Grades 4 5 Implementinga ...crowleys.crsc.k12.ar.us/UserFiles/Servers/Server_2842...Effective Use of...

Arkansas Department of Education GR 4--‐5 Implementing a Comprehensive Literacy Framework: M3/ Reading Instruction .

Grades 4-5

Implementing aComprehensive Literacy Framework

Module 3 Reading

Participant Handouts

Arkansas Department of Education GR 4-5 Implementing a Comprehensive Literacy Framework: M/3

Essential Elements of Instruction

Coherent Instructional Design

•Explicitinstructionandguidedinquiry

•Sequenceandalignm

entofinstruction

•Instructionalapproachesthatsupportthegradualreleaseofresponsibility

•Differentiatedinstruction

•Flexiblegroupings

•Culturallyresponsiveteaching

•Reflectiveteachingpractices

•Phonem

icawareness

•System

atic,explicitphonics•Fluency

•Vocabulary

•Textcom

prehension•Writing

•Speakingandlistening

Comprehensive Literacy Fram

ework

Multi Tiered System

of Support

•School - w

ide, systematic, tim

ely, directive, flexible support for learningaligned w

ith the comprehensive

assessment system

•Coherentcoreinstructionforallstudents

•Strategic,targetedinstructionforstudentsidentifiedatsom

erisk •

Intensiveinterventionsforstudentsidentifiedatm

ostrisk

Comprehensive Assessm

ent System

•System

foradministration,

collection,analysis,andappropriateuseofdatatoguideinstruction

•Valid,reliableassessm

entstochartdistrictandschoolprogress(form

ative,interim,andsum

mative

assessments)

•Ongoingassessm

entsforthefollow

ingpurposes,asappropriate:screening,diagnosis,progressmonitoring

Knowledge of Students

High Quality Teaching Literacy Curriculum

based on the

State Standards for ELA and Literacy Evidence Based Practices nd trategies Federal and State Law

s

Leadership and Sustainability

•Schoolliteracyleadershipteam

•Gradelevel/academ

icteams

•Professionallearningcom

munities

•Multi-‐-‐levelleadership(involvingall

stakeholders)•

Professionaldevelopmentbasedonassessed

needsofstudentsandteachers •

Resourcesandcollaborativesupportforim

plementation

•Fam

ilyandcommunitypartnerships

Supportive Learning Environm

ent

•School - w

ide focus on literacy•Practicestoengageandm

otivate•Instructionalm

aterialsandresourcesfordiverselearners

•Appropriatestudentreadingmaterials

•Classroom

managem

ent•Respectandrapport

•Positiveclassroom

culture•Extendedtim

eforliteracytomeet

allstudents’needs

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Effective Use of the Gradual Release

of Responsibility Model By

Dr. Douglas Fisher Professor of Language and Literacy Education

San Diego State University

Evidence on effective instruction is accumulating at an amazing rate. We know that all learners need purposeful instruction in reading skills and strategies, motivation to read, access to a wide variety of texts, and aut hentic opportunities to read and write both inside and outside of school (Farstrup & Samuels, 2002; Fink & Samuels, 2008). We also know that students need to develop their expertise in a ll aspects of reading and writing, including . oral language, phonemic aware ness, phon1cs, voca bulary, f luency, and comprehension (Frey & Fisher, 2006). A nd we also know that the skills of the teacher, and how the teacher uses valuable instructional time, matters .

This evidence on effective literacy teaching, which includes small group instruction, different iation, and a response to intervention, presents a challenge for many teachers and schools. Clear ly, whole-class instruction will not work to improve the literacy ac hievement of o ur children. To be effective, teachers have engaged students in purposef ul instruction designed to meet the needs of individual and smaller groups of students.

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The Gradual Release of Responsibility Model A common way that teachers ca n do this is to use a gradua l release of responsibility model (Pearson & Gallagher, 1983). The gradual release of responsibility model of instruction requires that the teache r shift from assuming "all the responsibility fo;- performing a task ... to a situation in whic h the student s assume all of the responsibility" (Duke & Pearson, 2002 , p. 211). This gradual release

may occur over a day, a week, a month, or a yea r. Stated another way, the wadual_ release of respons ibility " ... emphasizes mstruct1on th t mentors stude nts into becoming capable thinkers and learners when handling the tasks with which they have not yet developed expertise " (Buehl, 2005).

The gradual release of responsibility model of. instruction has been documented as an effective approach for improving literacy achievem nt (Fisher & Frey, 2007), reading comprehension_ (Lloyd, 2004), and literacy o utcomes for Engl1sh language learners (Kong & Pearson, 2003).


