Writing an Exemplar Reading Lesson Grades 3-5

1. Writing an Exemplar Reading Lesson Grades 3-5 MDCPS Division of Language Arts/Reading November 2012

2. Purposeof Common Standards • To improve U.S. educational attainment by focusing schools on higher learning goals • To standardize educational opportunity • To focus attention on fewer, higher, better standards (more on outcomes than on processes)

3. What Makes These Standards Special? • Independent analysis indicates that they are more rigorous/demanding than the standards of 37 States • Internationallybenchmarked • Include all grades (K-12) and emphasize disciplinary literacy • Increased stress on expository text, critical reading, and use of technology • Recognizes importance of text difficulty and the value of canonical text

4. Miami-Dade’s Florida’s Common Core State Standards Implementation Timeline FL FL FL FLFL BL (3rd)

5. Let’s Explore The Common Core!

6. Evidence Main Idea Interaction Vocabulary Structure Point of View Multiple Media N/A Multiple Text Text Complexity

10. reason/support

13. Pacing Guides

14. Considerations of Text Complexity Quantitative Measures • Readability Measures (like Lexile) • Word frequency - < less common words = more complex < more common words = less complex • Syntactic complexity - < % of longer sentences = more complex <% of shorter sentences = less complex Qualitative Measures and Reader Task • Structure (both story structure or form of piece) • Language clarity and conventions – syntax (including vocabulary load) • Knowledge demands (life, content, cultural/literacy) • Levels of meaning/purpose Broad Spectrum Measures • Academic orientation – Information vs. Narrative • Cohesion – techniques the author uses to tie text together (repeated phrases vs. more abstract words) • Word maturity – degrees of abstract multiple meaning words (e.g. ground, earth or soil, to grind, or “no grounds” for an argument, or being “Well grounded”

15. Quantitative Evaluation BOTH QUANTITATIVE AND QUALITATIVE MEASURES INCLUDED THAT MAKES THE BROAD SPECTRUM ONLY QUANTITATIVE MEASURE INCLUDED

16. Exemplar Texts…. • Text samples provided to demonstrate the level of complexity and quality the CCSS require (Appendix B) • Choices serve as guideposts in helping teachers select similar complexity, quality and range for their own classrooms • They are not a partial or complete reading list.

18. In order to teach Blending NGSSS and CCSS…… Ramp Up the Rigor by using what we have learned from Common Core and the upcoming PARCC expectations: • Use texts with more complex meaning • Plan more deeply emphasizing student self discovery through guided text sequential questioning and written response • Construct performance tasks that require knowledge of multiple benchmarks to synthesize and analyze.

19. Paradigm Shift of Instruction The more students wrestle with complex text the more comprehension muscle they build

20. Close Analytic Read Rules of the Road • The text is the expert – not the teacher • Foster student confidence and independence by having students reread the passage, consult illustrations. • Student support is in pairs, small groups and whole class settings. • Structured time for collaboration and discussion will help students process and internalize the skill(s). • Goal is total understanding of text. • Don’t rush through – have patience with a slower learning process that is required by the standards and format of instruction. (Close Analytic Reading)

21. Close Analytic Read Rules of the Road • In primary grades, Close Analytic Reads are accomplished through Read Alouds/Think Alouds and are expected. • Front-loading should be done judiciously. • The content should be embedded both in the text and illuminated by the discussion questions, writing activities, and extension activities. • Selected text should enhance student literacy – based exercises and allow them to practice analyzing content based themes.

22. Close Analytic Read Rules of the Road Close analytic reading of exemplar text should include: • Learning Objectives – 4-5 days on an exemplar text • Reading Tasks – independence is the goal through multiple encounters with the text, carefully planned and sequenced questioning with answers that are always evidenced in text. • Discussion/Language/Vocabulary Tasks – activities that encourage discussion, inferring meaning from context, and attention to academic language. High value words should be discussed and lingered over during the instructional sequence.

