Fostering Discussion Before, During, and After Guided Reading Groups

1. Fostering Discussion Before, During, and After Guided Reading Groups EDC423 Dr. Julie Coiro

2. Agenda • Two Booktalks • Clarify answers to your questions from video • Review QAR examples • Link to lesson examples from ReadWriteThink • Fostering open-ended discussions and text-talks • Discussion Webs • From IRE to Text Talk Queries • NEXT CLASS: Literature Circles & Journals

3. Discussing Questions from the Video: Whats, Hows, & Whens of Guided Reading • Balanced Literacy >> Comprehensive Literacy (no perfect balance) • Authentic Literacy (real purposes for reading and writing) • Handouts for Scheduling: Literacy Block; A typical morning; Weekly schedule; Lesson Plan format; Prompts for Guided Reading; Examples of teacher modeling and student application of strategies

4. Authentic Literacy

5. Discussing and Responding to Realistic Fiction In class and Activity #7 • During Reading Instruction • QAR, Discussion Webs and Text Talk Queries (Guided Conversations) • Post Reading Instruction • Literature Circles: a structure for talking about a book with peers • Literature Response Journals: a space to freely express personal responses to a book Hmwk, Next Class, Act #8 Next Book

6. Where do these responses fit into a Metacognitive Reading Framework? • T • D_______ • N_______ • C_______ • Refine (small groups) • Let strategy use gel • Self-Assessment QAR (Four Levels) Text Talk (Guided Conversations) Discussion Webs; Literature Circles; Literature Response Journals

7. QAR Examples from Hollis Woods (page 18-20) • Right There: What had Hollis eaten for breakfast that morning? P. 19 • Think & Search: What caused Hollis to have a blister on her thumb? P. 18 • Author & You: Why did the author make Josie pretend not to notice Hollis? P. 19 • On Your Own: At this point in the story, would you have liked to live with Josie? Why/why not? • Link to ReadWriteThink Lesson Ideas

8. Developing Higher-Level and Open-Ended Questions for Guided Reading Discussion • Discussion Webs • Avoid the tendency to dominate conversation by giving students a voice • Students think individually and then meet with partner to work toward consensus • 1. Prepare students for the reading • 2. After reading, pose a key question and students discuss pros and cons with supportive evidence • 3. Student pairs meet with another pair, discuss further, and come to consensus

9. Discussion Webs See Alvermann 1991 Reading Teacher article on our wikispace

10. Discussion Webs

11. Discussion Web Consensus Summary

12. Discussion Web Ideas for Pictures of Hollis Woods? • Should Hollis stay with Josie? • Can you think of other questions you might use as part of your lesson plan? (for students to complete as one of their response activities)

13. Text Talk Queries (Guided Conversations) • Purpose: Move beyond IRE (Initiate > Respond > Evaluate) to help students construct deep meaning through explanation and discussion (rather than quizzing about details and getting one word answers) • QUESTIONS • Assess student comprehension after the fact • Focus on teacher-to-student interactions (individuals responds and teacher evaluates) • QUERIES • Help students to develop meaning about big ideas during reading • Facilitate group discussion about author’s ideas and encourage student-to-student and student-to-teacher interactions

14. Text Talk Queries: How to Begin? • 1. Determine major understandings and possible confusions you anticipate students might have • 2. Segment the text at meaningful stopping points • 3. Develop open-ended QUERIES to encourage readers to understand the important ideas/themes and appreciate how the character/idea develops over time • Initial Query: What’s going on here? • Follow-up: What does that tell us? What do you think about that? How does that connect with …? • Other types of queries (see your handout) • Initial Queries -- Follow-up Queries -- Narrative Queries

15. Text Talk Queries: How to Begin? • What to focus on? • Engaging with Big Ideas – underlying messages and author’s craft • Anticipating and supporting Possible Confusions – goal is deeper meaning, but may need to use “training wheels” and decrease/increase question levels to support students • Foster dialogue beyond one word answers • ** Don’t decrease your expectations – instead, increase your support!!

16. Use Elements of Quality Realistic Fiction to Guide Your Instruction • Characteristics: • A good story that engages readers to care about the outcome • ** Character development forms an integral part of the story • Involve a challenging situation requiring problem solving or reflection • Readers left with optimistic message that problems can be overcome and people have control over their lives • Keep in mind as you read and reflect on Hollis Woods

17. Developing Text Talk Queries for Hollis Woods • If you don’t have a teacher’s guide… • What framework is useful for structuring key ideas in most narratives? • What are some of the author’s underlying messages/themes in Hollis Woods?