EFFECTIVE Use OF THE GRADUAL RELEASE OF RESPONSIBILITY MODEL

Components of the Gradual Release of Responsibility Model As delineated in the visual representation in Figure 1 (Fisher & Frey, 2008), there are four interactive (or interrelated) components of a gradual release of responsibility model:

• Focus Lessons. This component allowsthe teacher to model his or her thinking and understanding of the content for students. Usually brief in nature, focus lessons establish the purpose or intended learning outcome and clue students into the standards they are learning. In addit ion to the purpose and the teacher model,the focus lesson provides teachers and opportunity to build and/or activate background knowledge.

• Guided Instruction. During guidedinstruction, teachers prompt question, facilitate, or lead students through tasks that increase their understanding of the content. While this can,

• Independent work. As the goal of all ofour instruction, independent learning provides students practice with applying information in new ways. In doing so, students synthesize information, transform ideas, and solidify their understanding.

Importantly, the gradual release of responsibility model is not linear. Students move back and forth between each of the components as they master skills, strategies, and standards.

How is the Gradual Release of Responsibility Used? The gradual release of responsibility model provides teachers with an instructional f ramework for moving f rom teacher knowledge to student understanding and applicat ion. The gradual release of responsibility model ensures

that students are supported in their acquisition of the skills and strategies necessary for success.

Implementing the gradual and someti mes does, occur with the who le class, the evidence is clear that reading instruction necessitates small group instruction. Guided instruction provides teachers an opportun ity to address needs identified on formative assessme nts and directly instruct students in specific literacy components, skills, or strategies.

"As part of a gradual release of

responsibility model, curriculum must be vertically aligned."

release of responsibility model requires time. Instructional planning can consume hours of a teacher's time. As teachers, we have to plan for a diverse group of learners, students learning English, students who find reading easy and those who struggle, and students who need strategic intervention to be successful. As part of a gradual

• Collaborative Learning. To consolidatetheir understanding of the content students need opportunities to problem solve, discuss, negotiate, and think with their peers. Collaborative learning opportunities, such as wor kstations ensure that students practice and apply their learning while interacting with their peers. This phase is critical as students must use language if they are to learn it. The key to collaborative learning, or productive group wor k as it is somet imes called, lies in the nature of the task. Ideally each collabo rative learning task will have a group function combined with a way to ensure individual accountab ility such that the teacher knows what each student did while at the workstation.

release of responsibility model, curriculum must be vertically aligned. Our students do not have time to waste on skills and strategies they have already mastered. Similarly, without strong vertica l alignment as part of the gradual release of responsibility model, skills can be missed.

What is vertical alignment? Vertical alignment is both a process and an outcome, the result of which is a comprehensive curriculum that provides learners with a coherent sequence of content. Vertical alignment ensures that content standards and reading skills and strategies are introduced, reinforced, and assessed. Vertical alignment guarantees


that instruction is targeted on the intersectionbetween student needs and content standards.In curricula with strong vertica l alignment, content redundancy is reduced and thecurriculum is rigorous and challenging.

First and foremost, strong vertical alignment accommodates a wide variety of developmenta levels and is designed to increase the intellectual, personal, physical, social, and careerdevelopment of all students. Vertical alignmentallows teachers increased precision in theirteaching because they are not teaching contentthat is covered elsewhere or that students havemastered previously. Vertical alignment alsoensures that specif ic content standards are not entirely missed as a teacher at one gradeassumes someone else focused on that content.

With strong vertical alignment and purposeful instruction, students learn. While there are manyreasons that children struggle with reading and writing, there are not endless numbers of solutions. Students who find literacy tasksdifficult deserve increased attention from theirteachers, quality reading materials, and authentic opportunities to read and write. If we providethem with these essentials, we can expect greatthings. If we do not, we cannot expect studentsto know themselves or their wor ld.

Buehl, D, "Scaffolding," Reading Room, 2005,

readingroomoct05 .htm> (November 11, 2006).

Farstrup, A. E. and S. J. Samuels (eds.), What the Research has to Say About Reading Instruction, 3rd ed., International Reading Association, Newark, Delaware, 2002 .

Fink, R. and S. J. Samuels (eds.), Inspiring Reading Success: Interest and Motivation in an Age of High-Stakes Testing, International Reading Association, Newark, Delaware, 2008.

Fisher, D. and N. Frey, "Implementing a Schoolwide Literacy Framework: Improving Achievement in an Urban Elementary School," The Reading Teacher, 61, 2007, pp. 32-45.

Fisher, D. and N. Frey, Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, Association for Supervision and Curriculum Development, Alexandria, Virginia, 2008.

Frey, N. and D. Fisher, Language Arts Workshop: Purposeful Reading and Writing Instruction, Merrill Education, Upper Saddle River, New Jersey, 2006.

