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INSPIRING CONVERSATION Using Informational Texts to Address the Rigors of the Common Core State Standards. FEA/NJPSA Fall Conference October 17, 2013 Elaine Bakke and Jenny Wnuk. Inspiring Conversation Afternoon Objectives :. Gain tangible examples of student engagement

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FEA/NJPSA Fall Conference October 17, 2013 Elaine Bakke and Jenny Wnuk

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INSPIRING CONVERSATION Using Informational Texts to Address the Rigors of the Common Core State Standards

FEA/NJPSA Fall Conference

October 17, 2013

Elaine Bakke and Jenny Wnuk


Inspiring Conversation Afternoon Objectives:

  • Gain tangible examples of student engagement

  • Interpret the Speaking and Listening Standards

  • Understand how/why inspired student conversation is embedded in the progressions of the ELA CCSS

  • Set expectations to support the S&L CCSS.


CCSS

Keeping the Balance


“A reader is a navigator of texts/information.”

Frank Serafini

  • NAVIGATE MATERIALS

  • &

  • COMMUNICATE IDEAS


Keeping a BalanceCCSS SHIFTS

  • Balance of literature and nonfiction

  • Analysis based on text evidence

  • Immersion in more complex texts


Phrases repeated throughout the CCSS:

  • demonstrate understanding of text

  • referring explicitly to the text

  • refer to details &examples in the text

  • quote accurately from the text

  • summarize, hypothesize, determine, describe, explain, compare and contrast, analyze


I

N

S

P

I

R

e

EXPECTATIONS FOR 21ST CENTURY READERS AND WRITERS

Independently comprehend and evaluate.

Navigate diverse perspectives.

Support with text evidence.

Precisely understand and critique.

Integrate technology and digital media.

Respond to varying demands.

Establish strong content knowledge.


LEVELS OF RIGOR:


LEVELS OF RIGOR:


RIGOR:

Rigor is not an attribute of a text but rather a characteristic of our behavior with a text.

Rigor resides in the energy and attention given to a text.


The CCSS promotes a “thinking curriculum”.

The national standards place a strong emphasis on students reading more complex texts with higher levels of comprehension and greater independence. They are NOT about taking a personal stance.


CCSS: Speaking & Listening

To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains.


COMPREHENSION AND COLLABORATION

SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.


PRESENTATION OF KNOWLEDGE AND IDEAS

SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


TURN AND TALK

WHAT ARE THE IMPLICATIONS OF THE

S & L STANDARDS


The Power of Talk

Oral Rehearsal Builds the Foundation for:

Oral Proficiency

Reading Proficiency

Writing Proficiency


INSPIRE:

CONVERSATION:


CRITICAL THINKING SKILLS

CONSTRUCT

MEANING

confidence

COMMUNICATION SKILLS

LITERACY SKILLS

TALK

PERSPECTIVES AND EMPATHY

ACADEMICLANGUAGE

VOCABULARY

VOICE

Academic Conversations

By Zwiers & Crawford


ANCHOR CHARTS TO PROMOTE CONVERSATION

  • WHAT’S THE GOAL?

  • WHAT’S THE LANGUAGE?

  • WHAT ARE THE RULES?


What does this mean for administrators and leadership teams?

  • Professional Development Opportunities

  • Observations

  • Walkthroughs

  • Evaluations


Instructional Models & Evaluation Systems

MARZANO

DANIELSON

DOMAIN 1: PLANNING

DOMAIN 2: ENVIRONMENT

DOMAIN 3: INSTRUCTION

DOMAIN 4: PROFESSIONAL

RESPONSIBILITIES

CONTENT SPECIFIC SEGMENTS:

  • Interacting with New Knowledge

  • Practicing and Deepening Knowledge

  • Generating and Testing Hypotheses

    SEGMENTS ENACTED ON THE SPOT

  • Student Engagement

  • High Expectations


TURN AND TEACH

Share how you see yourself bringing this to your school culture.


USING TALK TO MAKE SENSE OF NONFICTION TEXTS

MOVING BEYOND TEXT FEATURES


Gradual Release of Responsibility

Zone of Proximal Development


FOUR CORNERS OF THE TEXT

HOW DOES THE TEXT SAY IT?

WHAT DOES THE TEXT SAY?

WHAT DOES THE TEXT MEAN?

WHAT DOES THE TEXT MEAN TO ME?


1. LITERAL ~ Restatement

WHAT DOES THE TEXT SAY?

  • Knowing: Identifying and recalling information.

RECALL


1. LITERAL ~ Restatement

RECALL


2. LITERAL ~ Description

HOW DOES THE TEXT SAY IT?

  • Organizing: Arranging information to be used effectively.