18. Thematic Topics (Big Ideas) in Hollis Woods • Setting, characters, problem, and solutions • Belonging – Being needed and wanted • Family – Typical relationships in a family • Friendship – Friendship and loyalty • Abandonment – Anger, toughness, and determination • Truth – The moment of truth • Hope – Hopelessness in life and hope through art ** Can you determine the author’s underlying message about each, anticipate any possible confusions, and use author clues to help your students explore at least one of these messages in your lesson?

19. Developing Text Talk Queries – Trying It Out • Big Ideas…Belonging • Possible confusion…What would it be like to not have any family you could call your own? • Text Clues: Page 56: All week I’d had a pain in my chest. I was waiting to see what the mustard woman would do. School was all right – I made two A’s but had no friends. But if the mustard woman talked to Josie for more than five minutes she’d know about Josie. Strange how much I wanted to stay. Maybe it was because Josie needed me. I’d never been needed before. Or wanted? asked a voice in my head.The Old Man had wanted me, I told myself. So had Izzy, so had Steven. Then why?

20. Text Talk Queries Deeper understanding of the Big Idea (Belonging) I’d never been needed before. Or wanted? asked a voice in my head. • Page 56 - Inferential: So what’s going on here? • Response: Hollis is feeling very strange – she’s realizing she actually might want to stay with Josie and is afraid The Mustard Women will see that Josie can’t remember things. • Follow-up 1: So, why would it matter if Josie can’t remember things? • Response: Because Hollis will have to leave if Josie can’t take care of her, but Hollis really wants to stay because she feels needed. • Follow-up 2: So, Hollis says…I’d never been needed...or wanted. What’s the difference between being needed and being wanted?

21. Text Talk Queries Deeper understanding of the Big Idea (Belonging) I’d never been needed before. Or wanted? asked a voice in my head. • Response: Being needed is when someone needs you (like to pay for their food or clothes), but being wanted is a little stronger – like they want to be with you, and they like to be with you – they don’t just have to. • Follow up: So, how do both contribute to belonging? • Response: To feel really loved, there should be some of both… • Follow up: Tell us more about that… [prompt discussion] • Response: • Follow up: Which do you think is more important to Hollis and why?[open-ended question requiring supporting evidence; discussion web??] • Response:

22. Text Talk Queries Deeper understanding of the Big Idea (Belonging) I kept my head in my books, made two A’s, but had no friends. • Page 56 – Inferential: Why is it so difficult for Hollis to make friends? • Response: Maybe she doesn’t trust anyone. • Follow up: What do you mean? [multiple interpretations] • Response: She’s been left out too many times. • Response: She’s afraid to get too attached – it’s safer to just read, do well in school, and keep to herself. • Follow up: So why do you think Hollis wants to do well in school now? • Response: • Follow up: What might the author be trying to tell you about Hollis by having her wanting to do well in school now? What would you do if you were in Hollis? (open-ended question to foster discussion, opinions) • Response:

23. Text Talk Queries You Try It: Big Idea??? Quote with key passages/details. • BIG IDEA AND POSSIBLE CONFUSIONS • Select a text - Page # & Key phrases – ASK A QUESTION [Inferential] • Response: anticipated response, but not quite there • Follow up: SCAFFOLDED QUESTION OR PUSH FOR DEEPER THOUGHT • Response: • Follow up: (Maybe EVALUATIVE) ASK OPEN-ENDED QUESTIONS THAT ENCOURAGE DIALOGUE AND CONVERSATION AND OPINIONS

24. Big Idea #2: _________ “It’s a gift to draw things the way they are….And something else,” the old man said. “You shine through in your drawings.” I looked up at him, really looked at him, not a quick glance that darted away so he couldn’t see my eyes. “My name…,” I began as he folded himself down on the step next to me. “Hollis Woods is a real place.” I shrugged a little. “Holliswood,” I said. “One word, I think.” When the Old Man spoke, I jumped. “It’s where they found you, as a baby?” “An hour old,” I said in an I-don’t-care voice. “No blanket. On a corner. Somewhere.” Didn’t a baby deserve a blanket? “And just the scrap of paper: CALL HER HOLLIS WOODS.” (p. 48)

25. Big Idea #3: __________ “I’ve found a family for her,” the mustard woman said. “A mother and father with a three-year-old boy and a dog.” She kept leaning forward, trying to make me look at her. “I think I remember you like dogs, Hollis.” “Sharks,” I said, “and barracudas, not dogs.” “A family would be nice,” Josie said….. The mustard woman stood up then. I’ll keep in touch, she said, “Would you like me to drive you to school now?” I shook my head. “I can walk.” She turned to go. “By the way,” I said. “You have a sticker on the back of that shirt. X-L. Extra large,” I said, feeling mean. (p. 66)