Kong, A. and P. D. Pearson, "The Road to Participation: The Construction of a Literacy Practice in a Learning Community of Linguistically Diverse Learners," Research in the Teaching of English, 38, 2003, pp. 85- 124.

Lloyd, S. L., "Using Comprehension Strategies as a Springboard for Student Talk," Journal of Adolescent and Adult Literacy, 48, 2004, pp. 114- 124.

Pearson, P. D. and M. C. Gallaghe r, "The Instruction of Reading Comprehension," Contemporary Educational Psychology, 8, 1983, pp. 317-344.


Arkansas Department of Education GR 4-5 Implementing a Comprehensive Literacy Framework : M2/Word Study

McGraw-Hill Education grants permission for the Arkansas Department of Education to reprint the research paper "Effective Use of the Gradual Release of Responsibility Model" by Douglas Fisher.


Reading SelfReflection

What were your reading experiences as a child?

Were these positive or negative experiences for you?

Do you see yourself as a reader now?

How do you share your reading experiencesboth current experiences and those from the past with your students?

With which group of readers in your classroom do you most identify and why? Underground readers gifted readers, that see the reading they do in school

completely disconnected from the reading they prefer to do on their own Developing readers commonly referred to as struggling readers who for any

number of reasons are not reading at grade level Dormant readers students who have reached a minimum level of achievement,

but are unmotivated and uninterested in reading

Who have been your role models for reading?

List the last five books you have read.

How long did it take for you to read these books?

Which books were read for a job or for a schoolrelated purpose?

Which books were read for pleasure?

Adapted from: The Book Whisperer by Donalyn Miller

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Context Sentence(s)

_______________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

The Vocabulary Strategy WorksheetVocabulary Word

Look for Context Clues

Context Clues Signal Words or Punctuation Type of Context Clue1

Look for Word-Part Clues

A. Can You Break the Word into Parts? Circle yes or no.

(If you canʼt skip to Step 3)

Word Part Meaning

B. What Is the Root Word?

C. What Is the Prefix?

D. What Is the Suffix?

E. Put the Meanings of theWord Parts Together

2 A. Word Broken into Parts

I Guess the Word Means....

My Meaning Substituted in the Original Sentence

Does your meaning make sense in the sentence? Circle yes or no.

4

Dictionary Says...5

Prefix + Root Word ~ Root Word + Suffix ~ Prefix + Root Word + Suffix

3

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Context Sentence(s)

___"That was off a hill; for it to fly by itself, though, we need it a

propulsion unit." ___________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

The Vocabulary Strategy WorksheetVocabulary Word

Look for Context Clues

Context Clues Signal Words or Punctuation Type of Context Clue1

Look for Word-Part Clues

A. Can You Break the Word into Parts? Circle yes or no.

(If you canʼt skip to Step 3)

Word Part Meaning

B. What Is the Root Word?

C. What Is the Prefix?

D. What Is the Suffix?

E. Put the Meanings of theWord Parts Together

2 A. Word Broken into Parts

I Guess the Word Means....

My Meaning Substituted in the Original Sentence4

Dictionary Says...

Was your meaning close to the dictionary definition? Circle yes or no.

5

Prefix + Root Word ~ Root Word + Suffix ~ Prefix + Root Word + Suffix

3

fly by itself though antonym

propulsion

pro/puls/ion

puls drive or push

pro to go forth/ put forth

ion action or process

pro/puls/ion to push forward with action

That was off a hill; for it to fly by itself, though, we need a unit that pushes forward with

action. Does your meaning make sense in the sentence? yes or no.

The drive to move forward.

act of pushing forward

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thenderson

Highlight

thenderson

Highlight

thenderson

Highlight

Reading MiniLesson

Student Learner Expectation: Enroute learning for Reading Standard 5: Respond to a wide variety of texts by contributing to a reading journal which demonstrates appropriate comprehension skills; including written responses, reading log, interests list, and reading goals

Explicit Lesson Focus: Keeping a record of Reading (#11 of First 20 Days) Genre: Type of Minilesson: S M L

Materials

Direct Explanation Explain what the strategy is and why and when to use it.

Model or Demonstrate Show how to use the strategy.

Text: Guiding Readers and Writers, pp. 150151 Other: Chart paper, markers, current reading book

What: We have been doing lots of wonderful reading and thinking about our books. Readers sometimes keep a list of books they’ve read. Why: These lists of books are kept so one can look back at their reading – maybe to check the title of a book or to see if they always read the same type and level of books. It helps you see your progress as a reader. When: In this class, you will keep a log of the books you read along with some information about these books.

How: Today we will look at your Reading Response notebook and discuss one way we will use these. Section one, Reading List, is to help us keep a record of our reading. I will use my chart so I can show you what your notebook page will look like. You will divide your page into five columns and write these headings.

