Committing to the Core

Cohort Session # 3Welcome Back!

WelcomeToday’s Agenda Session 3

1:00-1:10: Learning Targets 1:10-1:30: The Six Minute

Solution and Repeated Readings

1:30-2:30: Text Complexity 2:30-3:30: Writing 3:30-3:45: Exit Ticket/

Evaluation

Learning Targets

“What has become clearer since last we

met?” regarding Learning Targets

(Ralph Waldo Emerson customarily greeted Henry David Thoreau by

asking this question when they met.)

Today’s Learning Targets

I can review and understand the big picture for fluency instruction through “The Six Minute Solution” and “Repeated Readings”.

I can understand text complexity. I can apply the components of text

complexity with a sample exemplar text and a sample performance task.

I can identify the three text types and purposes of the Writing CCSS.

I can demonstrate my understanding through writing a performance task in response to literature.

The Six-Minute Solution:A Reading Fluency Program

(Core Instruction)Repeated Readings:Fluency Intervention

(“NNI”)

The Big Picture: Fluency is One of the Five Big Ideas of

Literacy:

In order to become a proficient reader, students must master phonetic elements, automatic

sight words, and the ability to read text fluently. Meyer and Felton (1999)

Reading fluency is the ability to read text quickly, accurately and with proper expression.

National Reading Panel (2001)

Primary Program Components

Assessments: Letter recognition, Letter/Sound Correspondence, Phonetic Elements, Automatic words, Placement passages (We will use DIBELS Next)

Instructional Formats Fluency Practice Sheets Automatic Word Lists Nonfiction Reading Passages

Intermediate Program Components

Decoding and Fluency Comprehension and Fluency Independent Reading and

Fluency Work Completion and Fluency Reading Achievement and

Fluency Practice

The Six-Minute Solution Sample Schedule to be

Implemented During Core Instruction:

MONDAY: All partnerships have new fluency building sheets or passages. The partners will preview the fluency sheet or passage for accuracy. The teacher may assist with unknown words at this time.

OPTION #1: Do not time on Mondays. The partners may use this time to preview the passage.

OPTION #2: Allow extra time on Mondays. Have the partners complete the fluency practice during the allotted six minutes.

Continued Sample Schedule

Tuesday through Thursday: Fluency Practice: Timed Measures along with charting/ graphing data. (Marzano: Feedback to Students: 0.73 Percentile Gain)

Friday: Partners will turn in their fluency building sheet or passage and select new ones. Option: Extend the amount of time of Fridays to incorporate comprehension strategies or summary writing.

Partnering Students to Build Fluency

The students’ current instructional reading level must be determined (DIBELS Next)

Fluency partnerships are formed after each DIBELS Next Benchmark. Suggestions for Partnerships: Be supportive, work in a cooperative manner, and provide polite feedback.

One student reads the passage or fluency building sheet to their partner for one minute while the partner tracks the words read correctly as well as the reading errors.

Each student will chart their own progress. The entire procedure takes only six

minutes!

Repeated Readings:Intervention

using passages from The Six Minute

Solution

Repeated reading interventions are most

effective when:

1. A model of fluent reading is provided (audiotape, adult, peer)

2. Passages are at the students’ independent level (DIBELS Next Data)

3. Passages are reread 3-5 times in one sitting

4. Immediate corrective feedback should be given

5. Students set a goal 6. Students graph their progress toward

the goal

Text Complexity

Focused Free Write!What is “Text Complexity” ???

read comprehend steadily

proficiently college independently career

increasingly

Text Complexity

WHY DOES THIS

MATTER NOW???

2006 ACT Report

Released a report with findings that showed which skills differentiated the students who exceeded the benchmark scores on the reading section of the ACT from those that did not…

PARTICULAR interest was the finding that it wasn’t students’ ability to infer or answer questions about main ideas, but instead their ability to answer questions about complex texts.

2006 ACT Report

This research points to the needs to not only engage in pedagogy that focuses on critical thinking skills, but to do so with complex texts.