26. Book Activity 7 • Passage from text • Big Idea… • Possible confusion… • Page XX – Inferential/Evaluative: • Response: • Follow up: • Response:

27. (p. 48) Big Idea #2: Hopelessness/Hope Through Art “It’s a gift to draw things the way they are….And something else,” the old man said. “You shine through in your drawings.” I looked up at him, really looked at him, not a quick glance that darted away so he couldn’t see my eyes. “My name…,” I began as he folded himself down on the step next to me. “Hollis Woods is a real place.” I shrugged a little. “Holliswood,” I said. “One word, I think.” When the Old Man spoke, I jumped. “It’s where they found you, as a baby?” “An hour old,” I said in an I-don’t-care voice. “No blanket. On a corner. Somewhere.” Didn’t a baby deserve a blanket? “And just the scrap of paper: CALL HER HOLLIS WOODS.”

28. Big Idea #2: Hopelessness and Hope Through Art • Possible confusion: How could something be hopeless and hopeful at the same time? • Initial Query: So, what’s going on here? • Response: Hollis is really upset about being abandoned by her mother. But she’s pretending she’s not upset by using an “I don’t care voice”. • Follow up 1: Yes, so Hollis is opening up a bit. What else just happened that prompted Hollis to start sharing this personal story? • Response: The Old Man was telling Hollis about how good she is at art.

29. Big Idea #2: Hopelessness and Hope Through Art • Follow-up 2: So, how might Hollis’ story be connected to what the Old Man just said? • Response: Maybe she’s starting to feel safe around The Old Man because he’s starting to see her artistic skills, and she’s sharing something she’s never told him. • Follow-up 3: But why might she be telling this story about being abandoned right now? (open-ended > discussion) • Response: If Hollis tells someone this secret, maybe she’ll start getting happier now that it’s out. • Response: Oh, so the Old Man is kind of giving her a little hope. • Response: But she probably doesn’t realize it yet.

30. (p. 66) Big Idea #3: Friendship and Belonging “I’ve found a family for her,” the mustard woman said. “A mother and father with a three-year-old boy and a dog.” She kept leaning forward, trying to make me look at her. “I think I remember you like dogs, Hollis.” “Sharks,” I said, “and barracudas, not dogs.” “A family would be nice,” Josie said….. The mustard woman stood up then. I’ll keep in touch, she said, “Would you like me to drive you to school now?” I shook my head. “I can walk.” She turned to go. “By the way,” I said. “You have a sticker on the back of that shirt. X-L. Extra large,” I said, feeling mean. (p. 66)

31. Big Idea: Friendship and Belonging “Sharks…barracudas, not dogs. You have an X-L sticker on your back,” I said, feeling mean. • Possible confusion: If Hollis wants so much to be needed, why is she so mean to the Mustard Woman? Why isn’t she mean to Josie? • Initial Query: So, what’s going on here? • Response: She’s saying she likes mean animals like sharks and barracudas. • Response: She’s saying “I can walk” – I don’t need you to drive me. • Follow up 1: Why do you think she’s acing like this? • Response: She wants to look tough but she’s really upset.

32. Big Idea: Friendship and Belonging “Sharks…barracudas, not dogs. You have an X-L sticker on your back,” I said, feeling mean. • Followup 2: What do you think it means when Josie says “A family would be nice and then Hollis says “Too late?” • Response: Hollis already found a family with Josie. • Response: And she had another family with Steven’s family. • Follow up 3: So, what do you think is going to happen now that the Mustard Woman has found a new family for Hollis? • Response: (open ended responses, predictions, discussion backed up with evidence and reasoning)

33. Homework • Finish reading Hollis Woods (Chapter 12-18) and complete author craft summary chart • Read Strategy Chapter: Summarizing • Complete your activity for your Literature Circle Role (see directions on Book Activity 8) and links on the wikispace under Realistic Fiction: Literature Circles • Extended Homework: • Nov. 9: Book Activity 7 & 8 due (Text Talk Queries) • Nov. 10: Rough Draft OUTLINE of Lesson Plan due

34. Exploring Literature Circle Roles (for Book Activity 8) • Discussion Director • Literary Luminary • Connector • Character Captain • Artful Adventurer • Vocabulary Enricher Choose roles: 3 groups of 6 students

35. Literature Circle Groups • Group 1: Jessica, Alyssa, Michaela, Amy, Lindsey, Alysa, Aimee • Group 2: Chelsey, Kelsey, Erica, Katie L, Sheila, Kristin • Group 3: Erika, Meghan, Tabitha, Amanda, Mandy, Katie S.

36. Literature Circle Roles

37. Literature Circle Roles