Reading List Title Author Date

Completed Genre Level

Bud, Not Buddy Christopher Paul Curtis

09/28/15 Historical Fiction

JR

After you have made the columns like I did, you will write the information about the book you are reading. My book is Bud, Not Buddy, so I will look at the cover and write the name of the book correctly under title. The next column is author, so I look again at the cover to see how to spell the author’s name correctly. I see his name is Christopher Paul Curtis, so I will write that under author. The next column says date completed. I finished reading this book on 9/28/15, so that is what I enter there. Column 4 says genre – which means what type of book. We have learned that this book is historical fiction, so I will write historical fiction. When I read the book it was a “just right” book for me, so I will label it “JR” under level.

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Guided Practice Scaffold the use of the strategy.

Collaboration

Apply Use the strategy

I want you to look at your reading book that you brought with you today and silently answer these questions. What is the title? Who is the author? Have you finished it? If you haven’t completed it, the date cannot be written until you finish. What type or genre is it? Is the book easy, just right, or challenging? Now turn to your partner and tell him what you will write in your notebook on your reading list today. I’ll put this sample chart on the wall for us to use. When you return to your desk, take out your notebook and record the information you shared with your partner about your book. You will do this each time you read a new book. Your notebook will be a special book for you this year so you want to take very good care of it. Keep it in your desk so you can find it when you need it. At group share today, bring your reading notebook so partner’s can check each other’s reading list to be sure we’ve all started correctly. Float the room during the initial time to enter information. Scaffold as needed.


Reading MiniLesson

Student Learner Expectation: Enroute learning for Reading Standard __: Explicit Lesson Focus: Genre: Type of Minilesson: S M L Materials Direct Explanation Explain what the strategy is and why and when to use it. Model or Demonstrate Show how to use the strategy.


Collaboration

Allow time for students to collaborate with each other


Text: Other: What: Why: When: How:

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First 20 Days Combined into 10 Days Day 1 – Classroom Library (1), How Readers Choose Books (2)

** Have some books by genre in your library but do not but all books in the classroom library. You will use the rest of the books on days 4 and 5 when you discuss Fiction and NonFiction books.

Day 2 – Making Good Book Choices (3) Abandoning Books (6)

Day 3 Guidelines for Working Together (10)

Day 4 – Types of Fiction (8)

** After the minilesson, using books that will be a part of your classroom library, allow students to work in groups with a tub of books that contain a variety of fiction genres. Have the groups discuss and categorize them to put them into the appropriate fiction genre in the classroom library. Day 5 – Types of Non‐Fiction (8) ** After the minilesson, using books that will be a part of your classroom library, allow students to work in groups with a tub of books that contain a variety of nonfiction genres. Have the groups discuss and categorize them to put them into the appropriate nonfiction genre in the classroom library. Day 6 – Thinking and Talking About Your Reading (4) Buzz (5) combine with how to use Sticky Notes to track your thinking and discuss with others (15) Day 7 – Responding to Your Reading (11)

** Discuss a Variety of Ways for Students to Respond to Their Books Not Just Writing a Letter to the Teacher, Brainstorm List

Day 8 – Record of Reading (9) and Interest List (16) Day 9 – How to Write a Book Recommendation (17) Day 10‐ Book Talks (19)

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Reading MiniLesson

Student Learner Expectation: Enroute learning for Reading Standard 1: Students will read closely to determine what the text says explicitly and to make logical inferences from it, cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Explicit Lesson Focus: Develop questions or wonderings while reading.

Genre: Type of Minilesson: S M L

Materials

Direct Explanation Explain what the strategy is and why and when to use it.

Model or Demonstrate Show how to use the strategy.

Text: The Junkyard Wonders by Patricia Palocco. (NOTE: Patricia Polacco books generally do not have numbered pages. If you choose to use this text, you will want to number the pages beginning with labeling the foreward located before the title page and then continuing to number the pages 1 45). Other: sticky notes (or Reader’s Notebook), pens/pencils, current reading book

What: One strategy for developing good questions while reading is to think “What leads me to think this is something important to wonder about?”

Why: Many times an author wants you to wonder and question serious issues and/or problems as you read.

When: As you read, you will want to formulate questions. Your thoughts may change as you read.

How: One way you can keep track of your wonderings is by writing them down on a sticky note or by recording them in your Reader’s Notebook. Today, I will show you how I develop questions as I read by keeping in mind what I think the author wants me to wonder. I am going to pay close attention to see if there is a major issue or problem that arises and will record my thinking on stickynotes.

Teacher begins reading The Junkyard Wonders pausing occasionally to record wonderings on stickynotes.

