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STAAR Readiness Exploring the Reading Genres: Gr. 5-8

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Mr. Robles

on 21 January 2014

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Transcript of STAAR Readiness Exploring the Reading Genres: Gr. 5-8

Exploring the Reading Genres: Gr. 5-8
Eddie Robles Irving ISD

STAAR Readiness
Understanding and Analysis
Across Genres
Reading/Vocabulary Development
Reading/Comprehension of Literary Text/Theme and Genre
Understanding and Analysis Across Genres
Reading/Comprehension of Informational Text/Culture and History
Understanding and Analysis Across Genres
Reading/Comprehension of Informational Text/Persuasive Text
Understanding and Analysis Across Genres
State Results
Lets Look@ Data
Different Perspectives
Look for Trends/Patterns
Strengths and Weaknesses
Comparison by Grade Levels
AHA!
Lets Look@ Data
ELAR TEKS Figure 19
7th Grade
Lets Look@ Data
Group Norms
Silence Cell Phones
Professional Atmosphere
Active Participation
Share and Respect Ideas
Take Care of Yourself
When we honor kids' thinking, they learn that their thinking matters. Students and teachers feel free to take risks as learners when they know their thoughts, ideas and opinions will be treated respectfully by others. The room arrangement mirrors the focus on learning and thinking with meeting spaces for small groups, a comfortable spot where the large group can gather, and desks or tables in clusters to promote conversation and collaborative work.
Creating an Environment
that Fosters and Values Thinking
•To enhance understanding by reading strategically
•To acquire and actively use knowledge
•To experience passion, curiosity, and wonder about the world
•To synthesize and share learning
•To expand thinking and develop insight
•To foster a common language around comprehension
•To track, monitor, and document student thinking
GOALS OF THINKING
The teaching and learning focus should be on strategic thinking and explicit instruction via modeling, practice and application. Students need to negotiate informational text, think about what they are reading, and to hold that thinking so that they understand, remember, and use it.
Understand, Remember, and
Use Informational Text
Gradual Release of Responsibility Framework
Cultivate a Culture of Thinking and Understanding