CONCEPT


2. LITERAL ~ Description

CONCEPT


3. INFERENTIAL ~ Application

WHAT DOES THE TEXT MEAN?

  • Applying: Using information for practical purposes.

  • Analyzing: Clarifying information by examining parts and relationships.

STRATEGIC

THINKING


3. INFERENTIAL ~ Application

STRATEGIC

THINKING


WHAT DOES THE TEXT MEAN TO ME?

  • Generating: Producing new information, meaning, or ideas.

  • Integrating: Connecting and combining information.

  • Evaluating: Assessing the reasonableness and quality of ideas.

EXTENDEDTHINKING


4. INFERENTIAL ~ Interpretation

EXTENDEDTHINKING


ANCHOR CHARTS TO SUPPORT NON-FICTION

  • WHAT’S THE GOAL?

  • WHAT’S THE LANGUAGE?


NON – FICTIONBeyond The Features

  • What does the text say?

  • What is the author’s point of view?

  • What evidence supports that?


Word Ladders to Support Academic Vocabulary


Teaching NF in Text Sets

  • Meeting Demands of the STANDARDS

  • TESTS (compare/contrast)

  • LIFE SKILL

    • NF most popular reading

    • Nf we are reading has a point of view – asking us to take what it is giving us, we need to think critically to be empowered to interpret what we are reading

  • WHAT IS TRUTH/WHAT IS NOT

  • What are the biases that are inside NF texts

  • Makes it possible to teach higher level thinking skills

  • It invites NF bookclubs in a doable way, they can read text sets and switch


Primary Read Aloud


Cross genre text sets


READ ALOUD

TURN AND TALK

SMALL GROUPS

BOOK CLUBS


READ ALOUD

  • Read alouds match the genre the class is studying

  • Clubs sit together during the read aloud

  • Encourage students to rely on conversational prompts to support standards

  • Assess conversational prompts and change them in light of new information

  • Encourage students to compare their book club books to the read alouds


Book Club

  • Logistics of reading in clubs

  • Work on reading skills-not only talk and management

  • Time to linger with texts and look across them

  • Support ideas with text evidence from across a text and multiple sources

  • Children share and reflect on what they learned when the unit is over


Whole Class Conversation

  • What does it look like?

  • What does it sound like?

  • How can you collect data about it?


What does this look like?

Example


CLOSE READING ~ THE NEW BUZZ WORD

WHAT IS IT?

WHY SHOULD WE DO IT?

HOW DO WE DO IT?


Digital Media

Wolves by Seymour Simon:

  • http://browseinside.harpercollinschildrens.com/index.aspx?isbn13=9780061626586

  • http://video.nationalgeographic.com/video/specials/nat-geo-live-specials/dutcher-wolves-lecture-nglive/

  • http://events.nationalgeographic.com/events/speakers/2013/10/16/hidden-life-wolves-az/


TURN AND TEACH

Teach your partner what you have learned.


POWER OF ARGUMENT

Debate techniques

to organize ideas and evidence

before writing.


TAKE A STAND

  • WHAT IS YOUR OPINION?

  • WHAT IS YOUR EVIDENCE?

  • HOW CAN YOU ORGANIZE YOUR EVIDENCE TO PRESENT YOUR ARGUMENT? (THINK BOXES AND BULLETS) MAKE A PLAN

  • PRACTICE WITH COMMON STANCE

  • PRACTICE WITH OPPOSING VIEWPOINT – LISTEN FOR KEY POINTS TO COUNTER WITH

  • RESTATE YOUR ARGUMENT TO THEOPPOSING VIEWPOINT


WRITING ABOUT READING

How does TALKING

Influence WRITING?


From Jots to Journals to Essays


ORAL PRACTICE  ESSAY

  • DO THEY SPEAK IN COMPLETE SENTENCES?

  • DO THEY ASK EACH OTHER QUESTIONS?

  • DO THEIR COMMENTS EXPRESS IDEAS?

  • DO THEIR CONVERSATIONS INCLUDE THE ACADEMIC LANGUAGE OF ESSAYS?

  • DO THEIR CONVERSATIONS INCLUDE SPECIFIC EVIDENCE?

  • DO THEIR CONVERSATIONS INCLUDE TRANSITIONS/LINKING WORDS?


TURN AND TEACH

What’s your plan?


Q&A

  • ELAINE BAKKE

    K-12 ELA SUPERVISOR

    LIVINGSTON PUBLIC SCHOOLS

    ebakke@livingston.org

    973 535 8000 x 8043

  • JENNY WNUK

    K-6 ELA SUPERVISOR ROXBURY PUBLIC SCHOOLS

    jwnuk@roxbury.org


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