Examples of possible wonderings:

Foreward: Right away the author gets me wondering what reason Trisha has for wanting to stay with her father and Gramma. She restates that she has a reason and it is a good reason. This must be important for the author to make sure the reader knows the reason is a good one. I will record on my stickynote “What is her reason?” and post it on the page.

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Collaboration



p. 1 Hmmmm. I wonder why Kay didn’t speak to Trisha on her first day of school, and why the two girls had funny looks on their faces when Trisha showed them her class card? p. 5 I wonder why Mrs. Peterson started class with defining the word “genius” and wanted each student to memorize it. Why did she call the class “The Junkyard”? Pause occasionally and have students turn and talk before suggesting their wonderings to post on the chart. p. 12 I wonder why Ravanne does not speak? p. 18 I wonder why Barton Poole is so mean to Trisha and the other kids in her class. Why did he pull her badge off? He was being so mean to her and Thom and Gibbie, and they did not do anything to him. p. 1920 Why does Mrs. Peterson really think the junkyard is a place of wondrous possibilities, or is she just trying to make the kids feel better? For the rest of the story ask for student volunteers to make wonderings about the story. Have them record their thinking on sticky notes and post on chart paper. Now it is time for you to try this strategy. As you read your independent book today, I would like for you to record 23 wonderings in your Reader’s Notebook you had while you read.


Researchers on Close Reading

Timothy Shanahan

According to Shanahan, the main point of close reading is to “situate the text” at the center of the reading experience, focusing on what is important in the text in terms of what it says, how it works, and how it relates to other texts.”

Lehman and Roberts

“…we carry [close reading] strategies beyond the page and organize them astools for living more reflective lives. When you look carefully at characters in books, you learn to listen more carefully to the characters in TV shows you are watching AND to the people in your life. When you study how an author’s words are chosen for effect, you pay attention to words used in advertisements and learn to more carefully choose your own words with others.”

Beers and Probst

“Close reading then should not imply that we ignore the reader’s experience and attend closely to the text and nothing else. It should imply that we bring the text and the reader close together. To ignore either element in the transaction, to deny the presence of the reader or neglect the contribution of the text is to make reading impossible…”

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Ruby Bridges' Brave Stepby Latorial Faison

The year was 1960 The day, November 14th When a little Black girl

Was brave in New Orleans

Her name was Ruby Bridges Some called her Ruby Nell

She lived through segregation And gained quite a story to tell

William Frantz Elementary Would never be the same

It was no longer a White school The day that Ruby came

On her first day of school She was so strong and proud

She stepped boldly without stopping Through fiercely threatening crowds

There were people filled with hatred Who told Ruby to go back home

They did not want integration They taunted Ruby to make it known

But little Ruby had protection Her mother, US Marshalls, and her God

As she stepped into this new school Her teacher, Ms. Henry, won her heart

Ruby was, sometimes, afraid But she prayed and continued on

With her family, teacher, and community She weathered integration’s storm

Ruby Bridges’ experience Is a significant part of history

Her unwavering faith and courage Resulted in what we now see

Schools all across America Integrated and diverse

Children of every color and creed Learning together, breaking the curse.

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Preparing for Close Reading

Title of text: _______________________________________________________________________________________________________

Curriculum Connection

Reasons for selecting this text:

Theme connection/inquiry question:

Placement of this text within a lesson sequence:

Complexity of the Text

Lexile (if available) or other readability measure:

Qualitative complexities of this text:

Challenges for students reading this text:

Learning Points From the First Close Reading

Approaching the Text

____ Teacher reads entire text aloud first, then goes back and reads chunk by chunk

____ Students read entire text first for a general impression; then the teacher reads chunk by chunk

____ Teacher reads by chunk without an initial read-through by either the teacher or the students

____ I have determined appropriate text chunks: places to pause and ask questions.

Retrieved from the companion website for Closer Reading, Grades 3–6: Better Prep, Smarter Lessons, Deeper Comprehension by Nancy Boyles. Thousand Oaks, CA: Corwin, www.corwin.com. Copyright © 2014 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.

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Study Guide for Guiding Readers and Writers:Teaching Comprehension, Genre, and Content Literacy

Appendix a A Network of Processing Systems for Reading

Monitor and Correct

Search for and Use

Information Notice and use

information sources (meaning, lang.

structure,

Summarize Remember important information and carry it forward.

Maintain Fluency

Solve Words

Check on accuracy and understanding and

work to self-correct errors.

Use a range of strategies to read and understand words.

Think critically about

visual information).

Systems of Strategic

Actions

Read at a good rate, with phrasing, pausing,

intonation, and appropriate stress.

Take action in flexible ways to solve problems or fit purpose and genre.

Think about what may happen next.

Adjust

Critique the text.

Notice aspects of the writer’s craft and text structure.