The demands of college, career, and citizenship have increased the past forty years, the complexity of texts K-12 students are required to read has decreased.

Independent reading of complex text is not happening often enough, particularly with expository texts.

Students need to prepare for the cognitive demand of complex texts.

Factors that Influence Text Complexity

Word Difficulty (vocabulary) and Language Structure (sentence type)

Text Structure (problem-solution, chronology, sequence)

Discourse Style (satire, humor) Genre and Features of the Text Background Knowledge for

Content

Factors that Influence Text Complexity

Level of Reasoning Required (sophistication of themes and ideas)

Format and Layout of Text Length of Text (Hess and Biggam, 2004.)

How is Text Complexity Measured?

The CCSS use a model that consists of three equally important parts.

1. Qualitative Dimensions- those aspects measured by an attentive human reader, such as levels of meaning, structure, knowledge demands, etc.

2. Quantitative Dimensions- those aspects measured by formulas computed by computer software (word length, frequency, and length of sentence)

3. Reader and Tasks Considerations- variables specific to particular readers (motivation, purpose, and prior knowledge)

Now What ???

Appendix B to the CCSS offers a wealth of resources.

Exemplar texts are provided for each grade level or grade span.

The exemplar texts include literary stories, poetry, and informational texts, and the K and Grade 1 Levels both read aloud and student read exemplars are provided.

At the end of each list of text exemplars, a variety of performance tasks can be found that model specific reading standards, and is coded to the standard.

Text Exemplars

Task:1) “A Quiet Discovery”…Please look

through staircase, all text exemplars, and sample performance tasks individually

2) “Table Talk”… Choose one text exemplar, along with one sample performance task. Make it your own!

3) “Ta-Da”…We will share our learning discoveries with the entire group.

WritingCCSS Writing StandardsText Types and Purposes

K-12 Anchor Standards #1-#10

Task:Please complete the K-W portion of

the K-W-L Graphic Organizer in your

materials!

WritingCCSS Writing StandardsText Types and Purposes

K-12 Anchor Standards #1-#10

Task:Please complete the L portion of

the K-W-L Graphic Organizer!!!

Writing

CCSS: Three Text Types of Writing

Argument Informational/

Explanatory Writing Narrative Writing

WritingArgument Used for many purposes Reasoned, logical way of

demonstrating that the writer’s position, belief, or conclusion is valid

Students make claims about the worth or meaning of a literary work or works

Students defend their interpretations or judgments with evidence from text(s)

WritingArgument Although young children are not

able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples (reasoning and cause and effect)

Expository structures are steps on the road to argument

K-5 uses the term “opinion” to develop this form of argument

WritingInformational/Explanatory Writing Conveys informational accurately Purpose is to increase the readers’

knowledge of a subject, to help readers better understand a procedure or process, or to provide an increased comprehension of a subject

Addresses matters such as “types”, “components”, “size”, “function”, “behavior”, and “why”

Students draw from what they already know to produce this type of writing from primary and secondary sources

WritingInformational/Explanatory Writing With practice, students are able to

become better at developing a controlled idea and a coherent focus on a topic

Students become more skilled with incorporating relevant examples, facts, and details in their writing

Comparing or contrasting ideas or concepts

Functional writing Explanations

WritingNarrative Writing Conveys experience, either real or

imaginary, and uses time as its deep structure

Can be used for many purposes, such as to inform, instruct, persuade, or entertain

Many take the form of creative fictional stories, memoirs, anecdotes, and autobiographies

WritingNarrative Writing Over time, students learn to

provide visual details of scenes, objects, or people to depict specific actions

Exemplary Writing Samples

Task: Locate Student Samples of Argument,

Informative/ Explanatory, and Narrative

Within your teams please complete the task for all 3:

As an opportunity for growth in my classroom instruction regarding writing, I will focus on _________ because… for the remainder of the school year.

Exit Ticket…Two things I used to do

were… And now I…Thank you for a great day of Professional Learning!