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Supporting Rigorous English Language Arts Teaching and Learning

Supporting Rigorous English Language Arts Teaching and Learning. Module 2 Engaging in Rigorous ELA Lessons. Tennessee Department of Education English Language Arts Grades 4-5. 1. Bridge to Practice.

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Supporting Rigorous English Language Arts Teaching and Learning

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  1. Supporting Rigorous English Language Arts Teaching and Learning Module 2 Engaging in Rigorous ELA Lessons Tennessee Department of Education English Language Arts Grades 4-5 1

  2. Bridge to Practice • Before we meet in our next study session, try out a close reading lesson from today with your students; take notes/reflect on the experience. • Be prepared to share your findings in the next study session.

  3. Module 2: Goals • Deepen understanding of rigorous, standards-based instruction by engaging in lessons that are keyed to the Common Core State Standards (CCSS). • Analyze the place of pre-reading activities and close reading in this vision of CCSS-aligned instruction. • Analyze the connections between this vision of instruction and the key shifts and the Writing Research Simulation Task.

  4. Preparing to Engage in a Set of Lessons 4

  5. Working in Two Ways… Working though the lessons as a learner Reflecting on the lessons as a teacher

  6. Experience a Set of Lessons Grade 5: Opinions on Space Exploration 6

  7. Opinions on Space Exploration Unit Outline

  8. Space Exploration Unit Segment 8

  9. First Reading: Comprehension “A Brief History: Space Exploration” and “Space Exploration and Travel” 9

  10. First Reading: Comprehension Please follow along as I read the opening part of the article. As I read, pay attention to what I’m doing and thinking about to address the following questions: • In “A Brief History of Space Exploration,” what main ideas does the author want us to understand about space exploration? • What facts and details support the author’s main ideas? • How do the facts and details support the main ideas?

  11. First Reading: Comprehension • Finish reading the final three paragraphs of the text with a partner. • Continue what I demonstrated, jotting main ideas of the text in the margin and underlining facts and details that support the main ideas. • Be prepared to share their responses to questions.

  12. StepBack as Learners 12

  13. What’s Next?

  14. StepBack: Reflect as Teachers on First Reading Take a few minutes to read Tim Shanahan’s blog, “Pre-Reading or Not? On the Premature Demise of Background Discussions.” After you read, take a few minutes to write a short response to this reading. Please be prepared to share your response with the whole group. 14

  15. StepBack: Reflect as Teachers on First Reading Working in partners, talk about the process we went through to get the gist of this text (Space Exploration Text). What did you notice about… • what you did as a learner? • what I did as the teacher to support your reading and writing? • the ways in which pre-reading activities were or were not used with this text? • alignment to the CCSS? Be prepared to share your responses with the whole group. 15

  16. Comprehension Questions

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