• Monitoring comprehension
• Activating and connecting to background knowledge
• Asking questions
• Inferring meaning
• Determining importance
• Summarizing and synthesizing
What Our Students Need
to be Successful
Group Name
Interesting stories
Things in common
Hobbies
Window Pane Activity
Schedule
5th Grade
Lets Look@ Data
Teaching and learning involves a process of co-constructing meaning. Both students and teacher weigh in with their thinking. We co-construct meaning in large groups by turning to each other and talking, in small groups, in conferences, and through discussions.
Co-Constructing Meaning
One size does not fit all. We consider how our instruction, materials and assessments can be adapted to students with varying reading proficiencies, learning styles and language backgrounds. Instruction occurs in a variety of groupings-- large groups, small groups, pairs, and with individuals.
Meeting Individual Needs
and Differentiating Instruction
Strategies that proficient readers use include monitoring comprehension, activating background knowledge, and connecting to personal experience, asking questions, inferring meaning, determining importance, summarizing and synthesizing.
Teaching Strategic Reading
Within a Gradual Release Framework
Much of what adult readers read is short nonfiction: newspapers, magazine articles, memos, directions, essays, editorials etc. Often in school, students engage in focused content reading and have little opportunity for real world reading. Both are essential. When kids "read widely and wildly" as Shelley Harwayne says, they are far more likely to find content that intrigues them and propels them to investigate further. This also helps build background around all sorts of topics so kids have a reservoir of knowledge from which to draw.
Real World Reading
Allington and Johnston suggest that "one of the best ways to increase student thinking is to make sure you have a curriculum that provides students with things worth thinking about." We need to provide text and materials that encourage kids to expand their thinking.
To Constructing Learning Around
Texts Kids can Sink Their Teeth Into
One of the best ways to promote thinking is to provide opportunities for kids to share their thoughts. To make thinking visible, we gather, record, chart, and talk about our thinking.
Making Thinking Visible to Hold,
Remember and Share it
Comprehension strategies offer a common language for understanding and discussing what we read, what we write, and what we think. Without a common language, it is nearly impossible to talk about anything substantive.
Creating a Common Language
for Talking About Thinking
When readers read, it is not enough to simply record the facts, they must merge their thinking with the information to learn, understand, and remember. They pay attention to the inner conversation they have with text, leaving written tracks of their thinking to monitor their understanding.
Monitoring Comprehension
and Leaving Tracks of Thinking
Passion and wonder are central to life in a thinking classroom. Students enter our
classrooms brimming with curiosity about the world and are encouraged to
view learning as a way to better understand it.Engagement soars when kids listen to,
respond to, and challenge each others' thinking.
Nurturing Thoughtful, Curious
Readers and Thinkers
David Perkins suggests that it's not enough to be able to think strategically; we have to want to do it. Tasks that require students to actively use, evaluate, and synthesize information are much more likely to engage kids. When kids are compelled by what they are learning, they are more likely to be motivated to think, question, and investigate.
Fostering a "Strategic Spirit"
to Engage Kids in Learning
Teachers can set the standard by being thoughtful readers and learners themselves. When teachers model their own thinking and support students to think when they read, everyone in the classroom has the opportunity to experience learning as understanding.
Teachers as Thinkers
and Learners
Throughout the day, students have opportunities to respond to reading in a variety of ways including talking, listening, writing, and researching.
Responding in both small and large groups provides a chance to learn from each other and hear each other's perspectives, opinions, thoughts, and concerns. When students engage in purposeful conversations, they articulate their learning and have opportunities to change their thinking based on what they hear.
Collaborative Reading, Writing,
and Discussion Leading to
Purposeful Talk
Kids read, code, and respond to the text individually and then talk to each other and share out the process and the content.
Reading, Writing, and Talking
We construct anchor charts to record kids' thinking about a text, lesson, or strategy so that we can return to it to remember the process. Anchor charts connect past teaching and learning to future teaching and learning. Everyone weighs in to construct meaning and hold thinking.
Anchor Charting
We place a copy of the text on an overhead projector or post it on a chart as students work from their own copy. We think through and code the text together to understand and process the information.
Text Lifting for Shared Reading
We model how we read ourselves; to share our struggles as well as our victories. We peel back the layers and show how we approach text and in that way demonstrate for kids how understanding happens.
Modeling Thinking
You need to provide opportunities for kids to talk purposefully in a variety of structures including turning to each other and sharing during whole group instruction, jig-sawing the text in small groups, small group reading and responding, paired reading for discussion, and conferring.
Purposeful Talk
While modeling, we ask kids to observe and notice our responses and reading behaviors. When we stop, the class discusses what they noticed, writes about what they observed or creates an anchor chart of behaviors they observed
Observing, Noticing and Sharing
Language and Reading Behaviors
We leave tracks of our thinking directly on the text or on a Post-it, in a notebook, etc. We might record our questions, confusions, thoughts, or highlight and underline important information, circle unfamiliar words, or star something we want to remember.
Coding the Text
INSTRUCTIONAL PRACTICES
Every time we teach a lesson, we are assessing kids' thinking, reflecting on our teaching, and planning for subsequent instruction. Conferring with students is the best way we know to assess learning needs. We read and listen to students' many responses--Post-its, forms, journals, conversations, etc. We assess 24/7 and we evaluate (give grades) after students have had time to practice.
Ongoing Performance-Based
Assessment
As the teacher reads aloud, kids respond in writing.
The teacher stops occasionally to provide time for them to turn to each other and talk.
Interactive Reading Aloud
Going back over a piece of text to show how you can clarify confusion as well as demonstrate how thinking changes when we reread.
Rereading to Clarify Meaning
and Expand Understanding
Teachers need to provide a range of response options including graphic organizers, double and triple column forms and response starters to support kids to leave tracks of their thinking so they can better understand it.
Scaffolds and Forms
Analyze literary works that share similar themes across cultures
Compare and contrast similarities and differences in mythologies from various cultures, for example, ideas of afterlife, roles and characteristics of deities, purposes of myths, etc.
Analyze, make inferences, and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide textual evidence to support understanding.
Analyze, make inferences, and draw conclusions about persuasive text and provide textual evidence to support understanding.
Compare and contrast persuasive texts that reached different conclusions about the same issue
Explain how the authors reached their conclusions through analyzing the evidence presented
Understanding and Analysis of Literary Texts
Reading/Comprehension of Literary Text/Theme and Genre
Explain how values and beliefs of particular characters are affected by the historical and cultural setting of the literary work
Understanding and Analysis of Literary Texts
Reading/Comprehension of Literary Text/Poetry
Understand, make inferences and draw conclusions about the structure and elements of poetry
Compare and contrast the relationship between the purpose and characteristics of different poetic forms...epic poetry, lyric poetry, etc.
Poetry

What is poetry? Who knows?
Not a rose, but the scent of a rose;
Not the sky, but the light in the sky;
Not the fly, but the gleam of the fly;
Not the sea, but the sound of the sea;
Not myself, but what makes me
See, hear, and feel something that prose
Cannot: and what it is, who knows?

By Eleanor Farjeon
Understanding Poetry
Questions?
erobles@irvingisd.net
Thank You!
T is for TITLE

While it's generally true that you should never judge a book by its cover, it's perfectly okay to judge a poem by its title. Take a look a the title and try to decide what the poem might be about. Remember, the poet chose that title for a reason--so what IS the reason?

P is for Paraphrase
Paraphrasing is an important skill. The first step toward analyzing *anything* you read is putting what you read into words you understand. So, when you PARAPHRASE, you're restating the plot (the literal meaning) of the poem.