Connect the text to personal

and world knowledge as well as to other

texts. Make

Predict

Analyze Think about what the writer means but has not stated.

Infer

Adjust present understandings to accommodate new knowledge.

Synthesize

Connections Personal/World/Text

40 • ©2011 by Irene C. Fountas & Gay Su Pinnell

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Arkansas Department of Education GR 4-5 Implementing a Comprehensive Literacy Framework M3/Reading Instructiong Instruction


Annotation Examples for Close Reading

Examples of annotations could include:

Circling words/phrases that help you understand why theauthor chose the words he/she used. Take intoconsideration word choice, connotative and technicalmeanings.

Underlining figures of speech. Think about why the authorchose the analogies, allusions, similes, or metaphorshe/she used.

Putting parentheses around literary devices such asimagery or symbolism.

Making marginal notes to indicate how the author usessyntax to develop ideas. Consider how the text progressesfrom sentence to paragraph, to chapter, to section as youanalyze the text’s structure, patterns, rhythm, andrepetitions.

Making marginal notes about the development of literaryelements including plot, setting, characters, point of view,and theme. In addition, note how the author creates tone,and demonstrates style.

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Planning for Close Reading

Text: _______________________________________________________________________________________________________________

Purpose: Deep understanding of the text

Before Reading

Clues based on cover illustration—or . . . :

Clues based on page layout (columns, stanzas, bolded words, etc.):

Clues based on title, author:

Probable text type (literary or informational), possible genre:

During Reading

Questions students should ask themselves for each chunk of text:

• What is the author telling me?

• Any hard or important words?

• What does the author want me to understand?

• How does the author play with language to add to meaning?

Follow-up: Text-dependent questions for the teacher to ask about each chunk of text:

First chunk:

Second chunk:

Third chunk:

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Fourth chunk:

[Add additional chunks as needed]

After Reading

(Depending on time available, some tasks below may not be completed on same day as first close reading)

Follow-up tasks for close reading:

1. Important words to talk about the text:

2. Theme/lesson/message:

3. Summary or gist statement:

4. Structure and genre:

5. Optional: Additional task related to this text or students’ skill needs:

Talk it out:

[Written task]

Retrieved from the companion website for Closer Reading, Grades 3–6: Better Prep, Smarter Lessons, Deeper Comprehension by Nancy Boyles. Thousand Oaks, CA: Corwin, www.corwin.com. Copyright © 2014 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.


Sample Writing Tasks

In “Stray” by Cynthia Rylant a young girl takes in a stray puppy against her parents’ wishes. She knows she will have to give up the dog eventually. Describe Doris’ journey of having the dog, giving it up and the story’s surprise ending. Ultimately, did Mr. Lacey make the right decision? Defend your answer with evidence from the text.

In “Harriet Tubman” the author expresses two points. The first point is that Harriett Tubman was “tough.” The second point is that Harriett Tubman was “a brilliant planner.” What evidence in the text supports each of these points?”

After watching the video, “ Phoenix Zoo Helps Save…” andreading the article, The Swazi Eleven” and the chart, “ Life Span of Female African Elephants, write a researchbased argument essay, convincing readers that zoos either help or harm animals. Be sure to use what you know about writing essays to take a position on the topic and back it up with evidence from your research. As you write, use information and quotations from the video and any or all of the texts you read to support your claim.

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The Road to Independence4-Column Note Organizer

Teacher Role Student Role Strategies/Skills Leading Kids to Independence

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GUIDED Literature Discussion LESSON PLAN for CHAPTER BOOKS Group Name: ____________________________________________

Book: _____________________________________________________

Book or Chapter Introduction: Group Discussion (T) Provides anticipatory set ( question or experience to spark interest/ build background) (S) Discuss anticipatory set

(T) Facilitates a discussion about the reading. (T&S) Discussion is collaborative using Group Norms and Conversational Moves.

(T) Provides a BRIEF overview of the book or chapter. (S) Discuss what took place during the reading. (Recounting of story based on characters, setting, events, how the plot moved, etc.

(T) Discusses specific words ( 23), for meaning or decoding that students will encounter during the reading.

(S) Share their thoughts and use notes in interactive notebook or graphic organizer to discuss the purpose based on standards that was set during the last group meeting. ( critical thinking)

(T) Discusses the comprehension focus/purpose for the reading. This should be at a critical thinking level. Discusses expectations for graphic organizer, notes or interactive notebook based on the purpose.

(T) Can facilitate a close reading of a particular section or excerpt from the book from the reading that focuses on the purpose set to scaffold thinking.

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Book: _____________________________________________________

Book or Chapter Introduction: Group Discussion (T) Provides anticipatory set ( question or experience to spark interest/ build background) (S) Discuss anticipatory set

(T) Facilitates a discussion about the reading. (T&S) Discussion is collaborative using Group Norms and Conversational Moves.

