National Urban Alliance
Developed the KWL strategy
Cartoon, stop asking us if we're there, we're nomads for crying out loud.
Standards are still being developed, not all of them are research based.
The vision: college and career readiness.
1/3 of college students are taking remedial courses, in reading, writing,and math.
ABC Graffiti: Janet Allen
Getting started activity
Boxes with alphabet, brainstorm key ideas in small groups
Take three of the words to connect into a sentence. Then write a question.
Share out and have the group determine what words were used from the chart.
Key ideas of the vision:
Text Complexity: key
Research: students should do this at least 4 research pieces a year, ongoing, derived from student generated questions, present and share the information with others
Close Reading: reading historical documents
Argumentative writing: can you articulate? Writing in the content, daily. Essays. If you argue, you have to evidence
Knowledge building: historical, technical knowledge. Integrated curriculum.
Maximizing our time with students
"alot of people love these kids, but few can teach them"
Short bursts of writing each day, responding to text
Preparing students for these expectations
More close reading of informational text.
Integrating content: projects in science and social studies
Team across content levels
Reorganize curriculum, problem based learning teams
Inquiry based, problem based, project based (not drilling of skills)
Reason for raised lexiles, came from an analysis of college textbooks. Gap of 200 lexiles between high school and college
Build stamina for difficult texts, support them. Close reading
Read it more than once.
Focus in beyond grades K-1, those should focus on building foundational skills
Rich Instructional Diet
Efrida Heibert: textproject.org
powerpoint on there about text complexity
6 modules to address
3 different dimensions
Quantitative, Qualitative, Reader and Task
Appendix A of CCSS
Wisconsin: has measures for the qualitative dimension
Standards 1 and Standard 10 are the bookends. Focus on the independence!
4th grade: 50% Informational, 50% Fiction/Literature
Assessment of comprehension through writing:
Beyond the Bubble: using evidence to frame comprehension, measuring interpretation
She has a new book in spring about vocabulary, not prominent in comprehension for some reason, she disagrees with this
Found in CCSS Language
Pull out and work with teams about this
Comprehension success is 98% correlated to vocabulary
Listening and Speaking
The collaborative and presentation piece in the CCSS going to fall to districts to meaure, they've decided it's too difficult to measure at the national level.
Use the school assessment from her with Tier 2 team in classifying our initiative lists. Have/create one similar for math. Great strategies for collecting cause data! Take to Curriculum Team too.
What was the author trying to say, instead of did you like text.
Look at our questioning skills.
Review lesson plans, look at the questions from GHGR and analyze the depth of questions there
Videotape and analyze the questions and interactions with text
Create a list of key ideas and create a learning plan for teams/staff. Focus knowledge buiding for teachers in that area, try stratgies, measure impact.
Close reading, questioning, genre varieties in reading and writing, productive conversations/cooperative learning, vocabulary (analyzing)
Take this task to Tier 2. Prioritize ideas. Determine how to do this, WHO? Jana? Do we need to reorganize our team and vertical team meeting schedules to build this knowledge. Semester 2, summer, next year.
National Science Teachers Association puts out a list of the best iinformational texts each year. On Pearltree
Routine to use to use Close Reading: PRC2 Strategy
PRC2 Partner reading in content
2. Reading Together: same level, one book between them, dealing with the text themselves, 2 page spreads at a time, each re-read their page a second time. Write a question for their partner. Re-read their page to their partner, ask their partner the question.
3. Discussing ideas from the questions asked.
4. Kids come back together to discuss their learning.
5. Take to writing
20 minutes or so each day
Develop a unit. Book list to support the content at many levels. You can use textbook reading too. Do a pre-assessment. Gather key vocabulary and background knowledge about the vocabulary. Rate thier knowledge.
Kids stay together for one unit.
Done in both SS and Science
Read with pen in hand, note taking, post it notes minis to use in the book
listhings.com use to put ideas on and then categorize them
engageny.org close reading and questioning
Accountable Talk protocol
Critical Friends tool for discussion and questioning
Exploding an idea:
Choose their learning and elaborate on it..
Cheska book on Improving Questions