Connotation
Remember--words can have more than one meaning. Take a moment to read the poem and consider any deeper or extended meanings. Are there any poetic devices? These are often clues to deeper meaning. Look for imagery, symbolism, and diction in particular (but don't overlook more obvious devices such as point of view or sound devices). Look for the literary devices, and explain what they mean. Just as the author chose the title for a specific reason, those metaphors didn't show up by accident. What do they MEAN? What do they suggest about the poem (or perhaps, about life)?

A is for Attitude
For some reason, this is one that gives students a lot of difficulty. I find that surprising, because I feel sure that your parents have spoken to you quite a lot about the words attitude and tone--you know what they mean, you just can't translate that to literature! Again, consider the poet's diction. Why did s/he choose those particular words? Is it possible that the speaker has one "attitude" or tone and the poet has a different one? Identify the attitude(s) present in the poem and then identify the literary devices (including diction) that help express the tone.

TP-CASTT
S is for Shifts
If you've identified the speaker and the attitude, then it's possible you've also identified a shift. Maybe the speaker has a change in tone--that's going to be a shift. Carefully consider the poem and see if you can identify spots where the speaker's feelings change (or shift). Focus in particular on the conclusion, especially in poems like sonnets that are structured for shifts.
Eight Items To Consider When Looking for Shifts
1. Key transition words & conjunctions (however, although, yet)
2. Punctuation
3. Stanza division (esp. in sonnets)
4. Changes in length (to lines or stanzas)
5. Irony
6. The effect of the structure on the poem's meaning
7. Changes in rhyme
8. Changes in diction



TP-CASTT
In poetry the sound and meaning of words are combined to express feelings, thoughts, and ideas.
The poet chooses words carefully.
Poetry is usually written in lines.
To find meaning in a poem, readers ask questions as they read. There are many things to pay attention to when reading a poem:

Title – Provides clues about – topic, mood, speaker, author’s purpose?
Rhythm – Fast or slow? Why?
Sound Devices – What effects do they have?
Imagery – What pictures do we make in our minds?
Figures of Speech – What do they tell us about the subject?
Voice – Who is speaking - poet or character; one voice or more?
Author’s Purpose – Sending message, sharing feelings, telling story,
being funny, being descriptive?
Mood – Happy, sad, angry, thoughtful, silly, excited, frightened?
Plot – What is happening in the poem?

Remember, to make meaning, readers must make connections and tap into their background knowledge and prior experiences as they read.
Reading for Meaning
“Voice” is the speaker in a poem. The speaker can be the poet himself or a character he created in the poem. There can be one speaker or many speakers.
Hi!
Hello!
Poet as speaker (slides 47-49)
Human character in poem as speaker (slide 50)
Object or animal as speaker (slides 51-52)
More than one speaker (slides 53-54)
Voice
Activities
There are many forms of poetry including the:
Couplet
Tercet
Acrostic
Cinquain
Haiku
Senryu
Concrete Poem
Free Verse
Limerick
Forms of Poetry
Puzzled?
Writers use many elements to create their poems. These elements include:
Rhythm
Sound
Imagery
Form
Poetry Elements
Papi went out
And Bought himself
A horse last month. He keeps it
In a barn on the outskirts of
Town. It is su tesoro,
His Dawn of night,
His morning star.

Every day after
Conversing with his
Horse, he goes to drink coffee
at the local truck stop,
The Cafe

Most days, he has
Breakfast there -- only

Sometimes does he come home,
Expecting me to cook for him
Now that Mami is gone

If we need anything,
A signature on a field trip
Form, money for a new pair of shoes
A ride to school, even food
We go looking for him
At The Cafe

He is a regular there,
As permanent as our loss
The Cafe by Guadalupe Garcia
Looking at Question Stems
SOAPStone
T is for Title
I know, I know--we already did the title, right? But that was before you knew what the poem meant! :) Go back and reconsider the title. Does it have any new significance?

T is for Theme
Theme is often a difficult concept for students to grasp. Thankfully, TP-CASTT's theme step is actually a three-step process. In step one, quickly reconsider the plot. What is the poet saying? In step two, list the subject or subjects of the poem. Begin with the obvious, literal subjects, and then proceed down your list to the more abstract subjects (concepts like "innocence"). Finally, in step three, expand your list of subjects into complete sentences that explains what the poet is saying about each.
TP-CASTT
http://www.pbs.org/newshour/extra/features/jan-june00/poetryboxdevicesexamples.html
Intros and Ice Breaker
What's in the Data?
Analyzing Our Results
Figure 19 Comprehension Strategies
Analyzing Poetry
Break
6th Grade
8th Grade
https://www.teachingchannel.org/videos/improving-teacher-practice
http://www.glencoe.com/sites/common_assets/treasures/2011/tx/9780078927751/glencoe_main.html
What questions would you use to introduce, to model, to guide,
and to gradually release within your lesson?

Let's look at Annabel Lee by Edgar Allan Poe
Full transcript