(T) Provides a BRIEF overview of the book or chapter. (S) Discuss what took place during the reading. (Recounting of story based on characters, setting, events, how the plot moved, etc.

(T) Discusses specific words ( 23), for meaning or decoding that students will encounter during the reading.

(S) Share their thoughts and use notes in interactive notebook or graphic organizer to discuss the purpose based on standards that was set during the last group meeting. ( critical thinking)

(T) Discusses the comprehension focus/purpose for the reading. This should be at a critical thinking level. Discusses expectations for graphic organizer, notes or interactive notebook based on the purpose.

(T) Can facilitate a close reading of a particular section or excerpt from the book from the reading that focuses on the purpose set to scaffold thinking.



Book: _____________________________________________________

Culminating Activity: Writing Focus: Final Writing Activity Based on the Text Examples: Narrative Writing Task ( Change ending or Write a scene in a different point of view)

Informative Writing Task using Central Idea and Details from the text Analysis Writing on Central Message, Lesson, or Moral

Integration of Knowledge and Ideas: Example: Literature: Compare and Contrasting two or more versions of the same story

Compare and Contrast themes, settings, and plots of stories written by the same author

Informational: Compare and Contrast the most important points and key details presented in two texts on the same topic


Sample Discussion Etiquette

Discussion Elements Looks Like Sounds Like

Focused on Discussion Face speaker Sit up Eyes on speaker Mind is focused

Speaker’s voice only One voice at a time Voices low Appropriate responses

Active Participation Eyes on speaker Head nodding One person talking

Responses follow off other’s ideas Use appropriate conversational responses “I’d like to hear what …thinks.”

Asking Questions Listening Positive facial expressions

Polite tone “Why do you think that?”

Piggybacking Off Others Listening Waiting until other speaker is finished

Polite tone One voice at a time “I’d like to add that…”

Disagreeing Constructively Look at the speaker Positive facial expressions

Polite responses No put downs “I see what you’re saying, but…”

Supporting Opinions with Evidence

Be prepared Use the book If possible, mark the place

Piggybacking off others Help others find evidence One voice “Let’s look on page…I think this explains it.”

Encouraging Others Prompt people to share Ask probing questions Eyes on speaker Head nodding

Positive responses Appropriate responses “That’s an interesting idea.”

Adapted from Getting Started with Literature Circles, K. Noe and N. Johnson

H 19


The Language of Response (Conversation Moves)

I agree because…I disagree because…I also noticed…I’d like to add that…I didn’t understand…Say more about what you mean…I don’t understand what you mean…

Can you show where that is in the text/illustrations? What is your evidence? Why do you think that? I think the author meant…How do you know that? We’re getting far away from the text. What does the author say that makes you think that?

Taken from Guiding Readers and Writers, Fountas and Pinnell

H 20


Sample Literature Circles Rubric

0 1 2 3 ♦ Not prepared♦ Hasn’t read♦ Doesn’t bring

materials♦ Does not use

good listeningskills

♦ Read a little bit♦ Not prepared to

discuss♦ Hasn’t done

assigned writing♦ Does not use

good listeningskills

♦ Read all assignedpages

♦ Minimal amount ofwriting

♦ Marked a fewplaces in the text

♦ Little participationin discussion

♦ Uses good listeningskills most of thetime

♦ Read all assignedpages

♦ Marked manyplaces in the text

♦ Prepared todiscuss

♦ Participates bysharing

♦ Able to provideevidence from thetext

♦ Uses goodlistening skills

♦ Piggybacks♦ Asks follow-up

questions♦ Good effort on

writtenassignment

H 21


STUDENT SELF-ASSESSMENT: LITERATURE CIRCLES

Reading: 4 Read all assigned pages on time and marked text for discussion. 3 Read all assigned pages on time. 2 Read most of the assigned pages on time. 1 Read very little of the assigned pages on time.

Writing: 4 Completed writing assignment with elaboration. 3 Completed writing assignment. 2 Some of the writing assignment was completed. 1 Little of the writing assignment was completed.

Speaking: 4 Shared ideas from the text with elaboration. 3 Shared ideas from the text. 2 Shared some ideas from the text. 1 Shared few ideas from the text.

Listening 4 Used active listening skills and responded appropriately. 3 Used active listening skills. 2 Used active listening skills sometimes. 1 Used active listening skills rarely.

I deserve _______ points because _______________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________.

H 22


Inquiry Circles

In their book Comprehension and Collaboration, (Heinemann, 2008) Stephanie Harvey and Harvey

Daniels outlined the ‘Inquiry Circle’ process in which comprehension and collaboration instruction

merged into an authentic learning opportunity for students to investigate topics they were interested

in to answer their own questions. The following excerpt from page 1213 outlines the “Next Step” in

authentic instruction, Inquiry Circles.

