • What does the text say? • How does the author say it? • What does it mean? • So what? What’s the connection to me?

Instruction/Scaffolding for Text Comprehension and Assessment First • Students respond to the prompts for multiple-choice questions and summary. • Students answer the multiple-choice questions. • Tally the data. Next • Students write a summary to answer the question, “What does the text say?” • Students assess their summaries with the scoring rubric. • Tally the data. Last • Students respond to the prompts for craft. • Students write a craft analysis of the text answering the question, “How does the author write it?” Students may use the mining chart as well. • Score the analysis with the scoring rubric. • Tally the data.

Chart of Evidence of Text Comprehension Success

Your Evidence for Credit Bring the following to the next session: • The text you used for instruction and assessment. • The GHR prompts for • multiple-choice (4 prompts) • summary(4 prompts) • craft (4 prompts) • 3 Student samples: low, middle, high Be prepared to share with your colleagues.

Thanks for your professionalism. Good luck with your project! We will see you at the next session which is Module 3 – Vocabulary.

Literacy in Action