23. Close Analytic Read Rules of the Road • Sentence Syntax Tasks – Engage students in a close examination of complex sentences to discover how they are built and how they convey meaning. Unpacking complex text focuses on both the precise meaning of what the author is saying and why the author might have constructed the sentence in a particular fashion. • Writing Tasks – Students may paraphrase, synthesize ideas, support opinions, or explain relationships in a culmination activity to organize and make sense of their thinking and learning.

24. Let’s Read

25. Qualitative Evaluation

26. You don’t know what you’ve got until you have read the Text. The text is the Expert! What can be taught ? • Theme/topic • Main Idea • Text Features • Text Structure • Cause/effect • Simile/metaphor/personification/ • hyperbole • Descriptive language/mood • Analyze words in text • Words in context • Synonyms • Affixes • Multiple meanings • Plot development • Problem/resolution • Character Development • Character point of view Why is this text worthy of deep teaching?

27. 1 2 3 2a 4

28. 6 5

29. 6a 5

31. Characteristics of a Legend Told as though they are true • Legends are fictional stories.  • Usually there is some historical truth at the heart of every legend.  • Heroes perform great deeds with their strength and their intelligence. • Exaggeration is usually involved in retelling their deeds.  • Heroes often give up dreams of happiness to help others. A story from the past about a subject that was, or is believed to have been, historical but not always factual Often blends fact with improbable elements

32. Guiding question- What is the evidence of the elements of a legend are found in the story?

34. Remember the Close Analytical Read focuses on Vocabularyand Sentence Syntax through Thinking Aloud for the students.

35. heroic Soldier Superman police officer Lassie Pulling someone out the water Risking your life to save someone brave courageous daring bold excited proud grateful want to do the same thing shocked “Did you see that?” “That was incredible!” “Wow” Thank you Tell others Write about it Take pictures Try to help

37. Explain how the actions in the story reveal the true personalities of the characters- Old Man, Yone, Villagers and the Sea.

38. What “Character Traits” is supported/evidenced by the text for each character?

39. Explain how the actions in the story reveal the true personalities of the characters- Old Man, Yone, Villagers and the Sea.

40. Actions speak louder than words! • Look at the character that has been assigned to you. (NO SWITCHING!) • The grandfather, Yone, the villagers, the sea • Think about how the feeling word you have been assigned relates to the character.

41. Complete the sentence: • _______ was _______when • _______________________. Yone was/were confused when his grandfather told him to throw the fire on the rice fields. Illustrate your card

43. How does the author create different moods throughout the story of _________________? Watching the wall of water overcome the village. The old man’s house overlooking the village and sea. The rice fields blazing with fierce black smoke rising in the sky. The sea rose to the sky! Guiding Question: Explain how the setting and mood contribute to the outcome of the story.

46. Guiding Questions: Explain why you drew the symbols that you did. What do they represent? Yone Before Yone After Think about the events that occurred before and after the incident with the rice fields. Draw symbols of Yone’s thoughts and feelings. You may also use words if you need to. On an index card explain why you drew the symbols that you did. What do they represent?

48. Performance Task for Burning of the Rice Field After reading The Burning of the Rice Fields, describe in depth the character of Yone using specific details from the legend, from the time he helped his grandfather watch over the rice field to the time the villagers honored grandfather.

49. Performance Task for Burning of the Rice Field After reading The Burning of the Rice Fields, describe in depth the character of Yone using specific details from the legend, from the time he helped his grandfather watch over the rice field to the time the villagers honored grandfather. tell about young boy everything you know what he said, what he did what grandfather said and did exact story beginning throughout the story to the end

50. After reading The Burning of the Rice Fields, describe in depth the character of Yone using specific details from the legend, from the time he helped his grandfather watch over the rice field to the time the villagers honored Beginning: Yone is happy. -helping his grandfather watch the rice fields -loved grandfather & rice fields -knew how important the job was – it provided food Middle : Yone was confused and upset. -grandfather yelled to bring fire -obeyed anyway. -upset when he was told to burn their food source - sobbed but obeyed -cried to the villagers about what old man had done End: Yone was proud. he watched the tidal wave in silence because -the damage was so bad -he was safe -happy he obeyed grandfather- a smart and quick thinking man