The Next Step: Inquiry Circles

For us, the answer to “What’s next?” is wellstructured smallgroup inquiry across the

curriculum. Teaching kids to think and work together, so learning is more seamless. When kids

learn and practice strategies to comprehend what they read, hear, and see and when they learn

the social skills necessary to work in small groups, their inquiries soar.

In Comprehension and Collaboration, we teach the reader, not merely the reading; the

communicator, not merely the communications; the researcher, not merely the research. When

we focus on teaching strategies for reading, listening, viewing, communicating, collaborating,

and researching, learners come away with lots of strategy knowledge for sure, but also a ton of

content. Learning, understanding, and remembering subject matter is a direct product of

knowing how to think, work together, and wonder.

Keep in mind, however, that we don’t teach all of the thinking strategies, collaborative

processes, and inquiry steps before kids ever get a chance to answer their questions. They

wouldn’t last long if we taught them countless lessons before setting them free to satisfy their

curiosity and search for answers. So me model a few important ideas of how to think and work

together and then send them off to investigate. We then continue to teach more about

comprehension and collaboration throughout the inquiry process.

What do these small group inquiries look like? Think of literature circles—but instead of

choosing a single book to read, kids select a topic or a question to explore. Picture teachers

teaching comprehension strategies and kids making connections, asking questions, and

synthesizing the information. Envision teachers modeling social skills and planning interviews,

asking followup questions and take action. When comprehension, collaboration, and research

intersect, inquiry circles take root and grow our kids’ learning and understanding. The basic

principles of inquiry circles are highlighted here:

PRINCIPLES OF INQUIRY CIRCLES

Choice of topics based on genuine student curiosity, questions, interests

Digging deeply into complex, authentic topics that matter to kids Flexible grouping, featuring small research teams, groups, task forces

H 23


Heterogeneous, nonleveled groups with careful differentiation

Student responsibility and peer leadership

Use of proficientreaders/thinker/researcher strategies

Drawing upon multiple, multigenre, and multimedia sources

Going beyond factfinding to synthesizing ideas and building and acquiring knowledge

Actively using knowledge in our schools and communities: sharing, publication,

products, or taking action

Matching or “backmapping” kids; learning to state or district standards

The following excerpt from page 56 of Comprehension and Collaboration shows an example of an

authentic learning experience in a fifth grade classroom.

Advocating for a New School

In their crumbling innercity elementary school, Brian Schultz’s fifthgrade students have

become increasingly outraged by the deteriorating conditions of the building. Years ago, the

community was promised a brandnew school, but that replacement was never built, and Byrd

Academy was left to crumble with kids inside. Brian’s students began to systematically

document the issues that obstructed their learning:

No heat and broken windows, so kids must study with coats and hats on

No soap, hot water, paper towels, or toilet paper in the washrooms No lunchroom, so lunch is served in hallways

No gym or auditorium, so all school events must use borrowed space

As momentum grew around the project, Brian saw that it could become the focus of a whole

year’s worth of curriculum. “All the subjects in the prescribed curriculum were blended

together in a natural way,” he recalls. “Kids’ research took them to books, magazines, and

Internet postings that went well beyond their (supposed) reading level and aptitude. As

Hennessy said ‘Before this project, I would never have thought I could read this stuff.’”

Working in small groups, the students created folders documenting each grievance, including

photos, written explanations, and data displays and posted all this content on a website

(http://www.projectcitizen405.com). They composed respectful but pointed letters to school

district, city, and state officials. They didn’t hesitate to suggest that these city leaders would

never let their own kids go to a school in such sorry shape. As a result, hundreds of letters,

phone calls, and emails of support poured in. A wide range of media (local newspapers, TV

stations, and National Public Radio) covered the story, Ralph Nader visited and wrote about the

school, and the class was invited to the state capitol to testify before the legislature.

Still, in the end, students did not succeed in shaming the district into delivering the

longpromised new building. Indeed, a few months later, the superintendent proposed the


http://www.projectcitizen405.com/

permanent closing of the building, due to low enrollment. But both the students and their

teacher felt that powerful lifelong lessons had been learned. In the words of Malik: “Last year

was my best year ever in school…instead of it being like school, it was more like family…and I

learned a lot too, like learning how to write and interview and ask good question.” In the end,

Brian wrote a book about his kids’ remarkable action research project, called Spectacular Things Happen Along the Way (Schultz 2008).


H 24



Time to Reflect

3 things I have learned today…1.

2.

3.

2 things I am unsure of…1.

2.

1 thing I can do immediately…

1.

H 25


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